The use of the project-based learning (PBL) approach in developing AI literacy is widely adopted. However, student satisfaction with AI literacy courses has not been thoroughly explored. This study addresses this gap by examining the associations between students’ perceived PBL, empowerment in using AI for problem-solving, AI ethical awareness, and satisfaction with AI literacy courses. A total of 1,027 secondary and university students from 102 secondary schools and a university in Hong Kong participated in an AI literacy course, among whom 446 provided complete data for the structural equation modelling (SEM) analysis. We developed a context-grounded scale to measure students’ perceptions of the PBL experiences when using AI for problem-solving (AI-PBLS) within AI literacy course. This scale was validated through exploratory and confirmatory factor analyses. A two-step SEM results confirmed that empowerment in using AI for problem-solving and AI ethical awareness mediated the relationship between PBL and their satisfaction with the AI literacy course. This study makes a valuable contribution by introducing a robust scale for researchers to assess students’ perceived PBL experiences the context of AI applications. The findings further highlight the potential of PBL to enhance AI literacy course satisfaction by fostering conditions that empower students in using AI for problem-solving and increase their awareness of AI ethics.
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