LevelUp – Automatic Assessment of Block-Based Machine Learning Projects for AI Education

Reddy, T. Charandeep; Williams, Randi; Breazeal, Cynthia

doi:10.1109/vl/hcc53370.2022.9833130

Cited by 3 publications

(4 citation statements)

References 12 publications

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“…This ethical paradigm is pivotal, as Akgün & Greenhow (2021) articulate, in addressing the ethical challenges of AI integration in K-12 settings (Akgün & Greenhow, 2021). The necessity for a robust framework to assess AI learning outcomes, as discussed by Reddy et al (2022), and the design of AI thinking frameworks, as Shin (2021) suggests, are crucial in navigating the complexities of AI education (Reddy et al, 2022;Shin, 2021).…”

Section: Discussionmentioning

confidence: 99%

Teacher Experiences with AI-based Educational Tools

Arvin,

Hoseinabady,

Bayat

et al. 2023

aitechbesosci

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This study aims to explore teachers' experiences with AI-based educational tools, focusing on their perceptions of the effectiveness of these technologies, the challenges encountered in integrating AI into teaching practices, and the support and development needed to leverage AI effectively. Utilizing a qualitative research design, this study collected data through semi-structured interviews with 20 educators from various educational levels and disciplines. Thematic analysis was employed to identify major themes and categories within the data, providing in-depth insights into the participants' experiences with AI in education. Three main themes emerged from the analysis: Perceptions of AI Effectiveness, Challenges in AI Integration, and Professional Development and Support. Within these themes, educators highlighted the pedagogical benefits of AI, including personalized learning and enhanced student engagement. However, they also reported significant challenges, such as technical issues, a lack of resources, and the need for greater teacher readiness and professional development. Ethical considerations and the need for supportive policies were also emphasized. The study concludes that while AI offers transformative potential for education, realizing this potential requires addressing significant challenges. This includes improving teacher digital literacy and readiness, ensuring equitable access to AI resources, and developing comprehensive ethical guidelines for AI use in educational settings.

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Section: Discussionmentioning

confidence: 99%

Teacher Experiences with AI-based Educational Tools

Arvin,

Hoseinabady,

Bayat

et al. 2023

aitechbesosci

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“…The playground was the main programming platform for the course. This platform is a fork of the Scratch 3.0 repository with AI extensions (Jordan et al 2021;Reddy, Williams, and Breazeal 2021). It allows students to tinker with AI concepts, such as word embeddings and text classification blocks, and use them in their programs.…”

Section: Hardware and Softwarementioning

confidence: 99%

“…The first tool was Sparki, a large-language model-based brainstorming assistant to help users develop their project ideas (in preparation). The other tool was LevelUp, an automatic code assessment tool built into the AI Playground that assesses students' text classifier code (Reddy, Williams, and Breazeal 2021).…”

Section: Hardware and Softwarementioning

confidence: 99%

“…The questionnaire contained three parts: a multiple-choice assessment of AI knowledge (4 items), a self-assessment of AI practices (1 item with 4 parts), and a survey on perceptions of AI. We developed these instruments using AI conceptual exams, self-assessments, and perception of AI surveys from other K-12 AI curricula (Zhang et al 2023;Reddy, Williams, and Breazeal 2022;Rodríguez-García et al 2021;Norouzi, Chaturvedi, and Rutledge 2020;Carolus et al 2023). The full text of the questionnaire is available in Appendix A.…”

Section: Assessmentsmentioning

confidence: 99%

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Dr. R.O. Bott Will See You Now: Exploring AI for Wellbeing with Middle School Students

Williams,

Alghowinem,

Breazeal

2024

AAAI

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Artificial Intelligence (AI) is permeating almost every area of society, reshaping how many people, including youth, navigate the world. Despite the increased presence of AI, most people lack a baseline knowledge of how AI works. Moreover, social barriers often hinder equal access to AI courses, perpetuating disparities in participation in the field. To address this, it is crucial to design AI curricula that are effective, inclusive, and relevant, especially to learners from backgrounds that are historically excluded from working in tech. In this paper, we present AI for Wellbeing, a curriculum where students explore conversational AI and the ethical considerations around using it to promote wellbeing. We specifically designed content, educator materials, and educational technologies to meet the interests and needs of students and educators from diverse backgrounds. We piloted AI for Wellbeing in a 5-day virtual workshop with middle school teachers and students. Then, using a mixed-methods approach, we analyzed students' work and teachers' feedback. Our results suggest that the curriculum content and design effectively engaged students, enabling them to implement meaningful AI projects for wellbeing. We hope that the design of this curriculum and insights from our evaluation will inspire future efforts to create culturally relevant K-12 AI curricula.

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