skip to main content
10.1145/3544549.3573862acmconferencesArticle/Chapter ViewAbstractPublication PageschiConference Proceedingsconference-collections
extended-abstract

Three recommendations to engage At-Risk Students in Critical Reflection on Intelligent Technologies through Remote Learning

Published: 19 April 2023 Publication History

Abstract

The agenda of Computational Empowerment points towards the need for inclusive approaches for supporting all students in learning about technology and the development of digital literacy. This paper aims at exploring how to develop remote learning activities in technology education during a pandemic for at-risk students. We present a case study with 23 primary students (11-12 years) who we involved in online and offline learning activities about both how intelligent technologies work but also on the implications that these technologies bring to our society. Our findings showed potential challenges to engage at-risk students in the agenda of Computational Empowerment. We propose three recommendations and future directions to scaffold at-risk students’ learning about intelligent technologies in remote contexts: (1) support the development of agency through the engagement of contexts-for-action; (2) reduce the complexity of remote communication through creative and bodily engagement; (3) reflect upon forces that marginalize oneself in a digitized society.

Supplementary Material

MP4 File (3544549.3573862-talk-video.mp4)
Pre-recorded Video Presentation
MP4 File (3544549.3573862-preview.mp4)
Video Preview

References

[1]
2019. PISA 2018 Results (Volume II). OECD. https://doi.org/10.1787/b5fd1b8f-en
[2]
2021. Education at a Glance 2021. OECD. https://doi.org/10.1787/b35a14e5-en
[3]
2021. Using Digital Technologies for Early Education during COVID-19. https://doi.org/10.1787/fe8d68ad-en
[4]
Ashraf Abdul, Jo Vermeulen, Danding Wang, Brian Y. Lim, and Mohan Kankanhalli. 2018. Trends and Trajectories for Explainable, Accountable and Intelligible Systems. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 1–18. https://doi.org/10.1145/3173574.3174156
[5]
Zeynep Akata, Dan Balliet, Maarten de Rijke, Frank Dignum, Virginia Dignum, Guszti Eiben, Antske Fokkens, Davide Grossi, Koen Hindriks, Holger Hoos, Hayley Hung, Catholijn Jonker, Christof Monz, Mark Neerincx, Frans Oliehoek, Henry Prakken, Stefan Schlobach, Linda van der Gaag, Frank van Harmelen, Herke van Hoof, Birna van Riemsdijk, Aimee van Wynsberghe, Rineke Verbrugge, Bart Verheij, Piek Vossen, and Max Welling. 2020. A Research Agenda for Hybrid Intelligence: Augmenting Human Intellect With Collaborative, Adaptive, Responsible, and Explainable Artificial Intelligence. Computer 53 (8 2020), 18–28. Issue 8. https://doi.org/10.1109/MC.2020.2996587
[6]
Saira Anwar and Nicholas Alexander Bascou. 2019. A Systematic Review of Studies on Educational Robotics. Journal of Pre-College Engineering Education Research (J-PEER) 9, 2(2019).
[7]
Marc Beardsley, Laia Albó, Pablo Aragón, and Davinia Hernández‐Leo. 2021. Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology 52 (7 2021), 1455–1477. Issue 4. https://doi.org/10.1111/bjet.13101
[8]
Janne Mascha Beuthel, Lisa Hofer, and Verena Fuchsberger. 2022. Exploring Remote Communication through Design Interventions: Material and Bodily Considerations. Nordic Human-Computer Interaction Conference, 1–13. https://doi.org/10.1145/3546155.3546650
[9]
Gert Biesta and Michael Tedder. 2007. Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults 39 (9 2007), 132–149. Issue 2. https://doi.org/10.1080/02660830.2007.11661545
[10]
Karl-Emil Kjær Bilstrup, Magnus Høholt Kaspersen, Mille Skovhus Lunding, Marie-Monique Schaper, Maarten van Mechelen, Mariana Aki Tamashiro, Rachel Charlotte Smith, Ole Sejer Iversen, Information Studies, and Digital Design. 2022. Supporting Critical Data Literacy in K-9 Education : Three Principles for Enriching Pupils ’ Relationship to Data. Proceedings of the 2022 ACM Interaction Design and Children Conference.
[11]
Annette Braun, Stephen J. Ball, Meg Maguire, and Kate Hoskins. 2011. Taking context seriously: Towards explaining policy enactments in the secondary school. Discourse 32(2011), 585–596. Issue 4. https://doi.org/10.1080/01596306.2011.601555
[12]
