本研究以教育部《和AI做朋友》系列教材為主，發展一份「人工智慧素養測驗」，據此分析我國當代高中生的AI (artificial intelligence)素養表現情形與差異性，包含AI知識、AI技能、AI態度三個構面。本研究進一步探討不同性別、不同資訊來源之高中生是否會在AI素養的表現上有所差異或趨向，同時以洪國峰（2016）所發展之科技素養量進行測驗，並透過統計工具SPSS分析AI素養與科技素養之間的相關性。
本研究主要結論：(1)研究者自行開發的AI素養測驗具備優良的信、效度，未來研究者可使用與推廣；(2)我國高中生在AI素養的表現屬於中低程度；(3)男、女高中生僅在AI態度表現上面有顯著差異，在AI知識、AI技能等構面上沒有顯著差異；(4)如何接收AI資訊大多不影響高中生AI素養表現，僅選擇透過「學校課程」接收AI資訊與知識的學生具有較佳的AI態度素養表現；(5）AI素養與科技素養在態度構面上存在顯著高度相關，知識、技能構面倆倆之間亦皆存在顯著低度相關。

This research developed an AI (artificial intelligence) Literacy Test based on a series of teaching materials by the Ministry of Education. The purpose of this reserch is to analyze contemporary senior high school students’ performance on AI Literacy in Taiwan, including three dimensions: AI knowledge, AI skill, and AI attitude.
This research also discussed if different genders or different information sources would affect the students’ performances on AI. At the same time, this research analyzed the correlation between AI literacy and technology literacy by using Hung’s technology literacy test.
Those main results of this research were: (1) The AI literacy test had good reliability and validity which was worthy recommended and applied. (2) Senior high school students in Taiwan presented low to medium level on AI literacy performarces. (3) The students’ performances represented significant difference only on AI attitude between the gender. (4) The different information resource didn’t affect the students’ performances, but only the students’ who chose to receive AI information and knowledge by the school courses had better performances on AI attitude. (5) AI literacy and technology literacy was revealed to highly correlated on attitude dimension and lowly correlated between knowledge and skill.

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