#418: Participatory Narratives for AI Learning: Integrating Self-Efficacy, Agency, and Ethical Reflection

This work presents a theory-driven design framework grounded in Social Cognitive Theory (SCT) and informed by participatory learning perspectives to support middle school students’ AI literacy and career interests. Implemented in a narrative-centered game-based learning environment, the framework connects SCT’s motivational constructs (self-efficacy, outcome expectations, and goals) with participatory mechanisms such as role-based engagement, consequential decision-making, and ethical reflection. Findings from a pilot study with middle school students illustrate how narrative participation supports the development of self-efficacy, AI understanding, and emerging career awareness.