Research Overview
Despite the benefits of using a hands-on learning approaches, such as design-based learning, for computer literacy training, a major challenge is that critical reflection on values, and socio-political and/or ethical issues rarely arises without significant scaffolding. Scaffolding refers to social, physical, and/or digital supports that help children progressively develop stronger understandings and skills, which can be gradually removed as they gain independence and transfer their learning to new contexts. As such, a key focus of our research is investigating the creation and evaluation of different forms of scaffolding (e.g. positive interdependence, critical reflection, conflict resolution) and other learning tools (e.g. AI custom chatbots) and how we ca embed them in different approaches to hands-on learning about AI. We explore scaffolding approaches embedded in value sensitive design, design-based learning, speculative design, and empathic design – with the goals of supporting children to critically reflect on issues surrounding AI in the context of their hands-on learning projects.
Research Goals, Objectives and Questions
Our initial objectives include a conducting a scoping review on approaches to supporting AI critical literacy training for children followed the development of different scaffolding strategies and hands-on learning tools than can be embedded in different design-oriented learning modules. We will develop and use learning modules and tools as research instruments to explore: How to scaffold AI critical literacy skills development? We will proceed through a series of pilot field studies working with educators and children in middle school and after school design-oriented programs. Our goal is to contribute to the nascent field of computational empowerment and critical literacy studies for AI and children.
Value Sensitive Design and Children
One core critical understanding is that technology is not neutral – it embodies specific values and the tools we use not just help us; they shape how we live. We aimed to support this understanding in students by having them engage with the design of technologies through the lens of values. To understand how technology might impact different stakeholders (e.g., users, organizations, ecosystems, and society) and to be sensitive to values, students must become aware of their own values and how these might be integrated in technology. We adapted learning activities based in Value-Sensitive Design to aid grade 6 and 7 (age 11 to 13) students into creating a values-informed design manifesto to guide their educational design projects. We also created a Design Values card set to support the students’ implementation of and reflection on their values throughout the design process.
Download Resources
Value Manifesto Guiding Presentation Slides
Design Manifesto Activity Sheets
Team
Alissa N. Antle, Research Lead
Annemiek Veldhuis Ph.D. (Ph.D. Candidate), Research Assistant
Sadhbh Kenny (M.A.), Research Assistant
Priscilla Lo (M.Sc.), Research Assistant
Dilky Felsinger (M.Sc.), Student
Collaborators
Dr. Sara Grimes (Wolfe Chair in Scientific and Technological Literacy and a Full Professor in the Department of Art History and Communication Studies at McGill University, Canada)
Dr. Alyssa F. Wise (Professor Technology and Education, Peabody College and Director of LIVE Vanderbilt University, USA)
Dr. Yumiko Murai (Educational Technology and Learning Design, Faculty of Education, SFU, Canada)
Dr. Gillian Russell (SIAT, SFU, Canada)
Funded By
SFU Small SSHRC Explore
SSHRC Insight
NSERC Discovery
Publications
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2025
Critical Artificial Intelligence literacy: A scoping review and framework synthesis. International Journal of Child Computer Interaction Journal Article
In: International Journal of Child-Computer Interaction, vol. 43, 2025, ISSN: 2212-8689.