Artificial intelligence literacy in in-person and virtual study modalities among university students
DOI:
https://doi.org/10.56931/sel.2024.e4Keywords:
Artificial intelligence, Learning, Scientific statistics, Educational clusteringAbstract
The incorporation of artificial intelligence into educational processes has transformed teaching and learning dynamics in both in-person and virtual environments. However, questions remain about the differences in learning this technology depending on the educational modality. The primary objective of this research was to compare artificial intelligence learning in in-person and virtual study modalities among Ecuadorian university students. The methodology employed a quantitative and explanatory approach to analyze observed and latent variables related to AI. The sample included 432 students from various higher education institutions, distributed as 56% in the virtual modality and 44% in the in-person modality. Analyses were conducted using SPSS version 25 and AMOS 24, utilizing the AI Literacy Questionnaire, which encompasses affective, behavioral, cognitive, and ethical dimensions. The multivariate analysis of factorial invariance, based on multigroup analysis, demonstrated excellent reliability for the questionnaire (α=0.960 and Ω=0.959), with higher scores among students in the virtual modality. The model fit indices were highly satisfactory (X²=2.647, NFI=0.904, RFI=0.897, IFI=TLI=0.934, CFI=0.938, RMSEA=0.064). It was concluded that in-person and virtual modalities show equivalence in the use of artificial intelligence, as evidenced by configural, metric, scalar, and strict invariance, with no significant differences in the means of the analyzed dimensions. These findings underscore the effectiveness of both modalities for AI learning in Ecuadorian educational contexts.
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