Document Type : Research Paper
Authors
1 PhD Candidate, Educational Psychology, Lorestan University, Khorramabad, Iran
2 Department of Educational Psychology, Lorestan University, Khorramabad, Ira
Abstract
The rapid advancement of artificial intelligence (AI) technologies has made user preparedness, awareness, and competency essential across scientific, commercial, industrial, and military domains. This study examined the psychometric properties of the Persian adaptation of Ma and Chen's (2024) Artificial Intelligence Literacy Scale in a student population. Using convenience sampling, 250 undergraduate, master’s, and doctoral students from Qom University, Lorestan University, and Tafresh University of Technology participated. The scale’s content validity was established through back-translation procedures and expert evaluation. Exploratory factor analysis (EFA), employing the principal component method with varimax rotation, revealed a four-factor structure consisting of awareness, usage, evaluation, and ethics. Furthermore, confirmatory factor analysis (CFA), using both first-order and second-order models, supported the hierarchical organization of the scale. The reliability analysis indicated acceptable internal consistency, as demonstrated by Cronbach's alpha coefficients and composite reliability (CR) indices. Convergent validity was established through the Average Variance Extracted (AVE > 0.50), while discriminant validity was confirmed using the Heterotrait-Monotrait Ratio of Correlations (HTMT < 0.90). Overall, the findings suggest that the Persian version of the Artificial Intelligence Literacy Scale possesses sound psychometric properties and can be effectively utilized in research and academic assessments related to AI literacy among Iranian university students.
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