Virginia Braun and Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3 (1 2006), 77–101. Issue 2. https://doi.org/10.1191/1478088706qp063oa
[13]
Michael E. Caspersen, Ira Diethelm, Judith Gal-Ezer, Andrew McGettrick, Enrico Nardelli, Don Passey, Branislav Rovan, and Mary Webb. 2022. Informatics Reference Framework for School. Technical Report February. Informatics for all. https://www.informaticsforall.org/wp-content/uploads/2022/03/Informatics-Reference-Framework-for-School-release-February-2022.pdf
[14]
Alexandra Gendreau Chakarov, Jeffrey Bush, Quentin L Biddy, Jennifer Jacobs, Colin Hennessy Elliott, and Tamara Sumner. 2021. Challenges and Unexpected Affordances of Physical Computing Going Remote. Interaction Design and Children, 276–282. https://doi.org/10.1145/3459990.3460711
[15]
Vicky Charisi, Laura Malinverni, Elisa Rubegni, and Marie-Monique Schaper. 2020. Empowering Children’s Critical Reflections on AI, Robotics and Other Intelligent Technologies. In Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society. ACM, New York, NY, USA, 1–4. https://doi.org/10.1145/3419249.3420090
[16]
Stefania Druga, Sarah T. Vu, Eesh Likhith, and Tammy Qiu. 2019. Inclusive AI literacy for kids around the world. ACM International Conference Proceeding Series (2019), 104–111. https://doi.org/10.1145/3311890.3311904
[17]
Y. Engeström. 2004. The new generation of expertise: Seven thesis., 145-166 pages.
[18]
Y. Engeström. 2007. From Stabilization Knowledge to Possibility Knowledge in Organizational Learning. Management Learning, 38(2007), 271–275. Issue 3.
[19]
Andresa Shirley Alves Gomes, Joice Felix Da Silva, and Leonardo Rodrigues De Lima Teixeira. 2020. Educational Robotics in Times of Pandemic: Challenges and Possibilities. 2020 Latin American Robotics Symposium (LARS), 2020 Brazilian Symposium on Robotics (SBR) and 2020 Workshop on Robotics in Education (WRE), 1–5. https://doi.org/10.1109/LARS/SBR/WRE51543.2020.9307145
[20]
Jacob Hoofman and Elizabeth Secord. 2021. The Effect of COVID-19 on Education. Pediatric Clinics of North America 68 (10 2021), 1071–1079. Issue 5. https://doi.org/10.1016/j.pcl.2021.05.009
[21]
Netta Iivari, Marianne Kinnula, and Leena Kuure. 2018. Exclusions in social inclusion projects : Struggles in involving children in digital technology development. Info Systems Journal28(2018), 1020–1048. https://doi.org/10.1111/isj.12180
[22]
Netta Iivari, Sumita Sharma, Leena Ventä-Olkkonen, Tonja Molin-Juustila, Kari Kuutti, Jenni Holappa, and Essi Kinnunen. 2022. Critical agenda driving child–computer interaction research—Taking a stock of the past and envisioning the future. International Journal of Child-Computer Interaction 32 (6 2022), 100408. https://doi.org/10.1016/j.ijcci.2021.100408
[23]
Ole Sejer Iversen, Rachel Charlotte Smith, and Christian Dindler. 2018. From computational thinking to computational empowerment. Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1, 1–11. https://doi.org/10.1145/3210586.3210592
[24]
Yasmin Kafai, Chris Proctor, and Debora Lui. 2020. From theory bias to theory dialogue: Embracing cognitive, situated, and critical framings of computational thinking in K-12 Cs education. ACM Inroads 11(2020), 44–53. Issue 1. https://doi.org/10.1145/3381887
[25]
Yasmin B. Kafai and Quinn Burke. 2014. Connected Code. The MIT Press. https://doi.org/10.7551/mitpress/9992.001.0001
[26]
Carrie Lane and Juliette Solis. 2017. A study of digital science fiction prototyping in an elementary school setting. In EAI International Conference on Technology, Innovation, Entrepreneurship and Education. Springer, 363–377.
[27]
Duri Long and Brian Magerko. 2020. What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI conference on human factors in computing systems. 1–16.
[28]
Laura Malinverni, Cristina Valero, Marie-Monique Schaper, and Isabel Garcia de la Cruz. 2021. Educational Robotics as a boundary object: Towards a research agenda. International Journal of Child-Computer Interaction 29 (2021), 100305. https://doi.org/10.1016/j.ijcci.2021.100305
[29]
Ricarose Roque, Mariana Aki Tamashiro, Kathryn McConnell, and Julisa Granados. 2021. Opportunities and Limitations of Construction Kits in Culturally Responsive Computing Contexts: Lessons from ScratchJr and Family Creative Learning. In Proceedings of Interaction Design and Children, IDC 2021. 246–256. https://doi.org/10.1145/3459990.3460728
[30]
