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Applying Experiential Learning in Teaching High School Students Artificial Intelligence
The study applied Kolb’s experiential learning to design learning activities for high school students to learn artificial intelligence (AI) concepts, in particular, image recognition. The effects of the approach were evaluated in terms of students’ achievement and attitudes toward learning. A quasi-experimental design was implemented in the study. The participants were sixty-eight 10th grade students from a public high school in Taipei. One class with 33 students applied experiential learning in learning AI served as the experimental group, the other class with 35 students used traditional teaching method served as the control group. The research instruments developed in this study included the teaching materials, students’ achievement tests, digital worksheets, and attitude questionnaire. The results showed that students in the experimental group performed better than the control group in the achievement test. However, the experimental group had lower scores than the control group in attitude toward learning. The less positive attitude of the experimental group might be due to that they did not have enough time to complete the learning activities and the difficulty in filling out the digital worksheets. It is suggested future studies should provide students with enough time for each of the Kolb’s experiential learning process, and should choose proper instruments to assist students’ learning in the learning activities.
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