Designing Co-Creative, Embodied AI Literacy Interventions for Informal Learning Spaces
MetadataShow full item record
Artificial intelligence (AI) is increasingly prevalent in everyday life, but there are still many misconceptions about what exactly AI is, what it is capable of, and how it works. This suggests a need for learning experiences that offer audiences the opportunity to gain a high-level or “casual” understanding of AI. Informal learning spaces like museums are particularly well-suited for such public science communication efforts, but there is little research investigating how to design AI learning experiences for these spaces. In this dissertation, I take a research-through-design approach to explore how to design AI literacy learning experiences for informal spaces. I focus on incorporating collaborative, creative, and embodied interactions in my designs, as these features have been shown to facilitate open-ended, social learning experiences that work well in informal spaces and can foster interest in computing-related topics. I use reflective design practice, co-design, and iterative prototyping/testing as methodological tools in my research. This dissertation consists of three main contributions: 1) a definition of AI literacy and a related set of competencies; 2) a set of three replicable museum exhibits for communicating AI literacy learning outcomes; and 3) design principles for creating AI literacy interventions in informal learning spaces. This work contributes to research on AI/CS education, human-centered AI, and museum exhibit design by providing transferable design principles/competencies for designing informal learning experiences around AI and a model for how to operationalize these principles/competencies in practice. This work also demonstrates the potential of collaboration, creativity, and embodiment as design considerations for AI literacy learning experiences.