The rapid development of Generative Artificial Intelligence (GenAI) is transforming education and requiring new forms of digital literacy. However, empirical research on the development of GenAI literacy in secondary education remains limited. This mixed-methods study investigated 76 students who were randomly assigned to control and experimental groups in the Hong Kong secondary school context. While the control group received traditional writing instruction, the experimental group engaged in a five-week GenAI-driven storytelling intervention. The study examined four dimensions of AI literacy—affective, behavioral, cognitive, and ethical—alongside key writing skills dimensions: word usage, narrative structure, creativity, and writing anxiety. Data were collected using validated questionnaires and a rubric-based writing assessment, administered before and after the intervention, as well as post-intervention interviews. Quantitative results showed that the experimental group reported reduced writing anxiety and achieved significant gains in AI literacy and writing performance. Thematic analysis confirmed these findings and highlighted greater motivation to use GenAI technologies, stronger confidence, and heightened ethical awareness. Overall, the study demonstrates the pedagogical value of integrating GenAI-driven storytelling into secondary education to foster AI literacy and enhance writing skills.
Key words: AI literacy, digital storytelling, generative artificial intelligence (GenAI), narrative writing, creativity in writing, writing anxiety