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AI recommendations shape our daily decisions and our young generation is no exception. The convenience of navigating personalized content comes with the notorious ‘‘filter bubble’’ effect, which can reduce exposure to diverse options and opinions. Children are particularly vulnerable to this due to their limited AI literacy and critical thinking skills. In this study, we explore how to engage children as co-designers to create child-centered experiences for learning AI concepts related to the filter bubble. Leveraging embodied and analogical learning theories, we co-designed an Augmented Reality (AR) application, BeeTrap, with children from underrepresented backgrounds in STEM. BeeTrap not only raises awareness of filter bubbles but also empowers children to understand recommendation system mechanisms. Our contributions include (1) insights into child-centered AI learning using embodied metaphors and analogies as educational representations of AI concepts; and (2) implications for enhancing children’s understanding of AI concepts through co-design processes. 

Understanding howAI recommendationswork can help the younger generation become more informed and critical consumers of the vast amount of information they encounter daily. However, young learners with limited math and computing knowledge often find AI concepts too abstract. To address this, we developed Briteller, a light-based recommendation system that makes learning tangible. By exploring and manipulating light beams, Briteller enables children to understand an AI recommender system’s core algorithmic building block, the dot product, through hands-on interactions. Initial evaluations with ten middle school students demonstrated the effectiveness of this approach, using embodied metaphors, such as "merging light" to represent addition. To overcome the limitations of the physical optical setup, we further explored how AR could embody multiplication, expand data vectors with more attributes, and enhance contextual understanding. Our findings provide valuable insights for designing embodied and tangible learning experiences that make AI concepts more accessible to young learners. 

Machine Learning (ML) opens exciting scientific opportunities in K-12 STEM classrooms. However, students struggle with interpreting ML patterns due to limited data literacy. Face glyphs offer unique benefit by leveraging our brain’s facial feature processing. Yet, they have limitations like lacking contextual information and data biases. To address this, we created three enhanced face glyph visualizations: feature-independent and feature-aligned range views, and the sequential feature inspector. In a study with 25 high school students, feature-aligned range visualization helped contextual analysis, and the sequential feature inspector reduced missing data risks. Face glyphs also benefit the global interpretation of data. 

Understanding the inner workings of Artificial Intelligence (AI) recommendation systems may benefit children in becoming more sensible consumers of the ever-growing information in their daily lives. It may further enable deeper reflections on related ethical issues such as the filter bubble. With limited prior knowledge in math and computing, children often find AI concepts overly abstract. Inspired by optical computation, we propose a novel tangible interface, OptiDot. Through exploratory manipulation with light beams, OptiDot supports children in learning the dot product—a building block for numerous AI algorithms—and AI recommendations through embodied learning experiences. Findings of a preliminary user study with ten middle school students indicate the effectiveness of the key embodied metaphors. We also discuss the design implications and challenges of developing optical-inspired learning tools for children. 

Young learners today are constantly influenced by AI recommendations, from media choices to social connections. The resulting "filter bubble" can limit their exposure to diverse perspectives, which is especially problematic when they are not aware this manipulation is happening or why. To address the need to support youth AI literacy, we developed "BeeTrap", a mobile Augmented Reality (AR) learning game designed to enlighten young learners about the mechanisms and the ethical issue of recommendation systems. Transformative Experience model was integrated into learning activities design, focusing on making AI concepts relevant to students’ daily experiences, facilitating a new understanding of their digital world, and modeling real-life applications. Our pilot study with middle schoolers in a community-based program primarily investigated how transformative structured AI learning activities affected students’ understanding of recommendation systems and their overall conceptual, emotional, and behavioral changes toward AI. 

AI recommendations influence our daily decisions. The convenience of navigating personalized content goes hand-in-hand with the notorious filter bubble effect, which may decrease people’s exposure to diverse options and opinions. Children are especially vulnerable to this due to their limited AI literacy and critical thinking skills. In this study, we propose a novel Augmented Reality (AR) application BeeTrap. It aims to not only raise children’s awareness of filter bubbles but also empower them to mitigate this ethical issue through sense-making of AI recommendation systems’ inner workings. By having children experience and break filter bubbles in a flower recommendation system, BeeTrap utilizes embodied metaphors (e.g., NEAR-FAR, ITERATION) and analogies (bee pollination) to bridge abstract AI concepts with sensory-motor experiences in familiar STEM contexts. To evaluate our design’s effectiveness and accessibility for a broad range of children, we introduced BeeTrap in a four-day summer camp for middle-school students from underrepresented backgrounds in STEM. Results from pre- and post-tests and interviews show that BeeTrap developed students’ technical understanding of AI recommendations, empowered them to break filter bubbles, and helped them foster new personal and societal perspectives around AI technologies. 

Despite significant advances in machine learning (ML) applications within science, there is a notable gap in its integration into K-12 education to enhance data literacy and scientific inquiry (SI) skills. To address this gap, we enable K-12 teachers with limited technical expertise to apply ML for pattern discovery and explore how ML can empower educators in teaching SI. We design a web-based tool, ML4SI, for teachers to create ML-supported SI learning activities. This tool can also facilitate collecting data about the interaction between ML techniques and SI learning. A pilot study with three K-12 teachers provides insights to prepare the next generation for the era of big data through ML-supported SI learning.