The engagement of students when learning to use a personal audio classifier to control robot cars in a computational thinking board game (original) (raw)
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Multimedia Technologies and Interaction, 2023
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Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1
The ubiquity of AI-based conversational apps such as Siri, Alexa and Google Assistant means more young users are interacting with these apps. The increasing popularity of these conversational applications brings a potential opportunity to attract learners to AI, CS and STEM fields. CS Education researchers need to explore how to leverage this opportunity, in particular to serve learners who are underrepresented in CS and STEM. This experience report describes the design and iterative refinement of a series of two-week summer camps in which 62 predominantly Black students participated in hands-on AI-based learning experiences to design and develop their own conversational AI apps. We discuss the organization of this summer camp experience, including strategies for recruiting from and building trust within the target community, designing professional development for camp facilitators, structuring the camp activities, and encouraging projects that are personally and socially relevant. We share challenges and lessons learned from this AI summer camp in the hopes that they will inform other researchers and practitioners who are interested in designing and deploying similar experiences.
Effectiveness of Mobile Game-based Education on Algorithm Thinking: Informatic Engineering Case
International Journal of Emerging Trends in Engineering Research, 2021
Informatic engineering is one of the majors that are in high demand by prospective new students in Indonesia, but most of the new students have not learned lessons about algorithms and programming yet, so there are so many unsatisfactory grades in algorithm and programming lessons. The application of mobile game-based education algorithm is to find out whether using the algorithm learning method applied in mobile game-based can be useful or help to understand for users who are just starting to learn algorithms and programming. The target users to test the benefits gained from this mobile-based game are high school students, first-semester students majoring in informatic engineering or all users interested in learning programming languages. The algorithm learning material in the mobile game-based used in this study learns about some essential functions of the algorithm, namely the sequence function, looping function and procedural function. For a proof-of-concept, we implemented this mobile game-based education algorithm in a game called "KeyBot", as a case study that we propose. The game "KeyBot" has been tested by a number of users, from the user survey, it was concluded that the method of making mobile game-based education on the algorithm thinking is going well enough.
DEVELOPMENT AND USE OF AI AND GAME APPLICATIONS IN UNDERGRADUATE COMPUTER SCIENCE COURSES*
Gaming and Artificial Intelligence (AI) are both seen as exciting domains by many Computer Science students. Many universities are using these two areas as a means to attract and retain students in Computer Science through course work and research projects. In this paper we discuss the development of Artificial Intelligence and game applications by students in undergraduate game and AI programming courses, and how these applications can be integrated into Computer Science courses to improve student engagement and attainment of learning outcomes.
Educational game systems in artificial intelligence course
International journal of environmental and science education, 2016
Article actuality based on fact that existing knowledge system aimed at future professional life of students: a skillful use game activity in educational process will teach students to look for alternative ways solving of real problems. The purpose of article lies in theoretical substantiation, development and testing of criteria, which must be met by special-purpose software oriented on gamification of educational process. A leading research method of the described problem is a method of simulation that allows to consider gamification as concentration and organized process for increasing the factor of student engagement in cognitive activity. This article aimed to demonstrate models of ideal educational game programs with optimum number of gamification elements, also article focused on development of such software, which will be not entertaining, but educational in nature. The article may be useful for researchers dealing with gamification issues and software developers, which work...
27th International Conference on Intelligent User Interfaces, 2022
Free-form Game-Design (GD) environments show promise in fostering Computational Thinking (CT) skills at a young age. However, such environments can be challenging to some students due to their highly open-ended nature. Our long-term goal is to alleviate this difficulty via pedagogical agents that can monitor the student interaction with the environment, detect when the student needs help and provide personalized support accordingly. In this paper, we present a preliminary evaluation of one such agent deployed in a real-word free-form GD learning environment to foster CT in the early K-12 education, Unity-CT. We focus on the effect of repetition by comparing student behaviors between no intervention, 1-shot, and repeated intervention groups for two different errors that are known to be challenging in the online lessons of Unity-CT environment. Our findings showed that the agent was perceived very positively by the students and the repeated intervention showed promising results in terms of helping students make less errors and more correct behaviors, albeit only for one of the two target errors. Based on these results, we provide insights on how to improve the delivery of the agent's interventions in free-form GD environments. CCS CONCEPTS • Applied computing → Interactive learning environments; • Human-centered computing → User models; • Information systems → Association rules.
