Integrating Flipped Learning and Game-Based Learning to Enhance Junior High School Students' AI Literacy

Abstract

As AI technology becomes increasingly prevalent, students must develop skills to understand, apply, and evaluate AI and its ethics. However, current junior high curricula lack AI literacy education, and students often struggle with abstract concepts, leading to low motivation and limited engagement. This study designed a teaching approach combining flipped learning and game-based learning. Students learn AI fundamentals through pre-class videos and engage in tabletop games, generative AI tasks, and reflective activities in class. Using a quasi-experimental design, the study conducted pre- and post-tests on two student groups to analyze changes in AI literacy and attitudes, aiming to provide valuable empirical support and instructional references for AI education in secondary schools.