Title: Conducting concept map-based generative AI-assisted comic storytelling activities in EFL environments: performance differences among students with different AI literacy levels

Authors: Yi-Hui Wang; Xin-Dong Ye

Addresses: School of Teacher Education, Wenzhou University, Chashan University Town, Wenzhou City, Zhejiang Province, 325035, China ' School of Teacher Education, Wenzhou University, Chashan University Town, Wenzhou City, Zhejiang Province, 325035, China

Abstract: Although the application of artificial intelligence (AI) in education is expanding rapidly, empirical research on how students with different levels of AI literacy perform in complex learning tasks remains limited. This study involved 100 English majors in a 5-week concept map-based generative AI-assisted comic-based digital storytelling (CM-GAI-CDS) program. It aimed to investigate how students' learning outcomes vary depending on their AI literacy levels. Results showed that the high AI literacy (HAL) group significantly outperformed the low AI literacy (LAL) group in learning performance, critical thinking tendency and technology acceptance, especially in the aspect of 'perceived usefulness'. The HAL group also performed better in terms of work scores, especially in 'panel interaction'. Research indicates that AI literacy is a key factor influencing students' effective execution of AI-supported tasks. This study provides an empirical basis and practical inspiration for the curriculum design of integrating AI literacy and language ability in higher education.

Keywords: AI literacy levels; comic storytelling; generative AI; EFL; concept maps.

DOI: 10.1504/IJMLO.2026.152817

International Journal of Mobile Learning and Organisation, 2026 Vol.20 No.2, pp.188 - 207

Received: 13 Jun 2025
Accepted: 14 Aug 2025
Published online: 13 Apr 2026 *

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