Developing and validating an artificial intelligence identity scale for artificial intelligence literacy development

Abstract

The development of artificial intelligence (AI) literacy in students is a well-recognised educational goal. AI literacy consists of not only technical knowledge of AI but also the psychological readiness to proactively use AI in daily life. The concept of identity in psychology is known to have a significant influence on students’ behavioural readiness and tendency. Building on the theories of personal and social identities, situated learning and collaborative learning, we have conceptualised AI identity and developed and validated an AI Identity Scale in this study. We conducted exploratory factor analysis on 222 survey responses, and uncovered four subscales, namely AI engagement, AI affiliation, AI actualisation, and AI goal setting. We also compared students’ level of AI identity before and after participating in a problem-solving project-based AI literacy course. Significant enhancement was observed in their overall AI identity and in the AI engagement, AI affiliation, and AI goal setting subscales. The AI Identity Scale could be a valuable resource in measuring students’ psychological readiness to use AI. Future studies may model the relationship of AI identity with other dimensions of AI literacy.