AI Literacy Through a Project-Based Learning Course

Abstract

The rapid emergence of generative Artificial Intelligence (AI) tools has sparked both excitement and concern in education. This paper reports on a case study of British Columbia Institute of Technology’s COMP 2800 – Term 2 Computer Systems Technology Project course, which was redesigned to foster AI literacy through a five-week project-based learning approach. In Spring 2023, approximately 230 first-year computing students (forming 60 teams across two campuses) built web applications addressing an "AI for Good" challenge. The course structure combined Agile sprints, reflective retrospectives, and open-ended problem solving with an expectation to integrate generative AI (e.g., ChatGPT, GitHub Copilot, and Midjourney). We described the course design, the diverse ways students leveraged AI tools in their projects, and a standout project case study. Qualitative and quantitative data from team retrospectives were analyzed to assess outcomes in estimation skills, teamwork, ethical awareness, and prompt engineering proficiency. The results indicate that project-based integration of AI can enhance students’ functional AI literacy and prompt critical thinking about AI’s role. We discuss implications for computing education, including pedagogical strategies for incorporating AI into curriculum and preparing students for responsible AI-augmented software development.

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