Magnus Høholt Kaspersen
Aarhus University, Aarhus, Denmark
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.
doi.org/10.1145/3613904.3642607
The ACM CHI Conference on Human Factors in Computing Systems (https://chi2024.acm.org/)