An Investigative Study of Junior High School Students' Conceptions of AI Learning: A Drawing Analysis-based Approach

Exploring junior high school students' perceptions and experiences about AI learning in the age of intelligence is of great significance. In this study, a total of 218 junior high school students' drawings of their conceptions of AI learning were collected, and the students' drawings were coded and statistically analysed using the method of drawing analysis, aiming to explore the overall situation and differences in junior high school students' conceptions of AI learning. The results showed that junior high school students generally perceived that students were in the main body in AI learning and that the learning took place in AI classrooms with good smart facilities. Most students' learning activities depended on the teacher's explanations, and most of them showed positive learning emotions. In the dimension of AI learning activities, the grade difference is manifested in that students in the first year of junior high school have more group activities, and students in the second year of junior high school are more inclined to experience various smart products. Gender differences are shown in that male students have more programming tendency and female students rely more on teacher's explanation.