KI-Adventskalender: An Informal Learning Intervention for Data & AI Literacy
This work addresses the need for accessible informal learning interventions to improve data and AI literacy among secondary school students, but the results are preliminary and the paper primarily outlines a measurement agenda rather than demonstrating robust learning outcomes.
The authors developed KI-Adventskalender, a free web-based extracurricular initiative with 24 daily micro-challenges to teach data and AI literacy to secondary school students. Participation increased substantially in 2025, but early attrition persists; among users reaching Day 12, over 75% completed the calendar, and higher revision rates co-occurred with strong pass rates.
Secondary school students increasingly encounter AI systems whose outputs depend on data quality, evaluation choices and modeling assumptions. To provide accessible entry points to these interconnected concepts, we developed KI-Adventskalender, a free web-based extracurricular initiative with 24 didactically curated, short, guided micro-challenges released daily in December, targeting data-centric competencies and socio-technical themes that shape how data are interpreted in practice. Drawing on two annual iterations, we report aggregate platform traces characterizing participation and task-level engagement. Participation increased substantially in 2025, but early attrition persists. Progression stabilized after midpoint: among users reaching Day 12 in 2025, more than 75% completed the calendar. Competence cluster performance shifted across years; higher revision rates co-occurred with strong pass rates, suggesting sustained engagement. We use these observations to motivate a next-step measurement agenda: tighter task instrumentation, embedded micro-assessments and mixed-method evaluation designs that can distinguish persistence from conceptual uptake, knowledge progression and durable learning outcomes.