After brief 1–2 day training, participants showed behaviors consistent with movement from Stage 0–1 toward Stage 1–2, and sustained courses were associated with Stage 3–4 behaviors (observational; no pre/post measure or comparison group)¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the NC State design-based implementation case, participants in one-to-two-day workshops showed behaviors consistent with movement from avoidance or superficial use toward Stage 1–2 engagement, and sustained credit-bearing course participants more frequently showed Stage 2–3 behaviors. → Liu 2026
Evidence¶
Liu 2026¶
Liu, J. P., & Levy, R. (2026). Beyond Tool Adoption: A Practical Five-Stage Developmental Continuum for AI Literacy in Higher Education. North Carolina State University. https://arxiv.org/abs/2606.00038 doi:10.48550/arxiv.2606.00038
q2 · i? · design · r2
Observational case study of NC State AI literacy initiatives (Fall 2024–Spring 2026) engaging more than 330 participants via post-workshop feedback surveys, instructor observation, and student-produced artifacts. The authors state "No formal pre/post validated assessment instrument was administered, and no controlled comparison group was employed."
"Following short-duration training of one to two days, participants demonstrated behaviors consistent with shifts in engagement."
Discussion¶
Related Claims¶
- Existing AI literacy assessment instruments poorly cover Stages 0–1 and Stage 4 of the continuum — related
- The two-week SCIS workshop shifted participants' concerns from lower-stage nonuser patterns toward higher-stage user patterns — related
- Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation — a broader claim this one bears on
- Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related
- Individual teachers' concern profiles vary widely and can diverge from group trends during implementation — related
- Faculty workshop participants agreed the educational focus should shift toward higher-level skills, naming abstraction, verification, and taking responsibility for systems — related
- Student off-task behavior is lower in trained teachers' classrooms than in control classrooms after adjusting for baseline off-task rates — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ncstate-brief-training-stage-movement |
title |
After brief 1–2 day training, participants showed behaviors consistent with movement from Stage 0–1 toward Stage 1–2, and sustained courses were associated with Stage 3–4 behaviors (observational; no pre/post measure or comparison group) |
description |
After brief 1–2 day training, participants showed behaviors consistent with movement from Stage 0–1 toward Stage 1–2, and sustained courses were associated with Stage 3–4 behaviors (observational; no pre/post measure or comparison group) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — liu-2026 |
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