Children as creators, thinkers and citizens in an AI-driven future

Generative Artificial Intelligence (AI) approaches open up new avenues of digital creation, and are simultaneously accompanied by societal and ethical implications such as the creation of Deepfakes and spread of misinformation, renewing our understanding of technical AI systems as socio-technical sy...

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Autores principales:	Safinah Ali, Daniella DiPaola, Irene Lee, Victor Sindato, Grace Kim, Ryan Blumofe, Cynthia Breazeal
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Misinformation Deepfakes Generative AI Digital literacy Media literacy Social media Electronic computers. Computer science QA75.5-76.95
Acceso en línea:	https://doaj.org/article/f696797e8362444c88eea015b484ca87
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spelling	oai:doaj.org-article:f696797e8362444c88eea015b484ca872021-12-04T04:36:27ZChildren as creators, thinkers and citizens in an AI-driven future2666-920X10.1016/j.caeai.2021.100040https://doaj.org/article/f696797e8362444c88eea015b484ca872021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666920X21000345https://doaj.org/toc/2666-920XGenerative Artificial Intelligence (AI) approaches open up new avenues of digital creation, and are simultaneously accompanied by societal and ethical implications such as the creation of Deepfakes and spread of misinformation, renewing our understanding of technical AI systems as socio-technical systems. Applications of, and media generated by generative AI techniques are abundantly present on social media platforms frequented by children, who are not yet aware of the existence of AI-manipulated media. Previous work has highlighted the importance of digital media literacy and AI literacy for children. In this work, we introduce middle school students to generative AI techniques as a tool for creation, while also focusing on critical discussion about their societal and ethical implications, and encouraging pro-activeness in being responsible consumers, creators and stakeholders of technology. We present learning activities that introduce 38 middle-school students to generative modeling, how it is used to generate Deepfakes, cues that help to recognize Deepfakes, and the spread and effects of misinformation. Students demonstrated an understanding that generative media may be believable, but not necessarily true, and can contribute to the spread of misinformation. They were also able to identify why misinformation may be harmful or lasting, drawing specific examples to social settings that indicate human-centered implications. Finally, students expressed opinions about policies surrounding the presence of Deepfakes on social media. This approach can be adopted to introduce students to other technical systems that constitute both productive applications and potential negative implications of technology. CCS concepts: ⋅Applied computing → Interactive learning environments; ⋅Human-centered computing → Social media; Social networks; ⋅Social and professional topics → Computing literacy; K-12 education; Additional key words and phrases: Misinformation, Deepfakes, digital literacy, media literacy, social media.Safinah AliDaniella DiPaolaIrene LeeVictor SindatoGrace KimRyan BlumofeCynthia BreazealElsevierarticleMisinformationDeepfakesGenerative AIDigital literacyMedia literacySocial mediaElectronic computers. Computer scienceQA75.5-76.95ENComputers and Education: Artificial Intelligence, Vol 2, Iss , Pp 100040- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Misinformation Deepfakes Generative AI Digital literacy Media literacy Social media Electronic computers. Computer science QA75.5-76.95
spellingShingle	Misinformation Deepfakes Generative AI Digital literacy Media literacy Social media Electronic computers. Computer science QA75.5-76.95 Safinah Ali Daniella DiPaola Irene Lee Victor Sindato Grace Kim Ryan Blumofe Cynthia Breazeal Children as creators, thinkers and citizens in an AI-driven future
description	Generative Artificial Intelligence (AI) approaches open up new avenues of digital creation, and are simultaneously accompanied by societal and ethical implications such as the creation of Deepfakes and spread of misinformation, renewing our understanding of technical AI systems as socio-technical systems. Applications of, and media generated by generative AI techniques are abundantly present on social media platforms frequented by children, who are not yet aware of the existence of AI-manipulated media. Previous work has highlighted the importance of digital media literacy and AI literacy for children. In this work, we introduce middle school students to generative AI techniques as a tool for creation, while also focusing on critical discussion about their societal and ethical implications, and encouraging pro-activeness in being responsible consumers, creators and stakeholders of technology. We present learning activities that introduce 38 middle-school students to generative modeling, how it is used to generate Deepfakes, cues that help to recognize Deepfakes, and the spread and effects of misinformation. Students demonstrated an understanding that generative media may be believable, but not necessarily true, and can contribute to the spread of misinformation. They were also able to identify why misinformation may be harmful or lasting, drawing specific examples to social settings that indicate human-centered implications. Finally, students expressed opinions about policies surrounding the presence of Deepfakes on social media. This approach can be adopted to introduce students to other technical systems that constitute both productive applications and potential negative implications of technology. CCS concepts: ⋅Applied computing → Interactive learning environments; ⋅Human-centered computing → Social media; Social networks; ⋅Social and professional topics → Computing literacy; K-12 education; Additional key words and phrases: Misinformation, Deepfakes, digital literacy, media literacy, social media.
format	article
author	Safinah Ali Daniella DiPaola Irene Lee Victor Sindato Grace Kim Ryan Blumofe Cynthia Breazeal
author_facet	Safinah Ali Daniella DiPaola Irene Lee Victor Sindato Grace Kim Ryan Blumofe Cynthia Breazeal
author_sort	Safinah Ali
title	Children as creators, thinkers and citizens in an AI-driven future
title_short	Children as creators, thinkers and citizens in an AI-driven future
title_full	Children as creators, thinkers and citizens in an AI-driven future
title_fullStr	Children as creators, thinkers and citizens in an AI-driven future
title_full_unstemmed	Children as creators, thinkers and citizens in an AI-driven future
title_sort	children as creators, thinkers and citizens in an ai-driven future
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/f696797e8362444c88eea015b484ca87
work_keys_str_mv	AT safinahali childrenascreatorsthinkersandcitizensinanaidrivenfuture AT danielladipaola childrenascreatorsthinkersandcitizensinanaidrivenfuture AT irenelee childrenascreatorsthinkersandcitizensinanaidrivenfuture AT victorsindato childrenascreatorsthinkersandcitizensinanaidrivenfuture AT gracekim childrenascreatorsthinkersandcitizensinanaidrivenfuture AT ryanblumofe childrenascreatorsthinkersandcitizensinanaidrivenfuture AT cynthiabreazeal childrenascreatorsthinkersandcitizensinanaidrivenfuture
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Children as creators, thinkers and citizens in an AI-driven future

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