Integrating Task-oriented and Affective-support Instruction to Enhance AI Literacy: a Mixed-method Study among Non–CS(Computer Science) Students in Higher Education

Autores/as

DOI:

https://doi.org/10.31637/epsir-2027-3010

Palabras clave:

Task-oriented, Affective support, AI, Digital learning anxiety, Self-regulation

Resumen

Introduction: Given rapid advancement of artificial intelligence (AI) in higher education, AI literacy has become a core skill for students to meet the demands of digital societies. This study examined the effectiveness of an instructional model combines task-oriented learning and emotional support to improve AI literacy among non–CS (Computer Science) students. Methodology: A quasi-experimental design was employed with 97 freshman students from various fields (business, finance, fine arts) at a Technology University in Taiwan. The experimental group (n = 53) received instruction based on task-oriented and emotional support principles while the control group (n = 44) received traditional lecture-based instruction. Results: It showed the experimental student group scored significantly higher AI literacy and self-efficacy experienced lower digital learning anxiety. No significant differences were observed in motivation to learn. Discussions: Mediation analyses confirmed self-regulatory confidence partly mediated the relationship between anxiety and achievement with fully mediated to link between motivation and achievement. Qualitative data further highlighted a psychological transformation pathway: Anxiety → Support → Confidence → Engagement → Achievement. Conclusions: It provides empirical evidence integrating task-oriented and emotional-supportive strategies can effectively improve AI literacy among non-CS majors, offering practical insights into AI curriculum and higher education policy.

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Biografía del autor/a

Yuh-Tyng Chen, Tainan University of Technology

Dr. Yuh-Tyng Chen is now an Associate Professor in the Department of Living Services Industry, Tanina University of Technology, Taiwan. Before that, she was a Lecturer, an Assistant then an Associate professor in the Department of Information Management, the same University. She obtained her BA in Tunghai University (Taiwan), MS of Computer Science in New Jersey Institute of Technology (USA) and PhD of Creative Industries Design in National Cheng-Kung University (Taiwan). She is currently focusing research interests on Tech-enhanced learning, Learning behavior analysis, and Information tech. application.

Sheau-ming Chen, Kainan University

Dr. Sheau-Ming Chen is now an Assistant Professor in the School of Tourism and Transportation, Kainan University, Taiwan. His previous positions in the same University were a Lecturer then an Assistant professor of the Center for General Education. And before those, he ever serviced as a Lecturer of Environmental Engineering Department, Kun Shan University, Taiwan, for almost ten years. He received his Undergradute Degree in National Taipei Institute of Technology (now is National Taipei University of Tech.) Taiwan, MS of Environmental Science in New Jersey Institute of Technology (USA) and PhD of Resources Engineering in National Cheng-Kung University (Taiwan). His current research interests are Eco-environmental education, Sustainable development, and Environmental issues.

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Publicado

2026-07-27

Cómo citar

Chen, Y.-T., & Chen, S.- ming. (2026). Integrating Task-oriented and Affective-support Instruction to Enhance AI Literacy: a Mixed-method Study among Non–CS(Computer Science) Students in Higher Education. European Public & Social Innovation Review, 12, 1–16. https://doi.org/10.31637/epsir-2027-3010

Número

Vol. 12 (2027)

Sección

INNOVACIONES EN LA INTEGRACIÓN DE LAS TECNOLOGÍAS DIGITALES EN EDUCACIÓN: POLÍTICAS, PRÁCTICAS Y RETOS

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Derechos de autor 2026 Yuh-Tyng Chen, Sheau-ming Chen

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