Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework
Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework
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为 K-12 设计人工智能学习体验：新兴作品、未来机遇和设计框架
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Phoebe Lin
中科院分区：
文献类型：
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作者：
Xiaofei Zhou;Jessica Van Brummelen;Phoebe Lin
人工智能（AI）素养是一个快速增长的研究领域，是K-12教育的关键补充。但是，支持设计工具和课程来教授K-12 AI素养的支持仍然有限。需要额外的跨学科人类计算机互动和教育研究调查（1）（1）当前如何在学习经验中实施一般AI素养，以及（2）（2）在专门针对K-12学习环境中教授AI素养需要哪些其他准则。在本文中，我们分析了K-12 AI和教育文献的集合，以展示如何成功地应用AI素养的核心能力，并将其组织成对教育者友好的图表，以使教育工作者有效地为其教室找到适当的资源。我们还确定了未来的机会和K-12特定的设计指南，我们将其合成为一个概念框架，以支持研究人员，设计师和教育者创建K-12 AI学习经验。
Artificial intelligence (AI) literacy is a rapidly growing research area and a critical addition to K-12 education. However, support for designing tools and curriculum to teach K-12 AI literacy is still limited. There is a need for additional interdisciplinary human-computer interaction and education research investigating (1) how general AI literacy is currently implemented in learning experiences and (2) what additional guidelines are required to teach AI literacy in specifically K-12 learning contexts. In this paper, we analyze a collection of K-12 AI and education literature to show how core competencies of AI literacy are applied successfully and organize them into an educator-friendly chart to enable educators to efficiently find appropriate resources for their classrooms. We also identify future opportunities and K-12 specific design guidelines, which we synthesized into a conceptual framework to support researchers, designers, and educators in creating K-12 AI learning experiences.
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