Opening Rural Pathways to Computational Thinking and AI: Exploring Motivation Among Economically Disadvantaged Primary Students

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 2
  In Roundtable Session: Modern Emerging Issues in Rural Education

Abstract

AI and CT education are receiving increasing attention; however, little is known about how such initiatives drive learning motivation among economically disadvantaged students in under-resourced rural settings. A one-group post-test only research design was adopted. Twenty fourth-to-sixth-grade economically disadvantaged rural students in Taiwan participated in a four-day AI and CT literacy camp. The findings indicated that participants’ motivation stemmed primarily from intrinsic interest and a sense of autonomy, aligning with Self-Determination Theory. Contextual factors, including individuals within the community, the (intrinsic and utility) value of the curriculum, and the design of the activities, interactively influenced students’ participation, underscoring the relevance of Cultural-Historical Activity Theory. These insights suggested that rural camp designs should foster learner-centered experiences, supporting autonomy, competence, and relatedness.

Authors

• Chun-Ping Wu, National University of Tainan

• Fu-Yun Yu, National Cheng Kung University