Marie-Monique Schaper, Laura Malinverni, and Cristina Valero. 2020. Robot Presidents: Who should rule the world? Teaching Critical Thinking in AI through Reflections upon Food Traditions. Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society. https://doi.org/doi.org/10.1145/3419249.3420085
[31]
Marie-Monique Schaper, Rachel Charlotte Smith, Mariana Aki Tamashiro, Maarten Van Mechelen, Mille Skovhus Lunding, Karl-Emil Kjæer Bilstrup, Magnus Høholt Kaspersen, Kasper Løvborg Jensen, Marianne Graves Petersen, and Ole Sejer Iversen. 2022. Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact. International Journal of Child-Computer Interaction 34 (12 2022), 100537. https://doi.org/10.1016/j.ijcci.2022.100537
[32]
Selina Schepers, Katrien Dreessen, and Bieke Zaman. 2018. Exploring user gains in participatory design processes with vulnerable children. Proceedings of the 15th Participatory Design Conference: Short Papers, Situated Actions, Workshops and Tutorial - Volume 2, 1–5. https://doi.org/10.1145/3210604.3210617
[33]
David Williamson Shaffer and Mitchel Resnick. 1999. "Thick" authenticity: New Media and Authentic Learning. Journal of Interactive Learning Research 10, 2 (1999), 195–215. http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ591695&ERICExtSearch_SearchType_0=no&accno=EJ591695
[34]
Sumita Sharma, Heidi Hartikainen, Leena Ventä-Olkkonen, Netta Iivari, Grace Eden, Essi Kinnunen, Jenni Holappa, Marianne Kinnula, Tonja Molin-Juustila, Jussi Okkonen, Sirkku Kotilainen, Ole Sejer Iversen, and Rocío Fatás Arana. 2021. In Pursuit of Inclusive and Diverse Digital Futures: Exploring the Potential of Design Fiction in Education of Children. Interaction Design and Architecture(s) (12 2021), 219–248. Issue 51. https://doi.org/10.55612/s-5002-051-010
[35]
Rachel Charlotte Smith, Ole Sejer Iversen, and Mikkel Hjorth. 2015. Design thinking for digital fabrication in education. International Journal of Child-Computer Interaction 5 (2015), 20–28. https://doi.org/10.1016/j.ijcci.2015.10.002
[36]
Samuel Soto, Juan C Briede, and Marcela L Mora. 2017. Environmental Awareness in Basic Education: A Learning Experience to Approach Sustainability using Design and Science Fiction. Información tecnológica 28, 2 (2017), 141–152. https://doi.org/10.4067/s0718-07642017000200016
[37]
Bruce Sterling. 2009. Design fiction. Interactions 16 (5 2009), 20–24. Issue 3. https://doi.org/10.1145/1516016.1516021
[38]
Mariana A Tamashiro, Maarten Van Mechelen, Marie-Monique Schaper, and Ole Sejer Iversen. 2021. Introducing Teenagers to Machine Learning through Design Fiction: An Exploratory Case Study. In Proceedings of the 20th ACM Conference on Interaction Design and Children (IDC 2021). ACM, New York, NY, USA.
[39]
Mike Tissenbaum, David Weintrop, Nathan Holbert, and Tamara Clegg. 2021. The case for alternative endpoints in computing education. British Journal of Educational Technology 52, 3 (2021), 1164–1177. https://doi.org/10.1111/bjet.13072
[40]
David Touretzky, Christina Gardner-McCune, Fred Martin, and Deborah Seehorn. 2019. Envisioning AI for K-12: What Should Every Child Know about AI?Proceedings of the AAAI Conference on Artificial Intelligence 33 (2019), 9795–9799. https://doi.org/10.1609/aaai.v33i01.33019795
[41]
Hanadi Traifeh, Thomas Staubitz, and Christoph Meinel. 2019. Improving learner experience and participation in MOOCs: A design thinking approach. 2019 IEEE Learning With MOOCS (LWMOOCS), 165–169. https://doi.org/10.1109/LWMOOCS47620.2019.8939623
[42]
United Nations Children’s Fund (UNICEF). 2019. Workshop report: AI and child rights policy. (2019).
[43]
Maarten Van Mechelen, Rachel Charlotte Smith, Marie-Monique Schaper, Mariana Aki Tamashiro, Karl-Emil Kjær Bilstrup, Mille Skovhus Lunding, Marianne Graves Petersen, and Ole Sejer Iversen. 2022. Emerging Technologies in K–12 Education: A Future HCI Research Agenda. ACM Trans. Comput.-Hum. Interact. (oct 2022). https://doi.org/10.1145/3569897 Just Accepted.
[44]
Jon M Wargo and Jasmine Alvarado. 2020. Making as worlding: young children composing change through speculative design. Literacy 54, 2 (2020), 13–21.
[45]
Junnan Yu, Janet Ruppert, Ricarose Roque, and Ben Kirshner. 2020. Youth civic engagement through computing: cases and implications. ACM Inroads 11, 4 (2020), 42–51. https://doi.org/10.1145/3432727

