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Building AI Literacy with Experiential Learning—Insights from a Field Experiment in K-12 Education

In: People, Society, and Ethical Challenges of Information Systems

Author

Listed:
  • Maximilian Förster

    (Ulm University, Institute of Business Analytics)

  • Kirsten Pitz

    (Ulm University, Institute of Business Analytics)

  • Andrea Wrabel

    (Ulm University, Institute of Business Analytics)

  • Mathias Klier

    (Ulm University, Institute of Business Analytics)

  • Steffen Zimmermann

    (Ulm University, Institute of Business Analytics)

Abstract

Integrating AI literacy into K-12 education has become a global strategic initiative. Despite an increase in innovative approaches based on hands-on-experiences, there is a lack of theoretical and empirical insights on their effectiveness. To address this, we examine the effect of experiential learning on building AI literacy in K-12 students. We build on experiential learning theory (ELT) to develop hypotheses and conduct a randomized field experiment with 1346 German high school students. Our results indicate that an experiential learning-based AI lesson (1) can enhance AI literacy in terms of higher AI knowledge, higher AI readiness, and lower AI anxiety, (2) might be more effective than a classical AI lesson in building AI literacy in students with low AI affinity, but slightly increases AI anxiety, and (3) is positively evaluated by teachers.

Suggested Citation

  • Maximilian Förster & Kirsten Pitz & Andrea Wrabel & Mathias Klier & Steffen Zimmermann, 2026. "Building AI Literacy with Experiential Learning—Insights from a Field Experiment in K-12 Education," Lecture Notes in Information Systems and Organization, in: Christoph M. Flath & Gunther Gust & Frédéric Thiesse & Axel Winkelmann (ed.), People, Society, and Ethical Challenges of Information Systems, pages 275-291, Springer.
    • Handle: RePEc:spr:lnichp:978-3-032-08486-6_19
    DOI: 10.1007/978-3-032-08486-6_19
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