![Cover:: Johanna Alves Villalva Zweifel, Ellen Saaro, Valery Wyss, Sabrina Heike Kessler, Alexandra Krebs: ‹[…] Thatʼs Why GPT isnʼt Always so Good, […]›: A Mixed-Methods Study on Learning and Reflection Processes to Foster Studentsʼ AI Skills](https://www.medienpaed.com/public/journals/1/submission_2472_3274_coverImage_de_DE.jpg)
Keywords
digital learning
Empirical research
Mixed Method Research
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Copyright (c) 2026 Johanna Alves Villalva Zweifel, Ellen Saaro, Valery Wyss , Sabrina Heike Kessler, Alexandra Krebs
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
This article presents the research and development project «Digital Resilience». In this project, researchers from the fields of communication sciences, media research and education, history theory and didactics, and linguistics have jointly developed the online tool ki-schule.eu to foster young peopleʼs AI literacy. Alongside the toolʼs development, an empirical study was conducted to investigate the learning processes that occur during its use. The findings provide valuable insights for the ongoing development of the learning tool and promotion of digital resilience. The article outlines the project and the toolʼs design, but it primarily emphasizes the empirical study. It presents and discusses the survey and evaluation methods, alongside exemplary results, while considering the studyʼs limitations and potential. The evaluation suggests that the learning tool encourages critical reflection on the opportunities and risks of AI and can support the development of AI literacy. The studyʼs design creates a space for participants to engage in dialogue through a tandem approach, making their reflections and learning processes visible in the data. Learners set their own priorities and primarily select ethical and societal issues. Their reflections highlight the significance of these questions in their daily lives, suggesting that such issues should also be integrated into school curricula.
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