Innovative Practice of AI Literacy Education Based on the ARCS Model

Abstract

Abstract:

This paper explores the innovative practice of advancing AI literacy education throughreading promotion. By incorporating diverse activities and multi-level service content, literacy educationis integrated into reading activities, comprehensively matching the multi-dimensional connotations ofAI literacy. To address key issues such as cognitive shaping, motivation maintenance, and confidencebuilding, the ARCS motivation model is employed to design AI literacy education sessions, constructing acomplete chain of “Attention (A)-arousing interest, Relevance (R)-strengthening motivation, Confidence(C)-facilitate application, Satisfaction (S)-creating contexts and enhancing Satisfaction.” This approachleverages the library’s platform advantages in resource integration, innovative services, and interactiveengagement, so that the constructed model is integrated with reading promotion and can help learnersdevelop an autonomous consciousness to enhance their AI literacy. Additionally, strategies for furtheradvancing AI literacy education based on the ARCS model are proposed.

Wu Xiabi, Yan Dan, Cai Yingchun ( Shanghai International Studies University Library, Digital Scholarship Center of Shanghai International Studies University). Innovative Practice of AI Literacy Education Based on the ARCS Model[J]. Libraly Journal, 2024, 43(403): 61-68.

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