Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students
Empowerment enables students to be psychologically and affectively ready to leverage the benefits of artificial intelligence (AI). However, a theory-driven scale to extend empowerment into the use of AI for problem-solving is lacking. This study developed and validated an 11-item scale of empowermen...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-06-01
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| Series: | Computers and Education: Artificial Intelligence |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666920X24001620 |
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| author | Siu Cheung Kong Jinyu Zhu Yin Nicole Yang |
| author_facet | Siu Cheung Kong Jinyu Zhu Yin Nicole Yang |
| author_sort | Siu Cheung Kong |
| collection | DOAJ |
| description | Empowerment enables students to be psychologically and affectively ready to leverage the benefits of artificial intelligence (AI). However, a theory-driven scale to extend empowerment into the use of AI for problem-solving is lacking. This study developed and validated an 11-item scale of empowerment in using AI for problem-solving (EUAIPS) based on a proposed conceptual framework that synthesises empowerment and AI-related literature. The EUAIPS scale encompasses impact, self-efficacy, and meaningfulness in using AI for problem-solving. We collected data from a diverse sample of Hong Kong senior secondary and university students before (N = 477) and after the course (N = 409). Results demonstrated that the EUAIPS scale with a three-factor structure had good reliability and validity. Students also felt significantly more empowered to use AI for problem-solving after a 14-h course using AI for problem-solving. These findings empirically support the affective dimension of AI literacy and show that psychological control/competence is particularly important for students to harness AI to solve problems at the affective level. This study presents a valid instrument for researchers and practitioners to measure empowerment in using AI for problem-solving and informs AI literacy curriculum designers about including learning activities to help students realise its impact, self-efficacy, and meaningfulness. |
| format | Article |
| id | doaj-art-2c8f64a697da48dab51985a77e101f1b |
| institution | Kabale University |
| issn | 2666-920X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education: Artificial Intelligence |
| spelling | doaj-art-2c8f64a697da48dab51985a77e101f1b2025-01-04T04:57:17ZengElsevierComputers and Education: Artificial Intelligence2666-920X2025-06-018100359Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university studentsSiu Cheung Kong0Jinyu Zhu1Yin Nicole Yang2Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong; Artificial Intelligence and Digital Competency Education Centre, The Education University of Hong Kong, Hong Kong; Corresponding author. Department of Mathematics and Information Technology, E-1/F-01A, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong.Artificial Intelligence and Digital Competency Education Centre, The Education University of Hong Kong, Hong KongDepartment of Mathematics and Information Technology, The Education University of Hong Kong, Hong KongEmpowerment enables students to be psychologically and affectively ready to leverage the benefits of artificial intelligence (AI). However, a theory-driven scale to extend empowerment into the use of AI for problem-solving is lacking. This study developed and validated an 11-item scale of empowerment in using AI for problem-solving (EUAIPS) based on a proposed conceptual framework that synthesises empowerment and AI-related literature. The EUAIPS scale encompasses impact, self-efficacy, and meaningfulness in using AI for problem-solving. We collected data from a diverse sample of Hong Kong senior secondary and university students before (N = 477) and after the course (N = 409). Results demonstrated that the EUAIPS scale with a three-factor structure had good reliability and validity. Students also felt significantly more empowered to use AI for problem-solving after a 14-h course using AI for problem-solving. These findings empirically support the affective dimension of AI literacy and show that psychological control/competence is particularly important for students to harness AI to solve problems at the affective level. This study presents a valid instrument for researchers and practitioners to measure empowerment in using AI for problem-solving and informs AI literacy curriculum designers about including learning activities to help students realise its impact, self-efficacy, and meaningfulness.http://www.sciencedirect.com/science/article/pii/S2666920X24001620Artificial intelligence literacyEmpowermentProblem-solvingScale developmentSenior secondary and university students |
| spellingShingle | Siu Cheung Kong Jinyu Zhu Yin Nicole Yang Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students Computers and Education: Artificial Intelligence Artificial intelligence literacy Empowerment Problem-solving Scale development Senior secondary and university students |
| title | Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students |
| title_full | Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students |
| title_fullStr | Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students |
| title_full_unstemmed | Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students |
| title_short | Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students |
| title_sort | developing and validating a scale of empowerment in using artificial intelligence for problem solving for senior secondary and university students |
| topic | Artificial intelligence literacy Empowerment Problem-solving Scale development Senior secondary and university students |
| url | http://www.sciencedirect.com/science/article/pii/S2666920X24001620 |
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