Long-Term Project-Based Learning with Multi-Skill Integration for Generative AI Curriculum

Hua Xie; Zhiwei Zhang

doi:10.70088/h9b40t03

Authors

Hua Xie Faculty of Information Technology, Urban Vocational College of Sichuan, Chengdu, Sichuan, China Author
Zhiwei Zhang Faculty of Information Technology, Urban Vocational College of Sichuan, Chengdu, Sichuan, China Author

DOI:

https://doi.org/10.70088/h9b40t03

Keywords:

generative AI, project-based learning, multi-skill integration, vocational education, human-computer collaboration

Abstract

Background/Objectives: This study explores the effectiveness of a "multi-skill integrated, long-term project-based learning" (PjBL) approach within a generative artificial intelligence (GenAI) course in vocational colleges. Methods: Grounded in constructivism and authentic learning theory, the study designed an eight-week "AI-assisted short online novel creation" program. This curriculum integrated multiple skills-including AI writing, painting, and data analysis-resulting in the publication of novels on a real-world platform to foster authentic engagement. A quasi-experimental design was employed to compare an experimental group (n = 49) undergoing this long-term integrated instruction against a control group (n = 66) engaged in short-term projects. Results: It indicated that the long-term PjBL approach yielded significantly higher task completion rates (98.0% vs. 78.8%, p < 0.01) and demonstrated superior comprehensive AI literacy compared to the short-term approach. Conclusions: These findings suggest that authentic, long-term complex tasks significantly enhance student efficacy and skill acquisition, providing a valid paradigm for the curriculum design of GenAI courses in vocational education.

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