skip to main content
10.1145/3450741.3465264acmconferencesArticle/Chapter ViewAbstractPublication Pagesc-n-cConference Proceedingsconference-collections
research-article

The Role of Collaboration, Creativity, and Embodiment in AI Learning Experiences

Published: 22 June 2021 Publication History

Abstract

Fostering public AI literacy (i.e. a high-level understanding of artificial intelligence (AI) that allows individuals to critically and effectively use AI technologies) is increasingly important as AI is integrated into individuals’ everyday lives and as concerns about AI grow. This paper investigates how to design collaborative, creative, and embodied interactions that foster AI learning and interest development. We designed three prototypes of collaborative, creative, and/or embodied learning experiences that aim to communicate AI literacy competencies. We present the design of these prototypes as well as the results from a user study that we conducted with 14 family groups (38 participants). Our data analysis explores how collaboration, creativity, and embodiment contributed to AI learning and interest development across the three prototypes. The main contributions of this paper are: 1) three designs of AI literacy learning activities and 2) insights into the role creativity, collaboration, and embodiment play in AI learning experiences.

References

[1]
Adam Agassi, Hadas Erel, Iddo Yehoshua Wald, and Oren Zuckerman. 2019. Scratch Nodes ML: A Playful System for Children if to Create Gesture Recognition Classifiers. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems.
[2]
Safinah Ali, Blakeley H Payne, Randi Williams, Hae Won Park, and Cynthia Breazeal. 2019. Constructionism, Ethics, and Creativity: Developing Primary and Middle School Artificial Intelligence Education. In Proceedings of IJCAI 2019.
[3]
Hunt Allcott and Matthew Gentzkow. 2017. Social media and fake news in the 2016 election. Journal of economic perspectives 31, 2: 211–36.
[4]
Leslie Bedford. 2014. The Art of Museum Exhibitions: How story and imagination create aesthetic experiences. Left Coast Press.
[5]
Margaret A Boden. 2004. The Creative Mind: Myths and Mechanisms. Routledge, New York, NY, USA.
[6]
Jason Borenstein and Ayanna Howard. 2020. Emerging challenges in AI and the need for AI ethics education. AI and Ethics: 1–5.
[7]
Joy Buolamwini and Timnit Gebru. 2018. Gender shades: Intersectional accuracy disparities in commercial gender classification. In Conference on Fairness, Accountability and Transparency, 77–91.
[8]
Michelle Carney, Barron Webster, Irene Alvarado, Kyle Phillips, Noura Howell, Jordan Griffith, Jonas Jongejan, Amit Pitaru, and Alexander Chen. 2020. Teachable machine: Approachable Web-based tool for exploring machine learning classification. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–8.
[9]
Erin A Carroll, Celine Latulipe, Richard Fung, and Michael Terry. 2009. Creativity factor evaluation: towards a standardized survey metric for creativity support. In Proceedings of the seventh ACM conference on Creativity and cognition, 127–136.
[10]
Patricia Charlton and Stefan Poslad. 2019. Engaging with computer science when solving tangible problems. In Proceedings of the 3rd Conference on Computing Education Practice, 1–4.
[11]
Ang Chen, Paul W Darst, and Robert P Pangrazi. 1999. What constitutes situational interest? Validating a construct in physical education. Measurement in Physical Education and Exercise Science 3, 3: 157–XXX.
[12]
M. Czikszentmihalyi. 1996. Flow: The psychology of optimal experience. Praha: Lidové Noviny.
[13]
Willem Doise, Gabriel Mugny, and Juan-Antonio Pérez. 1998. The social construction of knowledge: Social marking and socio-cognitive conflict. The psychology of the social 77.
[14]
Stefania Druga. 2018. Growing Up With AI - Cognimates: from coding to teaching machines. MIT.
[15]
