Jake Renzella, Christian Bergh, Natasha Banks, Alexandra Vassar (2026) — arXiv preprint 📄 Full text (arXiv)
Examines gender differences in AI literacy, safety awareness, and STEM career aspirations among Australian secondary students (Years 7, 8, 10; N=199) from two co-educational government schools after a one-day AI literacy workshop. Male students reported higher STEM career interest; female students were more likely to use AI for schoolwork and seek AI advice. Males were more likely to have created deepfake content. Both genders improved post-intervention, but females showed richer gains: wider conceptual understanding, greater confidence, and increased AI/CS career interest partially narrowing the gender gap.
Key Contributions
- Single-day AI literacy workshops partially narrow gender STEM gaps; males need targeted deepfake safety education.
Related Pages
- ai-k12-evidence-base — Empirical evidence on AI in K-12 education outcomes
- intelligent-tutoring — Automated tutoring systems and their evaluation
- student-experience — Student perspectives on AI in education
- learning-analytics — Data-driven approaches to understanding learning
- llm-feedback-programming-classroom — LLM feedback in classroom settings
Citation
APA: Jake Renzella, Christian Bergh, Natasha Banks, Alexandra Vassar (2026). Gender Differences in AI Literacy Workshop Outcomes and Deepfake Engagement. arXiv:2606.14718. arXiv preprint.