@article{mott_gupta_vandenberg_chakraburty_ottenbreit-leftwich_hmelo-silver_scribner_lee_glazewski_lester_2024, title={AI Planning is Elementary: Introducing Young Learners to Automated Problem Solving}, DOI={10.1145/3649405.3659503}, journal={PROCEEDINGS OF THE 2024 CONFERENCE INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, VOL 2, ITICSE 2024}, author={Mott, Bradford and Gupta, Anisha and Vandenberg, Jessica and Chakraburty, Srijita and Ottenbreit-Leftwich, Anne and Hmelo-Silver, Cindy and Scribner, Adam and Lee, Seung and Glazewski, Krista and Lester, James}, year={2024}, pages={811–811} }
 @article{mott_gupta_glazewskianne_ottenbreit-leftwich_hmelo-silver_scribner_lee_lester_2023, title={Fostering Upper Elementary AI Education: Iteratively Refining a Use-Modify-Create Scaffolding Progression for AI Planning}, DOI={10.1145/3587103.3594170}, abstractNote={The growing ubiquity of artificial intelligence (AI) is reshaping much of daily life. This in turn is raising awareness of the need to introduce AI education throughout the K-12 curriculum so that students can better understand and utilize AI. A particularly promising approach for engaging young learners in AI education is game-based learning. In this work, we present our efforts to embed a unit on AI planning within an immersive game-based learning environment for upper elementary students (ages 8 to 11) that utilizes a scaffolding progression based on the Use-Modify-Create framework. Further, we present how the scaffolding progression is being refined based on findings from piloting the game with students.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2}, author={Mott, Bradford and Gupta, Anisha and GlazewskiAnne, Krista and Ottenbreit-Leftwich, Anne and Hmelo-Silver, Cindy and Scribner, Adam and Lee, Seung and Lester, James}, year={2023}, pages={647–647} }
 @article{monahan_vandenberg_gupta_smith_elsayed_fox_cheuoua_ringstaff_minogue_oliver_et al._2023, title={Multimodal CS Education Using a Scaffolded CSCL Environment}, url={https://doi.org/10.1145/3587103.3594181}, DOI={10.1145/3587103.3594181}, abstractNote={There is a growing need for 21st-century workers to be digitally literate and to possess computational thinking and collaborative problem-solving skills. Computer-supported collaborative learning (CSCL) focused on computational thinking can guide students toward the co-development of these skills. In this work, we present our approach to integrating virtual and physical learning modalities into InfuseCS, a CSCL environment. InfuseCS uses problem-based learning scenarios to situate upper elementary school students (ages 8 to 11) in a CSCL setting to foster their computational thinking and science knowledge construction as they collaborate to create digital narratives.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2}, author={Monahan, Robert and Vandenberg, Jessica and Gupta, Anisha and Smith, Andy and Elsayed, Rasha and Fox, Kimkinyona and Cheuoua, Aleata Hubbard and Ringstaff, Cathy and Minogue, James and Oliver, Kevin and et al.}, year={2023}, pages={645–645} }
 @article{vandenberg_min_gupta_catete_boulden_mott_2023, title={Toward AI-infused Game Design Activities for Rural Middle Grades Students}, url={https://doi.org/10.1145/3587103.3594199}, DOI={10.1145/3587103.3594199}, abstractNote={The ubiquity of artificial intelligence (AI) in everyday life suggests the need to ensure young students know about AI, its uses and limitations, and its benefits and risks, while enabling them to develop expertise in using AI-driven technologies. To support rural middle grades students and educators in learning and teaching AI concepts, we are designing AI-focused learning activities centered around the creation of digital gameplay experiences. To inform our designs, we conducted educator interviews and student focus groups to gain insights into their understanding of AI, their computer science background, and their knowledge and interest in gaming. Building on findings from these interviews and focus groups, we have designed a set of hands-on activities to elicit deeper feedback from students and educators on their preferences, points of confusion, and interests. In this work, we present our initial AI-infused game design activities.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2}, author={Vandenberg, Jessica and Min, Wookhee and Gupta, Anisha and Catete, Veronica and Boulden, Danielle and Mott, Bradford}, year={2023}, pages={644–644} }
 @article{park_mott_lee_gupta_jantaraweragul_glazewski_scribner_ottenbreit-leftwich_hmelo-silver_lester_2022, title={Investigating a visual interface for elementary students to formulate AI planning tasks}, volume={73}, ISSN={["2665-9182"]}, DOI={10.1016/j.cola.2022.101157}, abstractNote={Recent years have seen the rapid adoption of artificial intelligence (AI) in every facet of society. The ubiquity of AI has led to an increasing demand to integrate AI learning experiences into K-12 education. Early learning experiences incorporating AI concepts and practices are critical for students to better understand, evaluate, and utilize AI technologies. AI planning is an important class of AI technologies in which an AI-driven agent utilizes the structure of a problem to construct plans of actions to perform a task. Although a growing number of efforts have explored promoting AI education for K-12 learners, limited work has investigated effective and engaging approaches for delivering AI learning experiences to elementary students. In this article, we propose a visual interface to enable upper elementary students (grades 3-5, ages 8-11) to formulate AI planning tasks within a game-based learning environment. We present our approach to designing the visual interface as well as how the AI planning tasks are embedded within narrative-centered gameplay structured around a Use-Modify-Create scaffolding progression. Further, we present results from a study of upper elementary students using the visual interface. We discuss how the Use-Modify-Create approach supported student learning as well as discuss the misconceptions and usability issues students encountered while using the visual interface to formulate AI planning tasks.}, journal={JOURNAL OF COMPUTER LANGUAGES}, author={Park, Kyungjin and Mott, Bradford and Lee, Seung and Gupta, Anisha and Jantaraweragul, Katie and Glazewski, Krista and Scribner, J. Adam and Ottenbreit-Leftwich, Anne and Hmelo-Silver, Cindy E. and Lester, James}, year={2022}, month={Dec} }
 @article{vandenberg_gupta_smith_elsayed_fox_cheuoua_minogue_oliver_ringstaff_mott_2023, title={Supporting Upper Elementary Students in Multidisciplinary Block-Based Narrative Programming}, url={https://doi.org/10.1145/3545947.3576345}, DOI={10.1145/3545947.3576345}, abstractNote={Digital storytelling, which combines traditional storytelling with digital tools, has seen growing popularity as a means of creating motivating problem-solving activities in K-12 education. Though an attractive potential solution to integrating language arts skills across topic areas such as computational thinking and science, better understanding of how to structure and support these activities is needed to increase adoption by teachers. Building on prior research on block-based programming for interactive storytelling, we present initial results from a study of 28 narrative programs created by upper elementary students that were collected in both classroom and extracurricular contexts. The narrative programs are evaluated across multiple dimensions to better understand the types of narrative programs being created by the students, characteristics of the students who created the narratives, and what types of support could most benefit the students in their narrative program construction. In addition to analyzing the student-created narrative programs, we also provide recommendations for promising system-generated and instructor-led supports.}, journal={PROCEEDINGS OF THE 54TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, VOL 2, SIGCSE 2023}, author={Vandenberg, Jessica and Gupta, Anisha and Smith, Andy and ElSayed, Rasha and Fox, Kimkinyona and Cheuoua, Aleata Hubbard and Minogue, James and Oliver, Kevin and Ringstaff, Cathy and Mott, Bradford}, year={2023}, pages={1401–1401} }