Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments

• Main Authors: Megan Humburg (Author), Dalila Dragnić-Cindrić (Author), Cindy E. Hmelo-Silver (Author), Krista Glazewski (Author), James C. Lester (Author), Joshua A. Danish (Author)
• Format: Book
• Published: MDPI AG, 2024-10-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci14111197; 2227-7102
• Keywords: artificial intelligence; youth co-design; socio-scientific issues; Education; L
• Source: Education Sciences, Vol 14, Iss 11, p 1197 (2024)

This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students' views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students identified the potential of AI in supporting teachers and noted that AI educational agents fall short when compared to emotionally and intellectually complex humans. Overall, we argue that even without technical expertise, middle schoolers can articulate deep, multifaceted understandings of the possibilities and pitfalls of AI in education. Centering student voices in AI design can also provide learners with much-desired agency over their future learning experiences.