# Expanding AI Awareness Through Everyday Interactions with AI: A Reflective Journal Study

arXiv: https://arxiv.org/abs/2410.18845 · HTML: https://mlsanity.com/paper/2410.18845/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 4 of its 33 references that are in the map.
- First posted on arXiv 24 Oct 2024.

## Builds on (most cited first, 4 of 4)

- [MAILS -- Meta AI Literacy Scale: Development and Testing of an AI Literacy Questionnaire Based on Well-Founded Competency Models and Psychological Change- and Meta-Competencies](https://mlsanity.com/paper/2302.09319/) (2023)
- [AI Audit: A Card Game to Reflect on Everyday AI Systems](https://mlsanity.com/paper/2305.17910/) (2023)
- [Integrating AI Education in Disciplinary Engineering Fields: Towards a System and Change Perspective](https://mlsanity.com/paper/2410.12795/) (2024)
- [A Roles-based Competency Framework for Integrating Artificial Intelligence (AI) in Engineering Courses](https://mlsanity.com/paper/2410.12796/) (2024)

## Abstract (arXiv)

As the application of AI continues to expand, students in technology programs are poised to be both producers and users of the technologies. They are also positioned to engage with AI applications within and outside the classroom. While focusing on the curriculum when examining students' AI knowledge is common, extending this connection to students' everyday interactions with AI provides a more complete picture of their learning. In this paper, we explore student's awareness and engagement with AI in the context of school and their daily lives. Over six weeks, 22 undergraduate students participated in a reflective journal study and submitted a weekly journal entry about their interactions with AI. The participants were recruited from a technology and society course that focuses on the implications of technology on people, communities, and processes. In their weekly journal entries, participants reflected on interactions with AI on campus (coursework, advertises campus events, or seminars) and beyond (social media, news, or conversations with friends and family). The journal prompts were designed to help them think through what they had read, watched, or been told and reflect on the development of their own perspectives, knowledge, and literacy on the topic. Overall, students described nine categories of interactions: coursework, news and current events, using software and applications, university events, social media related to their work, personal discussions with friends and family, interacting with content, and gaming. Students reported that completing the diaries allowed them time for reflection and made them more aware of the presence of AI in their daily lives and of its potential benefits and drawbacks. This research contributes to the ongoing work on AI awareness and literacy by bringing in perspectives from beyond a formal educational context.