Index Terms

  1. Three recommendations to engage At-Risk Students in Critical Reflection on Intelligent Technologies through Remote Learning

      Recommendations

      Comments

      Information & Contributors

      Information

      Published In

      cover image ACM Conferences
      CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems
      April 2023
      3914 pages
      ISBN:9781450394222
      DOI:10.1145/3544549
      Permission to make digital or hard copies of part or all 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 third-party components of this work must be honored. For all other uses, contact the Owner/Author.

      Sponsors

      Publisher

      Association for Computing Machinery

      New York, NY, United States

      Publication History

      Published: 19 April 2023

      Check for updates

      Author Tags

      1. At-Risk Students
      2. Computational Empowerment
      3. Critical reflection
      4. Design Fiction
      5. Emerging Technology Education
      6. K-12 education
      7. Remote Learning
      8. Societal and ethical implications

      Qualifiers

      • Extended-abstract
      • Research
      • Refereed limited

      Funding Sources

      • ITVest
      • Spanish Ministry of Economy and Competitiveness

      Conference

      CHI '23
      Sponsor:

      Acceptance Rates

      Overall Acceptance Rate 6,164 of 23,696 submissions, 26%

      Upcoming Conference

      CHI 2025
      ACM CHI Conference on Human Factors in Computing Systems
      April 26 - May 1, 2025
      Yokohama , Japan

      Contributors

      Other Metrics

      Bibliometrics & Citations

      Bibliometrics

      Article Metrics

      • 0
        Total Citations
      • 173
        Total Downloads
      • Downloads (Last 12 months)91
      • Downloads (Last 6 weeks)10
      Reflects downloads up to 14 Feb 2025

      Other Metrics

      Citations

      View Options

      Login options

      View options

      PDF

      View or Download as a PDF file.

      PDF

      eReader

      View online with eReader.

      eReader

      Full Text

      View this article in Full Text.

      Full Text

      HTML Format

      View this article in HTML Format.

      HTML Format

      Figures

      Tables

      Media

      Share

      Share

      Share this Publication link

      Share on social media