Designing a Generative AI Literacy Education Program for Education Faculty Students and Evaluating its Effectiveness Using the ARCS Motivation Model

Abstract

This study develops a generative AI literacy education program for students at the Faculty of Education, University of the Ryukyus, and assesses its effectiveness using the ARCS Motivation Model. With the rapid advancement of generative AI technology, AI literacy is increasingly important in the educational field. The program, part of the 7th-grade course “Utilization of ICT in Education”, includes lectures and practical exercises on the mechanisms and application of generative AI. To evaluate the program's effectiveness, a questionnaire based on Keller's ARCS model was administered, assessing four factors: Attention, Relevance, Confidence, and Satisfaction. The results indicated that students rated the program particularly highly on the factors of “Attention” and “Satisfaction”, demonstrating increased interest and a sense of achievement toward generative AI. These findings confirm the effectiveness of the program and validate its design.

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