Guanze Liao

Hanqi Li, Ruiwei Xiao, Hsuan Nieu et al.

As artificial intelligence (AI) becomes increasingly central to various fields, there is a growing need to equip K-12 students with AI literacy skills that extend beyond computer science. This paper explores the integration of a Project-Based Learning (PBL) AI toolkit into diverse subject areas, aimed at helping educators teach AI concepts more effectively. Through interviews and co-design sessions with K-12 teachers, we examined current AI literacy levels and how teachers adapt AI tools like the AI Art Lab, AI Music Studio, and AI Chatbot into their course designs. While teachers appreciated the potential of AI tools to foster creativity and critical thinking, they also expressed concerns about the accuracy, trustworthiness, and ethical implications of AI-generated content. Our findings reveal the challenges teachers face, including limited resources, varying student and instructor skill levels, and the need for scalable, adaptable AI tools. This research contributes insights that can inform the development of AI curricula tailored to diverse educational contexts.

Ruiwei Xiao, Xinying Hou, Ying-Jui Tseng et al.

As Artificial Intelligence (AI) becomes increasingly integrated into daily life, there is a growing need to equip the next generation with the ability to apply, interact with, evaluate, and collaborate with AI systems responsibly. Prior research highlights the urgent demand from K-12 educators to teach students the ethical and effective use of AI for learning. To address this need, we designed an Large-Language Model (LLM)-based module to teach prompting literacy. This includes scenario-based deliberate practice activities with direct interaction with intelligent LLM agents, aiming to foster secondary school students' responsible engagement with AI chatbots. We conducted two iterations of classroom deployment in 11 authentic secondary education classrooms, and evaluated 1) AI-based auto-grader's capability; 2) students' prompting performance and confidence changes towards using AI for learning; and 3) the quality of learning and assessment materials. Results indicated that the AI-based auto-grader could grade student-written prompts with satisfactory quality. In addition, the instructional materials supported students in improving their prompting skills through practice and led to positive shifts in their perceptions of using AI for learning. Furthermore, data from Study 1 informed assessment revisions in Study 2. Analyses of item difficulty and discrimination in Study 2 showed that True/False and open-ended questions could measure prompting literacy more effectively than multiple-choice questions for our target learners. These promising outcomes highlight the potential for broader deployment and highlight the need for broader studies to assess learning effectiveness and assessment design.

Yi-De Lin, Guan-Ze Liao

From 2000 to 2015, the UN's Millennium Development Goals guided global priorities. The subsequent Sustainable Development Goals (SDGs) adopted a more dynamic approach, with annual indicator updates. As 2030 nears and progress lags, innovative acceleration strategies are critical. This study develops an AI-powered knowledge graph system to analyze SDG interconnections, discover potential new goals, and visualize them online. Using official SDG texts, Elsevier's keyword dataset, and 1,127 TED Talk transcripts (2020.01-2024.04), a pilot on 269 talks from 2023 applies AI-speculative design, large language models, and retrieval-augmented generation. Key findings include: (1) Heatmap analysis reveals strong associations between Goal 10 and Goal 16, and minimal coverage of Goal 6. (2) In the knowledge graph, simulated dialogue over time reveals new central nodes, showing how richer data supports divergent thinking and goal clarity. (3) Six potential new goals are proposed, centered on equity, resilience, and technology-driven inclusion. This speculative-AI framework offers fresh insights for policymakers and lays groundwork for future multimodal and cross-system SDG applications.