Developing AI Literacy: Does Micro Mobile Learning Improve Student Engagement?

Abstract Book of the 10th International Academic Conference on Teaching, Learning and Education

Year: 2026

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Developing AI Literacy: Does Micro Mobile Learning Improve Student Engagement?

Raymond Lee, Samatha Penny, Mike Perkins, Nguyễn Vũ Thắng, Mirabel Acquah, Dongyun Gu

ABSTRACT:

One of the key skills that all students need to acquire is AI literacy. University students are increasingly having to balance their studies outside the classroom with employment. Indeed, 68% of UK-based students are currently employed part-time. Furthermore, it has been shown that the average learning concentration span of students engaged in digital learning is only 5 minutes. These challenges create the need for flexible, learning approaches. Micro-learning is one such approach, where learning materials are split into short, focused instructional units to ensure the students will stay focused and engaged in learning. Micro-learning offers a promising solution to these challenges, especially when learning is delivered on-the-go via mobile phones, when the students can learn anywhere anytime. The aim of our study was to evaluate if mirco-mobile learning can promote student engagement in the context of developing essential AI skills in the general student population, across three countries – the UK, Vietnam and China.
We present research into the design and evaluation of a mobile-phone based micro-learning environment. Drawing on established instructional design principles, we describe an approach to micro-lesson design tailored for mobile phone use. Lessons are organised into short sequences addressing core conceptual understanding of AI with frequent knowledge checks and immediate feedback embedded throughout to support active learning.
The effectiveness of this approach was investigated through a comparative study involving undergraduate and postgraduate STEM students from universities in Vietnam, China, and the UK. Participants engaged with learning materials on advanced research methods with generative artificial intelligence, delivered either through a micro-learning format with interactive elements or a traditional, non-interactive format. Learning outcomes were assessed using a common post-instruction quiz to compare both groups. We also explore the participant’s attitudes towards online learning using the Online Student Engagement Scale (Dixson 2015). Our results suggest that mobile-based micro-learning provides an effective and accessible approach to supporting HE students enrolled on STEM-based degrees.

Keywords: AI Literacy, Microlearning, Mobile Learning, Student Engagement