Conceptions of Artificial Intelligence Learning Among Elementary School Students in Xizang: A Drawing and Epistemic Network Analysis

ABSTRACT Students' conceptions of AI learning play a crucial role in shaping instructional effectiveness and curriculum development. This study examines the conceptions of AI learning among elementary school students in the Xizang Autonomous Region, a culturally distinctive aera in China where AI education remains underdeveloped. By integrating drawings and Epistemic Network Analysis, data were collected from 347 fourth‐ and fifth‐grade students. The findings reveal that students generally hold positive attitudes toward AI learning, with conceptions centered on hands‐on technological experiences. Differences were observed across grade levels, with younger students viewing AI primarily as a teaching tool and older students regarding it as a learning partner. Gender‐based variations also emerged, showing that boys lean toward practical creation, whereas girls emphasize experiential interaction and decision support. Students with positive learning attitudes engaged more actively in collaborative and creative AI activities. This study highlights the importance of developing context‐aware and inclusive AI curricula for elementary education in regions where AI education is still emerging, such as Xizang.