The need to learn emerging technologies such as artificial intelligence is increasingly important not only for technical people but also for nontechnical people. Previous studies showed the effectiveness of a story-based teaching method for both technical and non-technical people who want to learn emerging technologies. However, the difference between the story-building methods for technical people and non-technical people has not been revealed. The purpose of this research is to propose perspectives that reveal the differences in the stories used for emerging technology education and identify the effective story features suited for non-technical adult learners by comparing the different story-building methods used for technical people and non-technical people. In this study we classified the story types into two perspectives: "past to present" and "present to future" and compared the two story-building methods in these perspectives. The novelty of this research is that the proposal of perspectives that reveal the differences in the stories used for emerging technology education and that we have identified the features of one of the effective stories suited for nontechnical adult learners. We also examined the possibility of leveraging such differences in solving the issues that a class of non-technical people called conversational programmers is facing.
|ジャーナル||International Journal of Emerging Technologies in Learning|
|出版ステータス||Published - 2020|
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