AI Literacy in the Communication Basic Course: Insights on Embedding, Motivation, and Reducing Uncertainty
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Abstract
As artificial intelligence (AI) technologies become increasingly integrated into professional and civic life, developing AI literacy has emerged as a critical priority for higher education. This study investigated the integration of AI literacy into a basic communication course through a series of scaffolded interventions aligned with core public speaking objectives. Using a pre- and posttest survey design with 133 undergraduate students, we examined changes in intrinsic motivation, perceived competence, and anxiety related to AI tools. Findings suggest that embedding AI literacy increased students’ enjoyment and perceived value of AI while reducing anxiety, although perceived competence initially declined, indicating a productive recalibration of skills. Gender and racial/ethnic identity subgroup analyses reveal important differences in confidence and stress reduction, highlighting the need for more inclusive pedagogical approaches. These results offer insights on motivation, uncertainty, and scaffolded learning as essential considerations for developing critical, ethical AI literacy in foundational communication courses.
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