Research

We engage in multidisciplinary, iterative, and evidence-based research and development with a wide range of stakeholders to create new technologies, activities, practices and programs for real-world impact in homes, schools, afterschool programs and online communities. A list of publications for these projects can be found below.

Latest Peer-Reviewed Research Articles and Publications

  • Increasing Resilience in Debugging

    Guterman, L., Wharton, S., Gustafson-Quiett, M. (August 2025). Increasing Resilience in Debugging [workshop].  Play, Make, Learn Conference, Madison, WI.

  • Ethical Thinking: Integration and Measurement in an AI Curriculum for Middle-High School Students

    Glenda S. Stump, Shinyi Kang, John Masla, Christina A. Bosch, Hal Abelson, Eric Klopfer, and Cynthia Breazeal

    Ethical thinking and reasoning is considered a core component of artificial intelligence (AI) literacy. However, there is a lack of strategies and assessments to promote and measure students’ ethical thinking in AI, particularly in K-12 education. In this paper, we discuss how RAICA, a project-based AI literacy curriculum integrates ethics into its framework and instructional resources. We employ a mixed-methods convergent design to obtain different yet complementary data on ethical thinking as an outcome mediated by diverse RAICA materials. Data analysis revealed that teachers utilized a variety of instructional strategies to foster students’ ethical thinking and that students actively engaged in ethical thinking activities, resulting in a developing understanding of stakeholders and potential benefits/harms of AI. Our work makes a key contribution to AI education by providing empirical evidence to support mechanisms for integration and assessment of ethical thinking within AI literacy curricula.

  • Demystifying AI: Preparing K-12 Teachers To Integrate AI Tools Into Their Practice

    Aikaterini Bagiati, Claudia Urrea, Sharifah Alghowinem, Joe Diaz, Selma Talha-Jebril, Maimoona Junjunia, Reem Al-Sulaiti – 2025

    This WISE study underscores a key policy recommendation: “the necessity of systemic and locally informed strategies for AI capacity building” in schools. Conducted in collaboration with MIT PK-12 Initiative and MIT RAISE and, with the participation of seven countries, including Qatar, this research provides empirical insights and highlights essential considerations to be factored into developing equitable and scalable AI capacity-building initiatives for K-12 teachers to integrate AI tools ethically and effectively into learning environments.

  • Archaeology of Self: Reflexivity in Data Activism to Address Systemic Injustices

    Raechel Walker, Brady Cruse, Aisha Cora, Kantwon Rogers, Gretchen Brion-Meisels, Catherine D’Ignazio, Cynthia Breazeal – 2025

    Embedding frameworks such as the Archaeology of Self into algorithmic design offers a concrete, transferable method for operationalizing reflexivity in data science and AI.

View all Publications