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Creators/Authors contains: "Kolakaluri, Jahnavi"

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  1. ; ; ; ; (, ACM)
    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. 
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    Free, publicly-accessible full text available July 14, 2026
  2. ; ; ; ; ; (, Proceedings of the 2024 ACM Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT ‘24))
    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. 
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    Full Text Available