Responsible AI for Computational Action (RAICA)

The goal of the RAICA curriculum is computational action with artificial intelligence for late primary and secondary students. In order for students to take computational action with AI, RAICA has designed lessons that provide opportunities for students to apply computational thinking and responsible design while growing their AI fluency. The curriculum involves conscientious engagement with and ethical design of AI, as well as participation in democratic discussions around artificial intelligence. We approach all of our work through a constructionist pedagogy, a belief that learning is social and happens most deeply in reference to creative production. We use Universal Design for Learning (UDL) and the Technological, Pedagogical, and Content Knowledge (TPACK) frameworks to guide the design of RAICA’s materials to support student and teacher learning.

The overarching purpose of the Responsible AI for Computational Action research study is to provide direction to educational interventions interested in addressing the problem of broadening participation within AI and related computer science fields. This study seeks to advise practitioners (i.e., develop theories of action) and support learners (contribute to instructional theory) on how curricula can empower traditionally underrepresented youth to become AI literate by creating tools and projects that address real-world issues important to them (thus contributing to the research literature on computational action).

Given the novelty of AI and the nascent field of AI education (research and practice), the study takes a design-based research (DBR) approach to the advisory nature of this purpose. Educational DBR is a methodology for conducting research on design and designing with research. DBR involves systematic explorations of how theories and frameworks can be applied to the material design of educational environments and tools, as well as how the resulting learning/teaching outcomes contribute to theory and practice.

Within the present DBR project, several stages and/or sub-studies will contribute to the overarching purpose through descriptive, design/development, and evaluative aims. The project will conduct small-scale, iterative studies within the following three research areas:

1. Participatory Design Research (Co-Design, User Research, and Accessibility Testing) with teachers and students: In the early exploratory stages of our research, we will collaborate closely with teachers and students in diverse contexts and with a wide range of needs. User research with teachers will help us understand their experiences and gather suggestions for improvement.
2. Design and Development Research: this involves applying insights from exploratory research, beta-testing modules to better understand how they are implemented and function in practice, and early evaluation of RAICA modules. We’ll pilot these modules, assess feasibility in typical settings, and explore outcomes. This approach integrates design and testing, and informs the development of design principles that guide further design.
3. Outcomes Research: In order to evaluate the effectiveness of the curriculum and assess progress with respect to student learning and teacher knowledge outcomes, we will need to test existing or develop new measures of computational action, AI literacy, and responsible design, be they subjective and/or direct/objective, at larger scales. These results may iteratively inform adjustments to materials and teaching strategies, leading us to revise and refine design principles that contribute to broader understandings of AI education.

Collectively, our research will yield design principles, research-based curricular materials, and measures disseminated through academic conferences and the RAICA project website.