How Gaming Activities Shape Lower Secondary School Pupils' Understanding of Artificial Intelligence

Abstract

As artificial intelligence (AI) becomes increasingly integrated into everyday life, there is a growing need to develop not only technical skills among lower secondary school pupils, but above all an understanding of how AI works and the ability to use it critically and effectively. The aim of this study was to determine whether incorporating selected game-based activities, specifically escape rooms and activities focused on “learning” a simple artificial intelligence model related to ocean cleanup and the creation of fake news in the Canva app using AI tools, leads to a better understanding of how AI works and improves pupils’ ability to use these technologies effectively. The research was conducted as a pedagogical experiment at a lower secondary school in the Czech Republic. A total of 56 pupils aged 14 to 15 were involved in the study, divided into one control group and two experimental groups. The experiment took place over three class periods as part of the computer science curriculum, with data collected through pre-tests and post-tests, analysis of pupils’ outputs, and a self-evaluation questionnaire in which pupils assessed individual activities and the extent of their impact on their understanding of the subject matter and motivation to learn. The results show that the pupils in the experimental group achieved significant improvement compared to the control group. These pupils demonstrated a greater understanding of the basic principles of how artificial intelligence works, as well as an improved ability to effectively use AI tools when solving problems. At the same time, a higher level of motivation to learn was observed. The strongest motivation was identified in the activity focused on creating fake news. The findings suggest that the implementation of game elements into computer science instruction represents an effective approach to developing AI literacy in lower secondary school. The study thus contributes to expanding knowledge about the possibilities of didactically utilizing game-oriented activities in the field of artificial intelligence education and offers insights for further research and pedagogical practice.