Embodied Arts-Integrated AI Literacy: A Nested Mixed-Methods Preliminary Study With K-12 Educators

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Developing AI Literacy and Teacher Professional Competence

Abstract

This design-based mixed methods study investigates how an arts-integrated AI-literacy professional development program fosters linguistic complexity, creativity, and internalization of AI concepts among K–12 educators (N = 13). Grounded in sociocultural theory, embodied cognition, and a/r/tography, the intervention used music and theater activities as multimodal concept bridges to translate abstract AI ideas into experiential practice. Study participants engaged in asynchronous online modules integrating generative AI tools for music composition and digital storytelling. Preliminary results suggest that theater-based activities broadened participants’ lexical diversity, while music-based activities led to shorter, creativity-rich sentences and denser use of AI terminology. Clustering analysis identified two distinct participant profiles: Conceptual Integrators and Rhythmic Creatives. Findings show the promise of embodied arts integration for AI literacy.

Authors

• Stephen Emmanuel Abu, University of Alabama

• Areezo Ghooreian, University of Alabama

• Idowu David Awoyemi, University of Alabama

• Jewoong Moon, University of Alabama