Document Type : Original Article
Authors
Department of Knowledge and Information Science, Faculty of Psychology and Educational Studies, Kharazmi University, Tehran, Iran
Abstract
Purpose: This study aimed to investigate the role of Artificial Intelligence (AI) literacy in enhancing feedback literacy among female high school students in Dezful, Iran.
Methodlogy: Employing an applied research design, this study used a quantitative approach with a descriptive-survey method. The sample consisted of 202 female students selected through stratified random sampling. Data were collected using two standardized questionnaires on AI literacy and feedback literacy.
Findlings: The results indicated that the levels of both AI literacy and feedback literacy among students were below average. Within AI literacy, the "collaboration" component scored the highest, while "AI ethics" scored the lowest. In feedback literacy, the "readiness" component was the highest, whereas "processing" was the lowest. Correlation analysis revealed a positive but weak relationship between the two constructs. Among the components of AI literacy, only "ethical learning" demonstrated a significant effect on the various components of feedback literacy.
Conclusion: Enhancing feedback literacy among female high school students requires fostering the ethical dimension of AI literacy rather than focusing solely on technical AI training.
Value: This study holds scientific value by examining the relationship between two emerging educational constructs. Its practical value lies in identifying a key factor (the ethical dimension) and offering actionable strategies. Additionally, by contributing to educational equity, it possesses social value.
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