AI in Informal Science Education: Bringing Turing Back to Life to Perform the Turing Test

González, Avelino J.; Hollister, James; DeMara, Ronald F.; Leigh, Jason; Lanman, Brandan; Lee, Sang Yoon; Parker, Shane T.; Walls, Christopher; Parker, Jeanne E.; Wong, Josiah; Barham, Clayton; Wilder, Bryan

doi:10.1007/s40593-017-0144-1

Cited by 18 publications

(4 citation statements)

References 14 publications

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“…They are proposals aimed at helping young people to understand and demystify AI through different types of activities. These activities included conducting discussions after watching AI-related movies (Tims et al, 2012), carrying out computer-based simulations of human-like behaviors (Ho et al, 2019), experimenting as active users of social robots (Gonzalez et al, 2017) and programming AI-based conversational agents (Van Brummelen et al, 2021b).…”

Section: Learning To Recognize Artifacts Using Aimentioning

confidence: 99%

AI literacy in K-12: a systematic literature review

et al. 2023

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The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachers.

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Section: Learning To Recognize Artifacts Using Aimentioning

confidence: 99%

AI literacy in K-12: a systematic literature review

et al. 2023

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“…As shown in Table 1. [1] Compared with the United States, the promulgation of China's education informatization policy can be traced back to 1989 at the earliest, from 1989 to 2018 the country promulgated a series of national education policy plans to help the rapid development of education informatization, specific informatization policy plans are shown in Table 2. Looking at the time of national policy enactment, we find that China lags behind the U. S. in education informatization policy planning, indicating that the U. S. began to pay attention to the construction of education informatization at an early stage; in terms of the main content of the policy, the U. S. NETP from 1996 to 2015 always runs through the main line of improving teachers' and students' ICT application capabilities and information literacy skills, although China began to enact national policies from 1989 Although China began to promulgate its national policy from 1989, we found from the core viewpoint of the document that China really began to pay attention to the application of information technology in education teaching only gradually from 2012.…”

Section: The Current Development Of Education Informatization Policie...mentioning

confidence: 99%

Comparative Study and Implications of Education Informatization Policies in China and the United States

2022

aetp

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Education informatization is an important symbol of education modernization construction. With the rapid development of information technology, information technology has a profound impact on education, and countries fully recognize the strategic importance of artificial intelligence for their own countries, and the United States is the first country to introduce information technology into the field of education. In order to promote social equity, the U.S. has been exploring in the field of using education informatization to promote educational equity in different regions, and has achieved certain results. Therefore,a comparative analysis of education informatization policies in China and the U.S., sorting out the future direction and trends of international education informatization, and drawing on the rich experience of foreign education informatization development planning policies can provide important references for the strategy formulation and practical development of education informatization in China.

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“…Over time, the literature on conversational agents and intelligent virtual humans has grown very large (Gonzalez et al 2017). However, as of yet, it is still quite limited in relation to the cultural heritage sector.…”

Section: Chatbots In the Cultural Heritage Sectormentioning

confidence: 99%

Can Heritage Bots Thrive? Toward Future Engagement in Cultural Heritage

Tzouganatou

2018

Adv. archaeol. pract.

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In the digital age, cultural organizations strive to retain audience engagement especially via experimentation with novel technologies and social media. The latter are increasingly influencing the way cultural heritage is perceived, providing options for grappling with crucial issues in the sector, including sustainability, openness, and public participation. One tool that has been deployed to explore these issues is the chatbot, a computer program designed to simulate conversation with human users, especially over the internet. Chatbots run through different conversational interfaces, but they have a particularly heavy application in Facebook Messenger. Within the museums and cultural sector specifically, these robotic media are regularly proclaimed to offer novel engagement mechanisms that can empower participants to actively participate in the heritage process. However, most heritage Messenger bots are purely informative and object- or exhibit-centered, providing little opportunity for meaningful interactivity, creative expression, or critical engagement. This article explores and critically reviews three Messenger chatbots related to heritage organizations, concluding with suggestions for their future development.

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AI in Informal Science Education: Bringing Turing Back to Life to Perform the Turing Test

Cited by 18 publications

References 14 publications

AI literacy in K-12: a systematic literature review

AI literacy in K-12: a systematic literature review

Comparative Study and Implications of Education Informatization Policies in China and the United States

Can Heritage Bots Thrive? Toward Future Engagement in Cultural Heritage

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