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In the pursuit of place-based, generative AI educational technologies, the field of Human-Computer Interaction (HCI) offers a powerful framework for identifying and addressing diverse user needs. In partnership an Hawaiian language immersion (Kaiapuni) school and 13 educators, this 1-year case study presents a research approach rooted in assets-based design and Design Thinking that leverages rapid iteration, usability testing, and speculative prototyping to co-design a generative AI tool for Kaiapuni educators. Our synthesis of observations, participant reflections, and usability testing feedback provides evidence for such methods in their ability to envision ideal outcomes for Kaiapuni education supported by generative AI technologies. 

Hawaiian bilingual language immersion (Kaiapuni) schools infuse curricula with place-based education to increase student connection to culture. However, stand-in teachers often lack the background and tools needed to support immersion learning, resulting in discontinuity for students in their culturally relevant education. This experience report describes a partnership between the Ka Moamoa Lab at the Georgia Institute of Technology and Ke Kula Kaiapuni 'O Pu'ohala School to design a teacher-substitute support platform via a hybrid of assets-based design methodology and emerging technology capabilities. We share insights offered by teachers and design requirements for such a platform. We also reflect on how HCI methodologies should adapt to center and respect Native Hawaiian perspectives. 

As large language models (LLMs) become increasingly integrated into educational technology, their potential to assist in developing curricula has gained interest among educators. Despite this growing attention, their applicability in culturally responsive Indigenous educational settings like Hawai‘i’s public schools and Kaiapuni (immersion language) programs, remains understudied. Additionally, ‘Ōlelo Hawai‘i, the Hawaiian language, as a low-resource language, poses unique challenges and concerns about cultural sensitivity and the reliability of generated content. Through surveys and interviews with kumu (educators), this study explores the perceived benefits and limitations of using LLMs for culturally revitalizing computer science (CS) education in Hawaiian public schools with Kaiapuni programs. Our findings highlight AI’s time-saving advantages while exposing challenges such as cultural misalignment and reliability concerns. We conclude with design recommendations for future AI tools to better align with Hawaiian cultural values and pedagogical practices, towards the broader goal of trustworthy, effective, and culturally grounded AI technologies. 

Colonization has impacted Native Hawaiians for centuries, destroying culture, language, and community, and exacerbating disasters such as COVID-19. However, a renaissance of Hawaiian culture has emerged, marked by increased longevity, education, and social mobility among Native Hawaiians. In this restorative spirit, we present Kaona, a tabletop role-playing game (RPG) and digital storyteller, designed to foster youth wellbeing from a Native Hawaiian perspective, by introducing the values of lōkahi (harmony). Kaona engages players in culturally revitalizing gameplay, integrating technologies to enrich immersion as players collaborate to restore balance to the realms they explore. Players problem-solve, self-reflect, and build community as they navigate complex quests inspired by local lived experiences and Hawaiian mo‘olelo (stories and legends). This paper details Kaona’s development, iterative playtesting, and our initial observations, presenting culturally restorative, community-informed RPGs as a promising avenue for empowering Native Hawaiian youth, fostering community wellbeing, and inspiring Indigenous futures.