A systematic review of AI literacy scales
| Authors | |
|---|---|
| Year of publication | 2024 |
| Type | Article in Periodical |
| Magazine / Source | npj Science of Learning |
| MU Faculty or unit | |
| Citation | |
| web | https://doi.org/10.1038/s41539-024-00264-4 |
| Doi | http://dx.doi.org/10.1038/s41539-024-00264-4 |
| Keywords | AI literacy |
| Attached files | |
| Description | With the opportunities and challenges stemming from the artificial intelligence developments and its integration into society, AI literacy becomes a key concern. Utilizing quality AI literacy instruments is crucial for understanding and promoting AI literacy development. This systematic review assessed the quality of AI literacy scales using the COSMIN tool aiming to aid researchers in choosing instruments for AI literacy assessment. This review identified 22 studies validating 16 scales targeting various populations including general population, higher education students, secondary education students, and teachers. Overall, the scales demonstrated good structural validity and internal consistency. On the other hand, only a few have been tested for content validity, reliability, construct validity, and responsiveness. None of the scales have been tested for cross-cultural validity and measurement error. Most studies did not report any interpretability indicators and almost none had raw data available. There are 3 performance-based scale available, compared to 13 self-report scales. |
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