Stefania Druga, Sarah T.Vu, Eesh Likhith, and Tammy Qiu. 2019. Inclusive AI literacy for kids around the world.
[16]
Stefania Druga, Randi Williams, Hae Won Park, and Cynthia Breazeal. 2018. How smart are the smart toys?: children and parents’ agent interaction and intelligence attribution. In Proceedings of the 17th ACM Conference on Interaction Design and Children, 231–240.
[17]
Carol S Dweck. 2000. Self-theories: Their Role in Motivation, Personality, and Development. Psychology Press, Lillington, NC, USA.
[18]
John H Falk and Lynn D Dierking. 2000. Learning from museums: Visitor experiences and the making of meaning. Altamira Press.
[19]
Natalie Garrett, Nathan Beard, and Casey Fiesler. 2020. More Than “If Time Allows” The Role of Ethics in AI Education. In Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society, 272–278.
[20]
Mark Guzdial. 2013. Exploring Hypotheses about Media Computation. In Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research, 19–26.
[21]
Christian Heath and Dirk vom Lehn. 2008. Configuring “Interactivity” Enhancing Engagement in Science Centres and Museums. Social Studies of Science 38, 1: 63–91.
[22]
Suzanne Hidi and K Ann Renninger. 2006. The four-phase model of interest development. Educational psychologist 41, 2: 111–127. https://doi.org/10.1207/s15326985ep4102_4
[23]
Michael S. Horn, Erin Treacy Solovey, and Robert JK Jacob. 2008. Tangible programming and informal science learning: making TUIs work for museums. In Proceedings of the 7th international conference on Interaction design and children, 194–201. Retrieved October 31, 2015 from http://dl.acm.org/citation.cfm?id=1463756
[24]
Eva Hornecker. 2005. A design theme for tangible interaction: embodied facilitation. In ECSCW 2005, 23–43.
[25]
Eva Hornecker and Jacob Buur. 2006. Getting a grip on tangible interaction: a framework on physical space and social interaction. In Proceedings of the SIGCHI conference on Human Factors in computing systems, 437–446.
[26]
Thomas Humphrey, Joshua Gutwill, and The Exploratorium APE Team. 2005. Fostering Active Prolonged Engagement: The Art of Creating APE Exhibits. Routledge, Abingdon, UK.
[27]
Mikhail Jacob, Gaëtan Coisne, Akshay Gupta, Ivan Sysoev, Gaurav Verma, and Brian Magerko. 2013. Viewpoints AI. In Proceedings of the Ninth AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment (AIIDE ’13).
[28]
Ken Kahn and Niall Winters. 2017. Child-Friendly Programming Interfaces to AI Cloud Services. In Data Driven Approaches in Digital Education (Lecture Notes in Computer Science), 566–570.
[29]
Tony CM Lam and Priscilla Bengo. 2003. A comparison of three retrospective self-reporting methods of measuring change in instructional practice. American Journal of Evaluation 24, 1: 65–80.
[30]
Phoebe Lin, Jessica Van Brummelen, Galit Lukin, Randi Williams, and Cynthia Breazeal. 2020. Zhorai: Designing a Conversational Agent for Children to Explore Machine Learning Concepts. In Proceedings of the AAAI Conference on Artificial Intelligence, 13381–13388.
[31]
Robb Lindgren and J Michael Moshell. 2011. Supporting children's learning with body-based metaphors in a mixed reality environment. In Proceedings of the 10th International Conference on Interaction Design and Children, 177–180.
[32]
Duri Long, Mikhail Jacob, Nicholas Davis, and Brian Magerko. 2017. Designing for Socially Interactive Systems. In Proceedings of the 11th Conference on Creativity and Cognition.
[33]
Duri Long, Mikhail Jacob, and Brian Magerko. 2019. Designing Co-Creative AI for Public Spaces.
[34]
Duri Long and Brian Magerko. 2020. What is AI Literacy? Competencies and Design Considerations. In Proceedings of the 2020 ACM Conference on Human Factors in Computing Systems (CHI 2020). https://doi.org/10.1145/3313831.3376727
[35]
