Literacy of artificial intelligence of Tehranis under the microscope of Irandoc – Ecomotive

the boss Research Institute of Information Science and Technology of Iran (Irandoc) revealed the results of a new survey about the level of artificial intelligence literacy of Tehrani citizens; The results indicate the existence of a significant gap between “people’s perception of their knowledge” and “their actual knowledge”.

Referring to the implementation of the study “Measuring the level of artificial intelligence literacy of the citizens of Tehran with an emphasis on generational differences”, Mohammad Hassanzadeh announced that this study was commissioned and supported by Irandak and its detailed report will be published soon. According to him, with the increasing penetration of artificial intelligence-based technologies in fields such as education, industry, medicine, media and entertainment, having artificial intelligence literacy is no longer considered a specialized skill; Rather, it has become a general necessity for citizens.

Two indicators to measure an emerging skill

This research was conducted in 8 districts of Tehran using two separate questionnaires; One to measure “mental literacy” (a person’s perception and evaluation of his knowledge) and the other to measure “objective literacy” (real knowledge based on correct answers to specialized questions). Both measurement tools have been localized and scientifically validated according to the conditions of Iran to provide a more accurate picture of the real situation of the society.

Based on the findings, the average mental literacy of artificial intelligence in the two groups “Generation Z-Alpha” and “Generation Y and before” reached 14.25 out of 20. Generation Z and Alpha recorded an average of 1.8 higher self-perception scores than the previous generations; Simply put, this generation is more likely than others to think they have a higher knowledge of artificial intelligence.

When it comes to real knowledge

But the picture is different in the “objective literacy” index. When participants’ actual knowledge was measured through knowledge questions, the average score dropped to 5.8 out of 20; A number that shows that there is a noticeable gap between digital self-confidence and real skill. Interestingly, in this index, the Y generation and before it have performed about 0.5 points better than the Z and Alpha generations.

Other research findings show that gender does not make a significant difference in mental literacy, but in objective literacy, men have performed slightly better. Also, people who have formal education in the field of computer science and information technology or who have completed informal courses related to artificial intelligence, have obtained a higher score.

The role of chatbots in increasing objective literacy

According to the head of Irandak, the use of chatbots based on artificial intelligence has been one of the factors influencing the improvement of some components of objective literacy. Users who have experience working with these tools have shown better performance in some indicators; However, Generation Z and Alpha use these tools more than other age groups.

On the other hand, surveys show that the state of artificial intelligence literacy in different areas of Tehran is not significantly different from each other; A topic that can indicate a relatively uniform distribution of access to digital tools in the city.

The necessity of targeted educational policy

The results of this survey have a clear message: high self-confidence in using new technologies does not necessarily mean deep knowledge. Hassanzadeh emphasizes that in order to reduce the gap between the mental image and the real knowledge of citizens, it is necessary to develop accurate, continuous and targeted educational and urban policies in the field of artificial intelligence literacy; An action that requires the coordinated participation of educational, research and cultural institutions.

In a situation where artificial intelligence is redefining personal and professional skills at an unprecedented speed, it seems that the main challenge is not to access the tools, but to promote a deep and practical understanding of them; A challenge that, if not taken seriously, can deepen the gap between “being a user” and “knowing”.