Artificial intelligence's progress holds great promise in assisting society in addressing pressing societal issues. In particular Large Language Models (LLM) and the derived chatbots, like ChatGPT, have highly improved the natural language processing capabilities of AI systems allowing them to process an unprecedented amount of unstructured data. The consequent hype has also backfired, raising negative sentiment even after novel AI methods' surprising contributions. One of the causes, but also an important issue per se, is the rising and misleading feeling of being able to access and process any form of knowledge to solve problems in any domain with no effort or previous expertise in AI or problem domain, disregarding current LLMs limits, such as hallucinations and reasoning limits. Acknowledging AI fallibility is crucial to address the impact of dogmatic overconfidence in possibly erroneous suggestions generated by LLMs. At the same time, it can reduce fear and other negative attitudes toward AI. AI literacy interventions are necessary that allow the public to understand such LLM limits and learn how to use them in a more effective manner, i.e. learning to "prompt". With this aim, a pilot educational intervention was performed in a high school with 30 students. It involved (i) presenting high-level concepts about intelligence, AI, and LLM, (ii) an initial naive practice with ChatGPT in a non-trivial task, and finally (iii) applying currently-accepted prompting strategies. Encouraging preliminary results have been collected such as students reporting a) high appreciation of the activity, b) improved quality of the interaction with the LLM during the educational activity, c) decreased negative sentiments toward AI, d) increased understanding of limitations and specifically We aim to study factors that impact AI acceptance and to refine and repeat this activity in more controlled settings.

翻译：人工智能的进步在帮助社会解决紧迫问题方面展现出巨大潜力。特别是大型语言模型（LLM）及衍生的聊天机器人（如ChatGPT）极大提升了AI系统的自然语言处理能力，使其能处理前所未有的非结构化数据。然而伴随而来的热潮也产生了反作用——即便AI新方法取得了惊人贡献，仍引发了负面情绪。其中一个原因（同时也是重要问题本身）是：人们逐渐产生误导性认知，认为无需AI专业知识或领域经验，就能轻松获取并处理任何领域的知识来解决所有问题，却忽视了当前LLM存在的局限性（如幻觉与推理能力不足）。承认AI的易错性对于应对因盲目自信而采纳LLM可能产生的错误建议至关重要，同时也能减少对AI的恐惧等负面态度。实施AI素养教育干预措施十分必要，使公众了解LLM的局限，学习更有效的使用方法——即学习“提示”技巧。为此，在一所高中对30名学生开展了初步教育干预活动，内容包括：（i）介绍智能、AI与LLM的高阶概念；（ii）在非简单任务中初次使用ChatGPT的原始实践；（iii）应用当前公认的提示策略。初步结果令人鼓舞：学生报告a)对活动高度认可，b)教育过程中与LLM的互动质量提升，c)对AI的负面情绪减少，d)对技术局限的理解加深。我们旨在研究影响AI接受度的因素，并在更受控的环境中完善和重复此项活动。