Teaching Artificial Intelligence to K-12 Through a Role-Playing Game Questioning the Intelligence Concept
Teaching Artificial Intelligence to K-12 Through a Role-Playing Game Questioning the Intelligence Concept
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通过角色扮演游戏向 K-12 教授人工智能，质疑智能概念
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Anne
中科院分区：
文献类型：
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作者：
Julie Henry;Alyson Hernalesteen;Anne
尽管人工智能（AI）在媒体环境中变得越来越重要（搜索引擎、聊天机器人、家庭助手、推荐系统等），普通观众对它的了解仍然有限，这导致他们的陈述存在偏见。为了弥补这一点，一些政府表示有兴趣从小就教授它。学校中与人工智能素养相关的教育资源似乎通常集中在技术技能上。然而，这种教育的挑战也是道德和社会的，需要一个跨学科和批判性的方法。这项研究旨在开发一个10-14岁的课程，质疑人工智能系统中的智能概念，并跨越计算机科学教育和媒体素养教育。通过角色扮演游戏，孩子们发现了机器学习的基本概念。除了他们最初的陈述，他们意识到他们在很大程度上是由媒体推动的，他们可以意识到人工智能系统是设计选择的结果，它只能在为它定义的框架内工作。此外，教师在课堂上教授课程的可能性也得到了评估。为此，向60名未来的实习教师、70名中学生和12名小学生教授了课程。访谈也进行了5名教师谁观察了研究人员教授的课程，或试图教自己。结果表明，儿童的表征已经发展到更技术上正确的表征（虽然不完整），但不是非常面向方面，开放的关键问题。在执行关键部分方面所显示的困难主要是由于要处理的信息技术概念的复杂性，而且也是由于缺乏教师培训。然而，收集的数据似乎证实了跨学科方法来解决人工智能某些方面的兴趣和可行性。总之，除了课程之外，本文还描述了一种技术批判性公民教育的理论模型，该模型整合了计算机科学教育和媒体素养教育的方法，并为其他设计师和研究人员提供了为K-12学习者创造AI批判性教育体验的途径。
Although artificial intelligence (AI) is becoming increasingly important in the media environment (search engines, chatbots, home assistants, recommendation systems, etc.), the general audiences’ knowledge of it remains limited, which biases their representations. To compensate for this, some governments show an interest in teaching it from an early age. It appears that educational resources related to AI literacy in schools are most often focused on technical skills. However, the challenges of such education are also ethical and societal, requiring an interdisciplinary and critical approach. This research aims at developing a 10–14 years old curriculum questioning the concept of intelligence in AI systems, and crossing computer science education and media literacy education. Through a role-playing game, the children discover the basic concepts of machine learning. Beyond their initial representations, which they become aware that they are largely fueled by the media, they can realize that an AI system is the result of design choices and that it only works within the framework that has been defined for it. Moreover, the possibility for teachers to teach the curriculum themselves in their classes is also evaluated. To this end, the curriculum was taught to 60 future trainee teachers, 70 middle school pupils, and 12 elementary pupils. Interviews were conducted also with 5 teachers who had either observed the curriculum taught by a researcher or attempted to teach it themselves. The results show that the children’s representations have evolved towards representations that are more technically correct (although incomplete), but not very oriented towards aspects that open up critical questioning. The difficulties revealed in the implementation of the critical part are due in particular to the complexity of the IT concepts to be addressed, but also to the lack of teacher training. However, the data collected seems to confirm the interest and feasibility of crossing different disciplinary approaches to address certain aspects of AI. In conclusion, in addition to the curriculum, this paper describes a theoretical model of critical citizenship education in technology that integrates approaches to computer science education and media literacy education, and gives avenues for other designers and researchers to create AI critical educational experiences for K-12 learners.
展望 K-12 的人工智能：每个孩子都应该了解哪些关于人工智能的知识？
DOI：
10.1609/aaai.v33i01.33019795
发表时间：
2019
期刊：
Proceedings of the AAAI Conference on Artificial Intelligence
影响因子：
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作者：
Touretzky, David;Gardner-McCune, Christina;Martin, Fred;Seehorn, Deborah
通讯作者：
Seehorn, Deborah
EAAI 2017 新未来人工智能教育者计划中人工智能教育的蓝天理念
DOI：
10.1145/3175502.3175509
发表时间：
2018
期刊：
AI Matters
影响因子：
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作者：
Eaton, Eric;Machado, Tiago;Williams, Tom;Koenig, Sven;Schulz, Claudia;Maurelli, Francesco;Lee, John;Eckroth, Joshua;Crowley, Mark;Freedman, Richard G.
通讯作者：
Freedman, Richard G.