Brian Magerko, Jason Freeman, Tom McKlin, Mike Reilly, Elise Livingston, Scott McCoid, and Andrea Crews-Brown. 2016. EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education. ACM Transactions on Computing Education (TOCE) 16, 4: 14. https://doi.org/10.1145/2886418
[36]
Adam Maltese. 2018. A Suite of Tools for Educators and Students: Documenting and Evaluating Creativity in Making. Retrieved from http://www.adammaltese.com/content/wp-content/uploads/2018/04/Creativity-4.11.18.pdf
[37]
Eli Pariser. 2011. The filter bubble: How the new personalized web is changing what we read and how we think. Penguin.
[38]
Clara C Pratt, William M McGuigan, and Aphra R Katzev. 2000. Measuring program outcomes: Using retrospective pretest methodology. American Journal of Evaluation 21, 3: 341–349.
[39]
Janet C Read and Stuart MacFarlane. 2006. Using the fun toolkit and other survey methods to gather opinions in child computer interaction. In Proceedings of the 2006 conference on Interaction design and children, 81–88.
[40]
Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, and Kafai, Yasmin. 2009. Scratch: Programming for All. Communications of the ACM 52, 11: 60–67. https://doi.org/10.1145/1592761.1592779
[41]
Jessica Roberts and Leilah Lyons. 2017. Scoring Qualitative Informal Learning Dialogue: The SQuILD Method for Measuring Museum Learning Talk. . Philadelphia, PA: International Society of the Learning Sciences.
[42]
Paul Scott. 2012. semnet: a Python based semantic network demo. Retrieved from https://github.com/paulscott56/semnet
[43]
Matthew Smith, Christian Szongott, Benjamin Henne, and Gabriele Von Voigt. 2012. Big data privacy issues in public social media. In 2012 6th IEEE International Conference on Digital Ecosystems and Technologies (DEST), 1–6.
[44]
Scott S Snibbe and Hayes S Raffle. 2009. Social immersive media: pursuing best practices for multi-user interactive camera/projector exhibits. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1447–1456.
[45]
Karen Sullenger. 2006. Beyond School Walls: Informal Education and the Culture of Science. Education Canada 46, 3: 15–18.
[46]
Elisabeth Sulmont, Elizabeth Patitsas, and Jeremy R Cooperstock. 2019. Can You Teach Me To Machine Learn? In Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 948–954.
[47]
Una Tellhed, Martin Bäckström, and Fredrik Björklund. 2017. Will I fit in and do well? The importance of social belongingness and self-efficacy for explaining gender differences in interest in STEM and HEED majors. Sex roles 77, 1: 86–96.
[48]
David Touretzky and Christina Gardner-McCune. 2022. Artificial Intelligence Thinking in K-12. In Computational Thinking in K-12: Artificial Intelligence Literacy and Physical Computing. MIT Press.
[49]
David S Touretzky. 2017. Computational thinking and mental models: From kodu to calypso. In Blocks and Beyond Workshop (B&B), 2017 IEEE, 71–78.
[50]
Jessica Van Brummelen and Phoebe Lin. 2020. Engaging Teachers to Co-Design Integrated AI Curriculum for K-12 Classrooms. arXiv preprint arXiv:2009.11100.
[51]
Jessica Van Brummelen, Judy Hanwen Shen, and Evan W Patton. 2019. The Popstar, the Poet, and the Grinch: Relating Artificial Intelligence to the Computational Thinking Framework with Block-based Coding. In Proceedings of International Conference on Computational Thinking Education, 160–161.
[52]
Eric N Wiebe, Allison Lamb, Megan Hardy, and David Sharek. 2014. Measuring engagement in video game-based environments: Investigation of the User Engagement Scale. Computers in Human Behavior 32: 123–132.
[53]
Xiaofei Zhou, Jessica Van Brummelen, and Phoebe Lin. 2020. Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework. arXiv preprint arXiv:2009.10228.
[54]
Abigail Zimmermann-Niefield, Makenna Turner, Bridget Murphy, Shaun K Kane, and R Benjamin Shapiro. 2019. Youth Learning Machine Learning through Building Models of Athletic Moves. In Proceedings of the 18th ACM International Conference on Interaction Design and Children, 121–132.

