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Does Any AI-Based Activity Contribute to Develop AI Conception? A Case Study with Italian Fifth and Sixth Grade Classes
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The paper reports a quasi-experimental study comparing a programming-only course with a programming plus block-based AI course (using a Codey Rocky robot) for 192 Italian fifth and sixth graders, measuring computational thinking and conceptions of artificial and human minds.
Problem
Whether block-based AI courses complementing school curricula effectively develop computational thinking and a correct AI conception (understanding of artificial and human minds) in primary school children.
Approach
A controlled two-group school study in which one group received an extra four-lesson AI block-based course with an educational robot on top of a shared programming curriculum, with pre/post tests on computational thinking, the AMS artificial-mind scale, and AMOS human-mind beliefs questionnaires.
Key results
- Computational thinking scores improved significantly over time (F(1,191)=26.94, p<0.001, partial eta^2=0.12) but with no group effect or group-by-time interaction.
- AMS artificial-mind scores did not change significantly for either group (post-test means 19.78 for programming&AI vs 20.43 for programming, no significant effects).
- AMOS human-mind questionnaires showed no significant improvement or group differences across the three subscales.
Measured effects reported in the paper
| What was changed | Where | Measured | Effect |
|---|---|---|---|
| Add four AI block-based lessons and educational robot activities to programming lessons | Programming&AI group compared with Programming group · Computational thinking test | score: 8.21 (SD = 2.32) -> 9.00 (SD = 2.11); 8.00 (SD = 2.57) -> 8.73 (SD = 2.10) | No clear effect |
| Add four AI block-based lessons and educational robot activities to programming lessons | Programming&AI group compared with Programming group · AMS scale | total score: 20.77; SD = 9.28 -> 19.78 (SD = 10.43); 22.01; SD = 9.03 -> 20.43 (SD = 10.29) | No clear effect |
| Add four AI block-based lessons and educational robot activities to programming lessons | Programming&AI group compared with Programming group · Theory and Beliefs of Intelligence Questionnaire | score: 12.50, SD = 2.71 -> 12.56, SD = 2.69; 11.74, SD = 2.55 -> 11.72, SD = 2.85 | No clear effect |
| Add four AI block-based lessons and educational robot activities to programming lessons | Programming&AI group compared with Programming group · Self-Confidence Questionnaire | score: 8.71, SD = 2.61 -> 8.64, SD = 2.46; 8.94, SD = 1.90 -> 8.60, SD = 2.15 | No clear effect |
| Add four AI block-based lessons and educational robot activities to programming lessons | Programming&AI group compared with Programming group · Mastery Goals Questionnaire | score: 15.18, SD = 3.19 -> 15.50, SD = 3.27; 15.76, SD = 3.09 -> 15.48, SD = 3.12 | No clear effect |
Surprising findings
- The AI block-based course did not improve AI conception of artificial or human minds beyond the programming-only course.
- Children who built and ran intelligent robot behaviors still attributed human mental states to the robot after the AI activities.
Limitations
- Preliminary study with a single school-year design and two schools in one municipality, limiting generalizability.
- Course lessons were delivered by one orchestrator, and the human-mind and AI-mind effects may be limited by short course length (four AI lessons).
Experimental setup
Datasets: AMS scale (Manzi et al. 2020) AMOS 8-15 questionnaires (Cornoldi et al. 2005) Bebras-based computational thinking test
Benchmarks: computational thinking test AMS scale AMOS 8-15 questionnaires
Metrics: mean score change pre to post test F statistic partial eta squared p-value
Baselines: programming-only course group
Builds on: AI4K12 AI for Kids PopBots
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