Escape or D13: Understanding Youth Perspectives of AI through Educational Game Co-design

要旨

There are many initiatives that teach Artificial Intelligence (AI) literacy to K-12 students. Most downsize college-level instructional materials to grade-level appropriate formats, overlooking students' unique perspectives in the design of curricula. To investigate the use of educational games as a vehicle for uncovering youth's understanding of AI instruction, we co-designed games with 39 Black, Hispanic, and Asian high school girls and non-binary youth to create engaging learning materials for their peers. We conducted qualitative analyses on the designed game artifacts, student discourse, and their feedback on the efficacy of learning activities. This study highlights the benefits of co-design and learning games to uncover students' understanding and ability to apply AI concepts in game-based learning, their emergent perspectives of AI, and the prior knowledge that informs their game design choices. Our research uncovers students' AI misconceptions and informs the design of educational games and grade-level appropriate AI instruction.

著者
Jared Ordona. Lim
Georgia Institute of Technology, Atlanta, Georgia, United States
Grace Barkhuff
Georgia Institute of Technology, Atlanta, Georgia, United States
Jane Awuah
Georgia Institute of Technology, Atlanta, Georgia, United States
Sophie Clyde
Georgia Institute of Technology, Atlanta, Georgia, United States
Riya Sogani
Georgia Institute of Technology, Atlanta, Georgia, United States
Christina Gardner-McCune
University of Florida, Gainesville, Florida, United States
David S. Touretzky
Carnegie Mellon University, Pittsburgh, Pennsylvania, United States
Judith Odili. Uchidiuno
Georgia Institute of Technology, Atlanta, Georgia, United States
DOI

10.1145/3706598.3714037

論文URL

https://dl.acm.org/doi/10.1145/3706598.3714037

動画

会議: CHI 2025

The ACM CHI Conference on Human Factors in Computing Systems (https://chi2025.acm.org/)

セッション: Children and Youth

G314+G315
6 件の発表
2025-04-30 23:10:00
2025-05-01 00:40:00
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