Cited By

View all
  • (2025)Information that mattersInternational Journal of Human-Computer Studies10.1016/j.ijhcs.2024.103380193:COnline publication date: 1-Jan-2025
  • (2025)The Industrial Use Cases of Embodied AI SystemsBuilding Embodied AI Systems: The Agents, the Architecture Principles, Challenges, and Application Domains10.1007/978-3-031-68256-8_16(343-376)Online publication date: 19-Jan-2025
  • (2024)Prototyping Technology-Enhanced Learning SolutionsExploring Practice-Led Research for Professional Development10.4018/979-8-3693-6376-8.ch002(41-64)Online publication date: 27-Dec-2024
  • Show More Cited By

Recommendations

Comments

Information & Contributors

Information

Published In

cover image ACM Conferences
C&C '21: Proceedings of the 13th Conference on Creativity and Cognition
June 2021
581 pages
ISBN:9781450383769
DOI:10.1145/3450741
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

Sponsors

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 22 June 2021

Permissions

Request permissions for this article.

Check for updates

Author Tags

  1. AI education
  2. AI literacy
  3. co-creative
  4. collaboration
  5. creativity
  6. embodiment
  7. family learning
  8. informal learning

Qualifiers

  • Research-article
  • Research
  • Refereed limited

Conference

C&C '21
Sponsor:
C&C '21: Creativity and Cognition
June 22 - 23, 2021
Virtual Event, Italy

Acceptance Rates

Overall Acceptance Rate 108 of 371 submissions, 29%

Contributors

Other Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

  • Downloads (Last 12 months)548
  • Downloads (Last 6 weeks)47
Reflects downloads up to 20 Jan 2025

Other Metrics

Citations

Cited By

View all
  • (2025)Information that mattersInternational Journal of Human-Computer Studies10.1016/j.ijhcs.2024.103380193:COnline publication date: 1-Jan-2025
  • (2025)The Industrial Use Cases of Embodied AI SystemsBuilding Embodied AI Systems: The Agents, the Architecture Principles, Challenges, and Application Domains10.1007/978-3-031-68256-8_16(343-376)Online publication date: 19-Jan-2025
  • (2024)Prototyping Technology-Enhanced Learning SolutionsExploring Practice-Led Research for Professional Development10.4018/979-8-3693-6376-8.ch002(41-64)Online publication date: 27-Dec-2024
  • (2024)Creative Learning for Sustainability in a World of AI: Action, Mindset, ValuesSustainability10.3390/su1611445116:11(4451)Online publication date: 24-May-2024
  • (2024)Designing an Inclusive Artificial Intelligence (AI) Curriculum for Elementary Students to Address Gender Differences With Collaborative and Tangible ApproachesJournal of Educational Computing Research10.1177/0735633124127105962:7(1837-1864)Online publication date: 28-Aug-2024
  • (2024)Unpacking Approaches to Learning and Teaching Machine Learning in K-12 Education: Transparency, Ethics, and Design ActivitiesProceedings of the 19th WiPSCE Conference on Primary and Secondary Computing Education Research10.1145/3677619.3678117(1-10)Online publication date: 16-Sep-2024
  • (2024)Knowledge Net: Fostering Children’s Understanding of Knowledge Representations Through Creative Making and Embodied Interaction in a Museum ExhibitProceedings of the 16th Conference on Creativity & Cognition10.1145/3635636.3664254(470-475)Online publication date: 23-Jun-2024
  • (2024)DataBites: An embodied and co-creative museum exhibit to foster children's understanding of supervised machine learningProceedings of the 16th Conference on Creativity & Cognition10.1145/3635636.3664247(550-555)Online publication date: 23-Jun-2024
  • (2024)How Example-Based Authoring of Motion Graphics Impacts Creative Expression: Differences in Perceptions of Professional and Casual Motion DesignersProceedings of the 16th Conference on Creativity & Cognition10.1145/3635636.3656197(347-357)Online publication date: 23-Jun-2024
  • (2024)Centering Bodies in Space and Place through Virtual Reality Dance Performance: A Practice-Based Research PerspectiveCreativity and Cognition10.1145/3635636.3656194(185-195)Online publication date: 23-Jun-2024
  • Show More Cited By

View Options

Login options

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

HTML Format

View this article in HTML Format.

HTML Format

Media

Figures

Other

Tables

Share

Share

Share this Publication link

Share on social media