When knowledge does not translate into perception: Exploring the gap in elementary students’ understanding of artificial intelligence

Abstract

This study aims to explore the gap between elementary school students’ knowledge and their perceptions of artificial intelligence (AI) following AI based learning activities, and to examine how knowledge, awareness, and perception relate to one another in the context of early AI education. A quantitative descriptive and exploratory design was employed involving 233 elementary school students in grades five and six. Data were collected through structured questionnaires and knowledge oriented test items, then analyzed using descriptive statistics and correlation analysis. The results show that students demonstrate relatively strong understanding of basic AI concepts (M = 3.05), while awareness (M = 2.30) and perception (M = 2.30) remain at a moderate level. The correlations among the three constructs are extremely weak (r ranging from −0.040 to 0.017), indicating that knowledge, awareness, and perception develop as relatively independent dimensions rather than as a unified process. Understanding basic ideas about AI does not necessarily translate into broader awareness or more developed perceptions among elementary students. This challenges the assumption that knowledge acquisition alone is sufficient to shape how students interpret AI in wider contexts. The findings suggest that AI based learning at the elementary level should move beyond conceptual instruction and incorporate contextual, reflective, and experiential elements. Teachers should be supported in designing activities that help students connect AI concepts to real life situations, thereby bridging the gap between factual knowledge and meaningful perception of AI technologies.