This is an ongoing study describing the activities undertaken as part of the research project EmpAI: Empowerment of AI competencies. The goal is to test the effectiveness of a school-based training program to promote AI learning skills. Because it is important to establish evidence-based practices, as part of the project we identified four basic abilities that we hypothesize are functional for understanding some mechanisms underlying AI, and we designed an experiment to test the effectiveness of the training in promoting children’s learning of such mechanisms. For each basic ability, we designed a game-based activity to be implemented in fifth and sixth grades in Italy. In this paper, we focus on the experience of implementing the activities in these classes. In particular, we collected a series of observations in the implementation of the activities, being particularly interested in the difficulties of the students and the differences in performance between the two grades. In particular, we observed different levels of participation and approach between the two grade levels in some activities. We will incorporate these observations into the follow-up project Impar.IA.mo, whose goal is to train teachers to replicate these activities in the regular school day.

Empowering AI Competences in Children: The First Turning Point

Matteo Baldoni;Cristina Baroglio;Monica Bucciarelli;Elena Gandolfi;Francesco Iani';Elisa MArengo;Ivan Nabil Ras
2022-01-01

Abstract

This is an ongoing study describing the activities undertaken as part of the research project EmpAI: Empowerment of AI competencies. The goal is to test the effectiveness of a school-based training program to promote AI learning skills. Because it is important to establish evidence-based practices, as part of the project we identified four basic abilities that we hypothesize are functional for understanding some mechanisms underlying AI, and we designed an experiment to test the effectiveness of the training in promoting children’s learning of such mechanisms. For each basic ability, we designed a game-based activity to be implemented in fifth and sixth grades in Italy. In this paper, we focus on the experience of implementing the activities in these classes. In particular, we collected a series of observations in the implementation of the activities, being particularly interested in the difficulties of the students and the differences in performance between the two grades. In particular, we observed different levels of participation and approach between the two grade levels in some activities. We will incorporate these observations into the follow-up project Impar.IA.mo, whose goal is to train teachers to replicate these activities in the regular school day.
Methodologies and Intelligent Systems for Technology Enhanced Learning (MIS4TEL), Workshops, 12th International Conference (Workshop on Reflections and Dialogues around Smart Technology, ResiSTo)
L'Aquila, Italy
July, 13th-15th
Proc. of the Workshop on Reflections and Dialogues around Smart Technology (ResiSTo). Co-located with the 12th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning (MIS4TEL)
Springer International Publishing
538
171
181
978-3-031-20256-8
978-3-031-20257-5
Smart technology usage reflection, Smart technology assessment, Playfulness reflections, Artificial Intelligence
Matteo Baldoni, Cristina Baroglio, Monica Bucciarelli, Elena Gandolfi, Francesco Iani', Elisa MArengo, Ivan Nabil Ras
File in questo prodotto:
File Dimensione Formato  
2022_ResiSTo_MIS4TEL.pdf

Accesso riservato

Tipo di file: PREPRINT (PRIMA BOZZA)
Dimensione 5.65 MB
Formato Adobe PDF
5.65 MB Adobe PDF   Visualizza/Apri   Richiedi una copia

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1878400
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact