AI Literacy for Non-science Students: Integrating Self-regulated and Game-based Learning in Virtual Environments

Teaching AI literacy to students with non-science backgrounds requires careful planning of the learning activities. New methodologies were designed to improve the learning process and outcomes basing on self-regulated learning, active learning, game-based learning, and the practical application of knowledge through video lectures and immersive experiences.
Self-regulated blended learning modules leveraging the metaverse were developed to improve learning outcomes. Modular online video tutorials for self-regulated learning, augmented by metaverse consultations were developed. Real-time lab sessions were transformed into concise, practical online video series, each approximately ten minutes long. This approach enabled students to complete manageable tasks, promoting confidence and satisfaction in their learning. Lab Q&A sessions in a metaverse space, allowed students to query the teacher during scheduled consultations or collaborate with peers. This gamified setting motivated high-skilled students assisting their classmates, offering a flexible and open environment for asking questions.
Immersive VR platform enhanced with Generative AI, were introduced with customized interactive scenarios aligned with learning objectives. Building on advanced pedagogical frameworks like self-regulated learning, game-based learning, and Embodied Cognition Theory help addressing longstanding challenges in STEM education. Students controlled their learning journey through interactive VR, making decisions and reflecting on outcomes. GenAI prompts, learning material, and tasks were aligned with objectives, promoting autonomy, motivation, and engagement. Game-Based Learning added challenges, rewards, and narrative-driven tasks making learning enjoyable. Students solved complex problems interacting with GenAI avatars providing real-time feedback driven by Embodied Cognition Theory. The GenAI feedback help students navigate the complexities of their tasks, connecting theory with practice.