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"From Unseen Needs to Classroom Solutions": Exploring AI Literacy Challenges & Opportunities with Project-based Learning Toolkit in K-12 Education

Hanqi Li, Ruiwei Xiao, Hsuan Nieu, Ying-Jui Tseng, Guanze Liao

TL;DR

This study investigates how a Project-Based Learning (PBL) AI literacy toolkit, comprising AI Art Lab, AI Music Studio, and AI Chatbot, can support K-12 AI literacy across disciplines. Through interviews and co-design with 13 teachers across North America and East Asia, the authors examine current AI literacy levels, lesson design practices, and perceived toolkit strengths and constraints. Key findings highlight positive attitudes toward AI-enabled learning, the prominence of the chatbot in lesson design, and persistent concerns about content accuracy, copyright, and equity in access. The work offers design insights for scalable, adaptable AI curricula that bridge resource gaps and accommodate diverse educational contexts, while underscoring the need for teacher training and onboarding to realize widespread impact.

Abstract

As artificial intelligence (AI) becomes increasingly central to various fields, there is a growing need to equip K-12 students with AI literacy skills that extend beyond computer science. This paper explores the integration of a Project-Based Learning (PBL) AI toolkit into diverse subject areas, aimed at helping educators teach AI concepts more effectively. Through interviews and co-design sessions with K-12 teachers, we examined current AI literacy levels and how teachers adapt AI tools like the AI Art Lab, AI Music Studio, and AI Chatbot into their course designs. While teachers appreciated the potential of AI tools to foster creativity and critical thinking, they also expressed concerns about the accuracy, trustworthiness, and ethical implications of AI-generated content. Our findings reveal the challenges teachers face, including limited resources, varying student and instructor skill levels, and the need for scalable, adaptable AI tools. This research contributes insights that can inform the development of AI curricula tailored to diverse educational contexts.

"From Unseen Needs to Classroom Solutions": Exploring AI Literacy Challenges & Opportunities with Project-based Learning Toolkit in K-12 Education

TL;DR

This study investigates how a Project-Based Learning (PBL) AI literacy toolkit, comprising AI Art Lab, AI Music Studio, and AI Chatbot, can support K-12 AI literacy across disciplines. Through interviews and co-design with 13 teachers across North America and East Asia, the authors examine current AI literacy levels, lesson design practices, and perceived toolkit strengths and constraints. Key findings highlight positive attitudes toward AI-enabled learning, the prominence of the chatbot in lesson design, and persistent concerns about content accuracy, copyright, and equity in access. The work offers design insights for scalable, adaptable AI curricula that bridge resource gaps and accommodate diverse educational contexts, while underscoring the need for teacher training and onboarding to realize widespread impact.

Abstract

As artificial intelligence (AI) becomes increasingly central to various fields, there is a growing need to equip K-12 students with AI literacy skills that extend beyond computer science. This paper explores the integration of a Project-Based Learning (PBL) AI toolkit into diverse subject areas, aimed at helping educators teach AI concepts more effectively. Through interviews and co-design sessions with K-12 teachers, we examined current AI literacy levels and how teachers adapt AI tools like the AI Art Lab, AI Music Studio, and AI Chatbot into their course designs. While teachers appreciated the potential of AI tools to foster creativity and critical thinking, they also expressed concerns about the accuracy, trustworthiness, and ethical implications of AI-generated content. Our findings reveal the challenges teachers face, including limited resources, varying student and instructor skill levels, and the need for scalable, adaptable AI tools. This research contributes insights that can inform the development of AI curricula tailored to diverse educational contexts.

Paper Structure

This paper contains 23 sections, 2 figures, 1 table.

Table of Contents

  1. Introduction
  2. Related Works
  3. AI Literacy Curriculum
  4. Project-Based Learning in AI Literacy
  5. Toolkit
  6. System Overview
  7. Design Rationale
  8. PBL tools is good for instruction in AI Literacy Education
  9. Mapping to AK4K12 curriculum
  10. Study Design
  11. Participants
  12. Procedure
  13. Results
  14. RQ1: What is the current level of AI literacy of K-12 teachers?
  15. RQ2: How do IT and interdisciplinary course instructors design lesson plans using our PBL toolkit?
  16. ...and 8 more sections

Figures (2)

  • Figure 1: The AI Music Studio, one of our three Project-Based Learning (PBL) tools, enables students to generate customized music based on teacher-provided rubrics. (From left to right) Students first define the task objective and input the rubric, then personalize the content with key details (e.g., name, relationship, favorite qualities, and music genre). The system generates a song with audio playback and lyrics reflecting their inputs. A demo can be accessed on Figma (https://shorturl.at/Ra5EQ).
  • Figure 2: Elements Included in Course Designs