Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach DOI Creative Commons
Yun Dai

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 11, 2024

Abstract There is a growing consensus that AI literacy requires holistic lens, including not only technical knowledge and skills but also social ethical considerations. Yet, providing education for upper-primary students remains challenging due to the abstract complex nature of lack pedagogical experiences in schools. Against this backdrop, study employs design-based research (DBR) methodology develop solutions theoretical knowledge. Drawing upon theories about learning sciences, proposes novel approach, namely, embodied constructionist approach. This by integrating analogies making, forges cyclical understand–make–reflect process. Through process, gradually comprehend conceptual, technical, dimensions AI, towards development literacy. approach was implemented fine-tuned authentic classrooms with 107 sixth graders over two years. During implementation, variety qualitative data were collected from classroom observation, video-recording, student interviews artifacts, debriefings teacher. Using case studies method, uncovered overall progress demonstrated class knowledge, skills, critical reflections, as well reflections struggles experienced individual students. offers an age-appropriate pedagogy promote inclusive, crucial, yet under-examined upper primary context. It highlights potential computational thinking (CT) K-12 education, while contributing cognition constructionism context education.

Language: Английский

Scaffolding Children’s Critical Reflection on Intelligent Technologies: Opportunities from Speculative Fiction DOI
Laura Malinverni, Marie-Monique Schaper, Elisa Rubegni

et al.

International Journal of Child-Computer Interaction, Journal Year: 2025, Volume and Issue: unknown, P. 100727 - 100727

Published: Feb. 1, 2025

Language: Английский

Citations

0
Diversity in AI Education: Tailoring students’ learning paths for inclusive learning about facial recognition DOI
Marie-Monique Schaper, Mariana Aki Tamashiro, Rachel Charlotte Smith

et al.

ACM Transactions on Computing Education, Journal Year: 2025, Volume and Issue: unknown

Published: April 3, 2025

As emerging technologies are rapidly advancing as part of our societies and everyday life, it is crucial to include empower all students in learning about computing advanced technologies. These technical capabilities algorithms, such the use artificial intelligence, that enable novel interactions between humans their environment give rise societal ethical concerns. In this article, we investigate how engage through diverse paths education. We emphasise who generally less motivated learn technology implications, focusing on primary (13-14 years) a culturally Danish public school. Based design ethnographic studies nexus analysis study explored activities social relation students’ individual paths. The work extends Smith’s Iversen’s (2018) framework student archetypes digital aspects diversity inclusive findings highlight, first, impact cultural backgrounds even within same archetype; second, opportunities for embodied strategies “not (yet) motivated” students; third, benefits interplay different classroom dynamics fourth, may shift depending context theme.

Language: Английский

Citations

0
Towards inclusivity in AI: A comparative study of cognitive engagement between marginalized female students and peers DOI Creative Commons
Shiyan Jiang, Jeanne McClure, Cansu Tatar

et al.

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(6), P. 2557 - 2573

Published: April 23, 2024

Abstract This study addresses the need for inclusive AI education by focusing on marginalized female students who historically lack access to learning opportunities in computing. It applies theoretical framework of intersectionality understand how gender, race and ethnicity intersect shape these students' experiences outcomes. Specifically, this investigated 27 high‐school cognitive engagement machine practices. We conducted Wilcoxon–Mann–Whitney test explore differences between their peers, employed comparative content analysis delve into significant analysed interview data thematically gain deeper insights model development processes. The findings indicated that, when engaging practices requiring drawing diverse cultural perspectives, demonstrated significantly higher performance compared peers. In particular, exhibited strengths holistic language analysis, paying attention writers' intentions recognizing nuances language. suggests that integrating across subjects has potential empower amplify perspectives. Furthermore, it calls a strengths‐based approach reshape narrative underrepresentation promote equitable participation AI. Practitioner notes What is already known about topic Female students, particularly those from underrepresented groups such as African American Latina often experience low levels Marginalized possess unique nurtured, have not only transform own but also contribute advancement computing field. critical K‐12 (ie, subfield computing) education, seeking bridge gender racial disparity paper adds outperformed peers responding questions related feature distribution interpretation. When questions, they analysing considering interactions features intentions. They drew knowledge was used convey meaning different contexts. Implications practice and/or policy Educators should design environments encourage draw upon backgrounds, linguistic enhance AI‐related activities. strategically integrate create interdisciplinary support exploration interplay among language, culture Educational institutions initiatives adopt focuses empowering acknowledging inherent abilities backgrounds.

Language: Английский

Citations

3
High school students’ data modeling practices and processes: from modeling unstructured data to evaluating automated decisions DOI Open Access
Shiyan Jiang, Hengtao Tang, Cansu Tatar

et al.

Learning Media and Technology, Journal Year: 2023, Volume and Issue: 48(2), P. 350 - 368

Published: March 13, 2023

It's critical to foster artificial intelligence (AI) literacy for high school students, the first generation grow up surrounded by AI, understand working mechanism of data-driven AI technologies and critically evaluate automated decisions from predictive models. While efforts have been made engage youth in understanding through developing machine learning models, few provided in-depth insights into nuanced processes. In this study, we examined students' data modeling practices Twenty-eight students developed models with text classifying negative positive reviews ice cream stores. We identified nine that describe processes model exploration, development, testing two themes about evaluating technologies. The results provide implications designing accessible experiences justice as well role responsibility modelers creating

Language: Английский

Citations

6
Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach DOI Creative Commons
Yun Dai

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 11, 2024

Abstract There is a growing consensus that AI literacy requires holistic lens, including not only technical knowledge and skills but also social ethical considerations. Yet, providing education for upper-primary students remains challenging due to the abstract complex nature of lack pedagogical experiences in schools. Against this backdrop, study employs design-based research (DBR) methodology develop solutions theoretical knowledge. Drawing upon theories about learning sciences, proposes novel approach, namely, embodied constructionist approach. This by integrating analogies making, forges cyclical understand–make–reflect process. Through process, gradually comprehend conceptual, technical, dimensions AI, towards development literacy. approach was implemented fine-tuned authentic classrooms with 107 sixth graders over two years. During implementation, variety qualitative data were collected from classroom observation, video-recording, student interviews artifacts, debriefings teacher. Using case studies method, uncovered overall progress demonstrated class knowledge, skills, critical reflections, as well reflections struggles experienced individual students. offers an age-appropriate pedagogy promote inclusive, crucial, yet under-examined upper primary context. It highlights potential computational thinking (CT) K-12 education, while contributing cognition constructionism context education.

Language: Английский

Citations

1