Teaching Introductory Artificial Intelligence through Java-based Games
This paper describes a flexible method of teaching introductory artificial intelligence (AI) using a novel, Java-implemented, simple agent framework developed specifically for the purposes of this course. Although numerous agent frameworks have been proposed in the vast body of literature, none of these available frameworks proved to be simple enough to be used by first-year students of computer science. Hence, the authors set out to create a novel framework that would be suitable for the aims of the course, for the level of computing skills of the intended group of students, and for the size of this group of students. The content of the introductory AI course in question is a set of assignments that requires the students to use intelligent agents and other AI techniques to monitor, filter, and retrieve relevant information from the World Wide Web. It represents, therefore, a synthesis of the traditional objectivist approach and a real-world-oriented, constructivist approach to teaching programming to novices. The main aim of implementing such a pedagogy was to engage the students in learning to which they personally relate while attaining intellectual rigor. Classroom experience indicates that students learn more effectively when the traditional objectivist approach is combined with a constructivist approach than when this orthodox approach to teaching programming to novices is used alone. Index Terms-Agent framework, artificial intelligence (AI) course, intelligent agents, introductory engineering course, Java, rule-based reasoning, semantic network, World Wide Web search. I. INTRODUCTION A CCORDING to the Dutch Statistical Bureau, 77% of Dutch households have an Internet connection [1]. This ever-increasing role of computers in society clearly forecasts which type of working environment and information-communication space Dutch people, and people of the Western Hemisphere in general, are about to use in everyday activities. Even now, the majority of the people living in the Western Hemisphere use a computer to work and the Internet to communicate, to shop, to seek out new information, and to entertain themselves. This trend clearly indicates that in the future people will perform a larger and larger part of their daily activities with the aid of computers in cyberspace, across distance, cultures, and time. Of course, the specifics of such cyber worlds, smart environments, and the related interfaces (which should facilitate easy and natural communication within those environments and with a variety of embedded computing devices) are far Manuscript
Is It Possible for Young Students to Learn the AI-STEAM Application with Experiential Learning?
Sustainability, 2021
This study attempted to evaluate the learning effectiveness of using the MIT App Inventor platform and its Personal Image Classifier (PIC) tool in the interdisciplinary application. The instructional design was focused on applying PIC in the integration of STEAM (i.e., Science, Technology, Engineering, Art, and Mathematics) interdisciplinary learning, so as to provide sustainable and suitable teaching content based on the experiential learning theory for 7th grader students. Accordingly, the sustainable AI-STEAM course with the experiential learning framework has been implemented and verified, so as to confirm that the AI-STEAM course is not too difficult for young students. Many basic concepts involved in the AI-STEAM course, regarding programming logic, electromechanical concepts, interface design, and the application of image recognition, were measured in this study. The results showed that the students not only made significant progress in learning effectiveness, but also in par...
A Game-Based Competition as Instrument for Teaching Artificial Intelligence
AI*IA 2017 Advances in Artificial Intelligence
This paper reports about teaching Artificial Intelligence (AI) by applying the experiential approach called "learning by doing", where traditional, formal teaching is integrated with a practical activity (a game competition, in our case), that is relevant for AI discipline and allows for an active and playful participation of students. Students of the course of Fundamentals of AI at the University of Bologna have been challenged (on a voluntary base) to develop an AI software able to play the game of Nine Men's Morris: at the end of the course, the software players have been compared within a tournament, so as to establish the competition winner. The game has been chosen to let the students deepen the knowledge about AI techniques in solving games, and to apply it in a real, not trivial setting. The significance and the impact of this approach, from the educational point of view, have been assessed through two questionnaires, a first one focused on the technical aspects, and a second one on the students' opinions about the initiative. The results are encouraging: students declare they felt highly motivated in studying AI algorithms and techniques, and they have been stimulated in autonomously search for extensions and new solutions not deeply investigated during traditional lessons.