Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework
This work addresses the need for interdisciplinary research to improve AI literacy education for K-12 students and educators, but it is incremental as it builds on existing literature without introducing new methods or data.
The paper tackles the problem of limited support for designing AI literacy tools and curriculum in K-12 education by analyzing existing literature to organize successful implementations into a resource chart and proposing a conceptual framework with design guidelines for future work.
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.