Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Morales-Navarro, Luis"'
Publikováno v:
The 19th WiPSCE Conference on Primary and Secondary Computing Education Research 2024
In this conceptual paper, we review existing literature on artificial intelligence/machine learning (AI/ML) education to identify three approaches to how learning and teaching ML could be conceptualized. One of them, a data-driven approach, emphasize
Externí odkaz:
http://arxiv.org/abs/2406.03480
Autor:
Morales-Navarro, Luis, Kafai, Yasmin B., Nguyen, Ha, DesPortes, Kayla, Vacca, Ralph, Matuk, Camillia, Silander, Megan, Amato, Anna, Woods, Peter, Castro, Francisco, Shaw, Mia, Akgun, Selin, Greenhow, Christine, Garcia, Antero
TikTok, a popular short video sharing application, emerged as the dominant social media platform for young people, with a pronounced influence on how young women and people of color interact online. The application has become a global space for youth
Externí odkaz:
http://arxiv.org/abs/2405.15437
As artificial intelligence/machine learning (AI/ML) applications become more pervasive in youth lives, supporting them to interact, design, and evaluate applications is crucial. This paper positions youth as auditors of their peers' ML-powered applic
Externí odkaz:
http://arxiv.org/abs/2404.05874
Despite recent calls for including artificial intelligence (AI) literacy in K-12 education, not enough attention has been paid to studying youths' everyday knowledge about machine learning (ML). Most research has examined how youths attribute intelli
Externí odkaz:
http://arxiv.org/abs/2404.00728
Autor:
Kafai, Yasmin, Morales-Navarro, Luis
In this paper, we build on the 1971 memo "Twenty Things to Do With a Computer" by Seymour Papert and Cynthia Solomon and propose twenty constructionist things to do with artificial intelligence and machine learning. Several proposals build on ideas d
Externí odkaz:
http://arxiv.org/abs/2402.06775
Background and Context: While debugging is recognized as an essential practice, for many students, encountering bugs can generate emotional responses such as fear and anxiety that can lead to disengagement and the avoidance of computer programming. G
Externí odkaz:
http://arxiv.org/abs/2402.01885
Autor:
Tseng, Tiffany, Davidson, Matt J., Morales-Navarro, Luis, Chen, Jennifer King, Delaney, Victoria, Leibowitz, Mark, Beason, Jazbo, Shapiro, R. Benjamin
Machine learning (ML) models are fundamentally shaped by data, and building inclusive ML systems requires significant considerations around how to design representative datasets. Yet, few novice-oriented ML modeling tools are designed to foster hands
Externí odkaz:
http://arxiv.org/abs/2311.09088
Background and Context: Few instruments exist to measure students' CS engagement and learning especially in areas where coding happens with creative, project-based learning and in regard to students' self-beliefs about computing. Objective: We introd
Externí odkaz:
http://arxiv.org/abs/2307.10010
Autor:
Morales-Navarro, Luis, Kafai, Yasmin B., Castro, Francisco, Payne, William, DesPortes, Kayla, DiPaola, Daniella, Williams, Randi, Ali, Safinah, Breazeal, Cynthia, Lee, Clifford, Soep, Elisabeth, Long, Duri, Magerko, Brian, Solyst, Jaemarie, Ogan, Amy, Tatar, Cansu, Jiang, Shiyan, Chao, Jie, Rosé, Carolyn P., Vakil, Sepehr
Publikováno v:
Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023
Understanding how youth make sense of machine learning and how learning about machine learning can be supported in and out of school is more relevant than ever before as young people interact with machine learning powered applications everyday; while
Externí odkaz:
http://arxiv.org/abs/2305.02840
Publikováno v:
Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023
Debugging, finding and fixing bugs in code, is a heterogeneous process that shapes novice learners' self-beliefs and motivation in computing. Our Debugging by Design intervention (DbD) provocatively puts students in control over bugs by having them c
Externí odkaz:
http://arxiv.org/abs/2305.02835