Computational Empowerment in Practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact

TY - JOUR

T1 - Computational Empowerment in Practice

T2 - Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact

AU - Schaper, Marie-Monique Anastasia

AU - Smith, Rachel Charlotte

AU - Tamashiro, Mariana Aki

AU - Van Mechelen, Maarten

AU - Lunding, Mille Skovhus

AU - Bilstrup, Karl-Emil Kjær

AU - Kaspersen, Magnus Høholt

AU - Jensen, Kasper Løvborg

AU - Petersen, Marianne Graves

AU - Iversen, Ole Sejer

PY - 2022/12

Y1 - 2022/12

N2 - Whereas computational empowerment is well established in child–computer interaction research, less effort has been made to integrate this approach in practice. Building on four existing principles in child–computer interaction, namely Closeness, Embodied Learning, Design Process and Decoding, we explore how computational empowerment can be scaffolded in practice. This study was part of an interdisciplinary research project exploring emerging technologies in education (CEED). We involved 9 teachers and 26 students (14–15y) in Denmark in teaching about machine learning and augmented reality. In the article we develop a framework for applying computational empowerment in formal educational contexts. Based on the study, we found that computational empowerment builds on distinct layers which are these four principles. Specifically, merging the principles Closeness and Embodied Learning can increase student engagement and motivation in the activities; in addition, Decoding and Design Process are key principles for promoting student awareness of the societal impacts of emerging technologies. Based on qualitative data from this intervention, we discuss the opportunities and challenges for child–computer interaction in moving toward computational empowerment in practice.

AB - Whereas computational empowerment is well established in child–computer interaction research, less effort has been made to integrate this approach in practice. Building on four existing principles in child–computer interaction, namely Closeness, Embodied Learning, Design Process and Decoding, we explore how computational empowerment can be scaffolded in practice. This study was part of an interdisciplinary research project exploring emerging technologies in education (CEED). We involved 9 teachers and 26 students (14–15y) in Denmark in teaching about machine learning and augmented reality. In the article we develop a framework for applying computational empowerment in formal educational contexts. Based on the study, we found that computational empowerment builds on distinct layers which are these four principles. Specifically, merging the principles Closeness and Embodied Learning can increase student engagement and motivation in the activities; in addition, Decoding and Design Process are key principles for promoting student awareness of the societal impacts of emerging technologies. Based on qualitative data from this intervention, we discuss the opportunities and challenges for child–computer interaction in moving toward computational empowerment in practice.

KW - Computational empowerment

KW - emerging technologies

KW - ethical and societal implications

KW - technology education

KW - machine learning

KW - augmented reality

KW - teenagers

U2 - 10.1016/j.ijcci.2022.100537

DO - 10.1016/j.ijcci.2022.100537

M3 - Journal article

SN - 2212-8689

VL - 34

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

M1 - 100537

ER -