Jac Ka Lok Leung

• Doctor of Education
• Lecturer at Hong Kong University of Science and Technology

Background As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of ga...

In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI‐based (SRLbot) and rule‐based AI chatbots (Nemobot) in a 3‐week science learning experience with 74 Secondary 4 students in Ho...

Teaching students to think in complex systems and design is presumably intricate, creative, and nonlinear. However, due to the overwhelming number of standardized tools and frameworks, the process sometimes ends up being procedural and deductive. Conformity to rigid procedures loses the intention of creative problem-solving towards tackling wicked...

Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literatu...

The Attention, Relevance, Confidence, and Satisfaction or ARCS model is an effective motivational model that has been widely accepted by education practitioners. Literature on the ARCS model has focused primarily on aspects of educational settings, research methods, and outcomes. However, few studies have addressed the applications of the ARCS mode...

In recent years, schools started to incorporate artificial intelligence (AI) into computer science/STEAM curricula. However, few validated measurements have been designed to examine how secondary students develop AI literacy and perceive their learning outcomes. AI literacy has been measured from students' knowledge and skill acquisition, and behav...

With the digital revolution of artificial intelligence (AI) in language education, the way how people write and create stories has been transformed in recent years. Although recent studies have started to examine the roles of AI in literacy, there is a lack of sys- tematic review to inform how it has been applied and what has been achieved in story...

The pandemic has catalyzed a significant shift to online/blended teaching and learning where teachers apply emerging technologies to enhance their students’ learning outcomes. Artificial intelligence (AI) technology has gained its popularity in online learning environments during the pandemic to assist students’ learning. However, many of these AI...

Our twenty-first century is characterized by its rapid technological advancement. Our lifestyle and ways of interacting with people have changed significantly compared to around a decade ago in the early 2010s as AI technologies turn ubiquitous across industries and in our everyday lives. Artificial intelligence has spread across industries to enha...

After understanding AI literacy from the perspective of human-design factor, this chapter presents a conceptual framework introducing an expanded view of AI literacy from educators’ perspectives. It moves beyond technological competencies and tries to identify a more holistic and broader understanding about AI literacy education. When using these n...

Artificial intelligence (AI) has influenced various industries (e.g., business, science, art, education) rather than merely computer science fields to improve working and learning efficiency. There are many AI-driven applications in daily life (e.g., smart home appliances, smartphones, Google, Siri) to enhance user experience and help people lead a...

As AI literacy has grown its popularity across countries and regions around the world to design and implement AI curricula in secondary school levels. According to the report of UNESCO (2022), 11 member states have designed, endorsed, and implemented AI government-endorsed curricula. In the review of Ng et al. (2021b), over 14 countries around the...

AI literacy is in high demand across industries. Thus, being literate in or learning AI should no longer be viewed as a specialized field under engineering but an ability that penetrates all disciplines (Johri, 2020). An analogy to extend this argument is by viewing traditional literacy. We would expect not only linguistics students to be competent...

Part I of this book gave us basic ideas about what AI literacy is, why it is important for all K–16 learners, as well as the theoretical frameworks and important theories involved in AI literacy education. However, students at each educational level have varied needs and intended learning outcomes. Therefore, the way of how AI literacy education is...

This chapter introduced various models of AI literacy education, in particular building on the twenty-first century skills framework to comprise important digital skill sets in today’s digital world. Such skills are essential given the challenges brought about by technological advances and changes in the global economic structure to keep the educat...

Based on the literature review in Chap. 5, we learn that even children as young as 4 years old have already grown up with AI. In our rapidly transforming digital world, equipping young learners with AI knowledge and skills will help ensure their employability and learning potential in their future. Moreover, AI is already present in their everyday...

In the end, we hope to have taken our readers through a journey of discovering the origins and development of AI literacy and, more importantly, positioning the unique role that AI literacy education plays in our rapidly changing, digitized, twenty-first-century education. Part I has posited that AI literacy is different from AI education; while th...

Part II of this book gave us an overview of AI literacy across educational levels. Several models of AI literacy education, in particular Bloom’s taxonomy, TPACK model, as well as the P21’s Framework for the 21st Century Learning (2009) that comprises key digital competencies that inform instructional designers what knowledge, skills, and attitudes...

Artificial Intelligence (AI) has spread across industries (e.g., business, science, art, education) to enhance user experience, improve work efficiency, and create many future job opportunities. However, public understanding of AI technologies and how to define AI literacy is under-explored. This vision poses upcoming challenges for our next genera...

Artificial Intelligence (AI) is at the top of the agenda for education leaders today in educating the next generation across the globe. However, public understanding of AI technologies and how to define AI literacy is under‐explored. This vision poses upcoming challenges for our next generation to learn about AI. On this note, an exploratory review...

Contribution: While design project courses offer first-year students a practical introduction to engineering, a portion of class time is usually spent on lecturing foundational knowledge instead of practicing engineering design. This article presents a blended design-based learning (bDBL) approach that makes class time more efficient and explores t...

Artificial Intelligence (AI) is at the top of the agenda for education leaders today in educating the next generation across the globe. However, public understanding of AI technologies and how to define AI literacy is under-explored. This vision poses upcoming challenges for our next generation to learn about AI. On this note, an exploratory review...