From Primary Education to Premium Workforce: Drawing on K-12 Approaches for Developing AI Literacy

TY - GEN

T1 - From Primary Education to Premium Workforce

T2 - 2024 CHI Conference on Human Factors in Computing Sytems, CHI 2024

AU - Kaspersen, Magnus Høholt

AU - Musaeus, Line Have

AU - Bilstrup, Karl Emil Kjær

AU - Petersen, Marianne Graves

AU - Iversen, Ole Sejer

AU - Dindler, Christian

AU - Dalsgaard, Peter

N1 - Publisher Copyright: © 2024 Copyright held by the owner/author(s)

PY - 2024/5/11

Y1 - 2024/5/11

N2 - Advances in artificial intelligence present a need for fostering AI literacy in workplaces. While there is a lack of research on how this can be achieved, there are documented successful approaches in child-computer interaction (CCI), albeit aimed at K-12 education. We present an in-vivo explorative case study of how CCI approaches can be adopted for adult professionals via a full-day workshop developed in collaboration with a trade union to upskill workers. Analyzing data from pre- and post-surveys, a follow-up survey, and materials produced by participants (n=53), we demonstrate how this increased participants' knowledge of AI while their self-efficacy and empowerment did not improve. This is similar to findings from K-12 education, pointing to self-efficacy and empowerment as major challenges for AI literacy across sectors. We discuss the role of ambassadorships and professional organizations in addressing these issues, and indicate research directions for the CHI community.

AB - Advances in artificial intelligence present a need for fostering AI literacy in workplaces. While there is a lack of research on how this can be achieved, there are documented successful approaches in child-computer interaction (CCI), albeit aimed at K-12 education. We present an in-vivo explorative case study of how CCI approaches can be adopted for adult professionals via a full-day workshop developed in collaboration with a trade union to upskill workers. Analyzing data from pre- and post-surveys, a follow-up survey, and materials produced by participants (n=53), we demonstrate how this increased participants' knowledge of AI while their self-efficacy and empowerment did not improve. This is similar to findings from K-12 education, pointing to self-efficacy and empowerment as major challenges for AI literacy across sectors. We discuss the role of ambassadorships and professional organizations in addressing these issues, and indicate research directions for the CHI community.

KW - AI Literacy

KW - education

KW - K-12

KW - Machine Learning

KW - trade unions

KW - #CCTD

UR - http://www.scopus.com/inward/record.url?scp=85194858656&partnerID=8YFLogxK

U2 - 10.1145/3613904.3642607

DO - 10.1145/3613904.3642607

M3 - Article in proceedings

AN - SCOPUS:85194858656

SP - 1

EP - 16

BT - CHI' 2024

A2 - Mueller, Florian Floyd

A2 - Kyburz, Penny

A2 - R. Williamson, Julie

A2 - Sas, Corina

A2 - L. Wilson, Max

A2 - Toups Dugas, Phoebe

A2 - Shklovski, Irina

PB - Association for Computing Machinery, Inc.

Y2 - 11 May 2024 through 16 May 2024

ER -