Within the experimental group, AI-supported instruction produced statistically significant pre-to-post gains on media reading, media writing, and total media literacy¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Paired-samples t-tests showed significant post-intervention improvement on all three subscales in the experimental group (e.g., Media Reading t = -4.894, p < .001). → Demir 2025

Evidence¶

Demir 2025¶

Demir, R., & Akar, C. (2025). Transforming Clicks into Critical Thinking: An AI-Based Media Literacy Program for Children. https://doi.org/10.21203/rs.3.rs-6786882/v1

q2 · i? · causal · r1

Within-group paired-samples t-test analysis (Table 4) of the experimental group (n = 18); the article reports significant gains on all subscales (p < .01) with descriptive mean gains of "+3.50", "+1.67", and "+5.17"; no standardized effect size is printed for the within-group tests.

"The magnitude of improvement observed in media reading (+3.50), media writing (+1.67), and overall media literacy (+5.17) indicates the multidimensional effectiveness of the AI-integrated curriculum."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• Fourth-graders receiving AI-enhanced media literacy instruction outperformed control-group peers on post-test critical media reading, writing, and total literacy with large effect sizes — related
• Control-group students receiving conventional instruction showed significant gains only in media reading and total literacy, not in media writing — related
• Both instructional groups improved significantly from pre-test to post-test, with larger gains in the generative AI-supported group — related