This study aimed to verify the effectiveness of a Project-Based Learning (PBL) AI convergence education program for elementary students in enhancing AI literacy and creative problem-solving skills, essential for future societies. Previous studies have focused on AI education programs and content, lacking research on teaching models. Additionally, PBL research has mostly involved university and middle/high school students, with limited studies on general elementary students, focusing mainly on gifted children.

The study involved 56 fourth-grade students, with 20 in the experimental group and 36 in the control group. The classes included 10 pre-education sessions and 7 AI convergence education sessions. After pre-education, the experimental group participated in PBL-based AI classes, while the control group attended traditional lecture-style classes. An independent sample t-test identified differences in AI literacy and creative problem-solving skills between the groups, and Analysis of Covariance (ANCOVA) verified effectiveness concerning pre-education scores. Post-hoc tests examined specific differences between the groups.

The analysis revealed significant improvements in both variables. The experimental group showed significant improvements across all subdomains of AI literacy (AI awareness, understanding and utilization of AI principles, AI social value, AI ethics) compared to the control group, with notable improvements in AI awareness and understanding and utilization of AI principles. Especially, the experimental group showed enhanced AI awareness, a better understanding and utilization of AI principles, and improvements in all subdomains of creative problem-solving compared to the control group. The experimental group also exhibited positive impacts across all subdomains of creative problem-solving skills (knowledge, cognitive function, understanding and mastery of techniques, divergent thinking, critical and logical thinking, motivational elements) compared to the control group.

The study has important implications. It demonstrates that PBL-based education programs significantly enhance AI literacy and creative problem-solving skills among elementary students, providing evidence of its effectiveness beyond typically studied populations. Significant improvements in AI awareness and understanding and utilization of AI principles suggest that self-directed knowledge construction experiences and problem-solving processes in a constructivist learning environment can favorably impact knowledge-centric educational content. The program, designed using an accessible platform, increased students' sense of achievement in problem-solving and immersion in real-world problem situations, leading to comprehensive learning beyond technical application or study of AI technology.

Given the rapidly increasing interest in AI education, this study serves as a valuable example of the effectiveness of PBL-based programs. It suggests the need for further research on the effectiveness of educational programs applying various teaching models such as design thinking and action learning. Additionally, it underscores the importance of involving more students in research to generalize the findings and enable general elementary students to use AI technology in school subjects and participate directly in problem-solving, fostering their understanding and adaptation to societal changes brought about by AI technology.

Keywords: Primary education, PBL, AI convergence education, AI literacy, creative problem-solving skills.