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Session 3 Reflection

The document discusses applying concepts of artificial intelligence and machine learning to STEM education through a workshop for middle school students. The workshop used a graphical user interface software called RapidMiner to introduce students to machine learning concepts. It gamified machine learning classification by having students predict the ripeness of mangoes using features. Students designed machine learning models in groups to classify mangoes, combining knowledge and teamwork. Evaluations found students had more engagement and hands-on learning than typical classes, showing complex topics can be learned through well-designed environments. The workshop demonstrated AI and machine learning activities are possible and helpful for adopting futuristic and interdisciplinary thinking in middle school.

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163 views

Session 3 Reflection

The document discusses applying concepts of artificial intelligence and machine learning to STEM education through a workshop for middle school students. The workshop used a graphical user interface software called RapidMiner to introduce students to machine learning concepts. It gamified machine learning classification by having students predict the ripeness of mangoes using features. Students designed machine learning models in groups to classify mangoes, combining knowledge and teamwork. Evaluations found students had more engagement and hands-on learning than typical classes, showing complex topics can be learned through well-designed environments. The workshop demonstrated AI and machine learning activities are possible and helpful for adopting futuristic and interdisciplinary thinking in middle school.

Uploaded by

api-546114930
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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• What is new I learnt in this session?

In session 3 lecture I have learned that python can be used in machine learning to develop STEM
education.AI-thinking have been introduce to the STEM education and I know that “AI” represent
artificial intelligence while “thinking” represents human-in-the-loop reasoning. And STEM
educators need to be educated AI or machine learning related knowledge so they can apply
related technologies into teaching courses.Through the course we know that AI and machine
learning and coding can be seen anywhere in our daily life such as autonomous
vehicles,robotics,image search and object recognition and facial recognition. We should also pay
attention that we should develop students AI thinking while teaching them with STEM
education.In order to develop them AI thinking we should not only contain technologies in
teaching process but also need to guide them thorough using technologies in teaching process
and help them think more rather than listen more and do more hands-on and minds-on activities.

• What other research I have conducted and new ides I found?

Designed an agricultural based AI challenge that fostered students to learn the process of
creating machine learning models in the form of a game with the emphasis on the Four P’s of
Creative Learning (Projects, Passion, Play, and Peers).

• Can I introduce any additional tool that might be useful?


To encourage the students to learn to make AI requires innovative methods to translate complex
concepts into understandable knowledge and hands-on activities. Researchers have applied
“gamification”, the use of game elements in non-gaming systems, which have demonstrated
empirical evidence to improve learning outcome, to teach AI to students. Researchers have
previously studied the use of Java-based game, Web-based game and Angry Bird as the
educational platforms for the university students to create artificial players to play the game. At
the same time, researchers also explored the possibility of teaching the fundamental concepts of
AI to high school students as a way to prepare the future workforces and expose the students to
STEM (Science, Technology, Engineering, and Mathematics) . The researchers had used robots as
the exploratory platforms and created educational programs comprising theoretical and hands-on
components based on the principles of constructionism, which emphasizes the value of learners
in the creation of personallymeaningful projects with peers in a playful environment
(Sakulkueakulsuk et al,2018) .

• Can I demonstrate that I am able to apply these concepts?


Apply “AI” in machine learning for students have some steps to follow:
A. Learning the Machine Learning. Our challenge was to translate the complexity and technical
knowledge of machine learning to 84 middle school students (grade 7 to 9) in 3 days. Therefore,
the suitable system must be sought in order to allow the students to easily follow the
sophisticated AI related technical details and have good experiences with their experiments. As a
result, the program called RapidMiner, a UI-based software that allows the user to build machine
learning model via graphical user interface was selected as the platform for the students to
learn.The software allows the students to explore machine learning by dragging and dropping
blocks to construct flowcharts of the machine learning process.

B. Gamification. To make the concept of machine learning accessible to students, we create


games based on the machine learning classification problem, the challenge of using machine
learning to classify objects into categories based on the prior training dataset. To fit the challenge
with the theme of agriculture, we chose mango as our target. Mango is a local and popular fruit
in Thailand. When it is unripe, it is sour, green, and crispy. When it is ripe, it is sweet, yellow, and
chewy. Its physical appearance also changes from hard to soft during the ripening process. As a
result, there are many features of mango to observe, which is crucial for building the machine
learning dataset.

C. Workshop.We designed and divided our challenges into three phases. The first phase
introduced the students to machine learning and RapidMiner.In this phase, our goal is to get the
student to be familiar with machine learning, and RapidMiner.The second phase of the workshop
focuses on predicting the quality of mangoes.The third phase of the program focuses on applying
machine learning to the real-world application.

D. Evaluation.To evaluate the impacts of the workshop, we analyzed the student projects in order
to see if they could apply the lessons from the workshop into working machine learning
prototypes. We also deployed pre and post-workshop survey to evaluate the learning outcomes
of the students. The survey consisted two groups of self-assessment questions : the first one
focuses on the student learning experiences (fun, engagement, handson interactivity) in the
workshop compared to their regular classroom, and the second group focuses on the adoption of
new learning and thinking processes (futuristic thinking, and interdisciplinary thinking) as well as
their awareness and attitude on the integration of new technological solutions with the social
context.
• What these concepts mean for the school practices and STEM educational
research?
Given a few extracurricular activities in AI, this workshop provides a novel approach for students
to learn to make machine learning using gamification and Four P’s of Creative Learning. Based on
the results, we found that that machine learning can be used as a powerful tool to successfully
conduct interdisciplinary education at the middle school level. Under the three AI related tasks in
the workshop, students combined knowledge, observations, and teamwork efforts to achieve the
goal of using the machine learning model. Based on the self-assessment questionnaires, we
found that students had more fun, engagement, and hands-on interactivity in the workshop
compared to their regular classroom, even though the topic of AI is much more complex and
challenging. This demonstrates that highly advanced concepts can be learned by students if the
learning environment is well designed and organized. The student participants encountered
various challenges that seem impossible at first. However, the scores of the machine learning
models created by teams of students have proven that AI and machine learning activities for
middle school level are not only possible, but also helping students adopt futuristic thinking and
interdisciplinary thinking as well as having awareness of the integration of new technological
solutions with the social context such as agriculture,engineering,medicine and so on.

Reference:
Sakulkueakulsuk, B., Witoon, S., Ngarmkajornwiwat, P., Pataranutaporn, P., Surareungchai, W.,
Pataranutaporn, P., & Subsoontorn, P. (2018, December). Kids making AI: Integrating machine
learning, gamification, and social context in STEM education. In 2018 IEEE international
conference on teaching, assessment, and learning for engineering (TALE) (pp. 1005-1010). IEEE.
Yannier, N., Hudson, S. E., & Koedinger, K. R. (2020). Active learning is about more than hands-on:
a mixed-reality AI system to support STEM education. International Journal of Artificial
Intelligence in Education, 1-23.

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