Development and Psychometric Evaluation of the Artificial Intelligence Learning Curiosity Scale (AILCS) Among Jordanian Secondary School Students

Secondary school students are a population for understanding curiosity in artificial intelligence (AI)-supported learning; however, Arabic-language instruments for assessing the construct remain limited. This study aimed to develop and psychometrically evaluate the Artificial Intelligence Learning Curiosity Scale (AILCS) among Jordanian secondary school students. A total of 618 students participated. Evidence from expert review and student feedback supported the clarity, relevance, and cultural appropriateness of the scale items. Analyses of the scale structure indicated that the instrument captures four dimensions of AI learning curiosity: Social Exploratory Bond, Techno-Emotive Drive, Futuristic Imagination, and Cognitive Spark. Findings from exploratory and confirmatory factor analyses, exploratory graph analysis, and gender-based measurement invariance supported the coherence, stability, and comparability of this structure. Reliability analyses indicated that the AILCS yields consistent and temporally stable scores. Overall, the findings suggest that the AILCS is a psychometrically sound instrument for assessing AI learning curiosity among Jordanian secondary school students.