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Alex O. Davies

This doctoral dissertation establishes and addresses frontiers in graph generation. I first apply a Graph Neural Network (GNN) model on social network data, a new domain, to establish what frontiers exist for graph generators. I establish that GNN models are currently limited in the diversity of feature sets that they can produce, the variety of graph structure types they can generate, and highly limited in the size of generated graphs. Further, I find that the quality metrics available for graph generation are aggregate-based and un-expressive. To address the issue of scale I propose Hierarchical Generation of Graphs (HiGGs), a framework for producing graphs orders of magnitude larger than is possible with a single model. As a step towards more expressive metrics I develop Topology only Pre-training (ToP), a pre-training framework for graph models that is capable of representing multiple domains of graphs simultaneously, without relying on tertiary models in downstream applications. The next stage of research will adapt ToP as a model based metric for graph generators.

Flávia Carvalhido, Henrique Lopes Cardoso, Vítor Cerqueira

Multimodal models, namely vision-language models, present unique possibilities through the seamless integration of different information mediums for data generation. These models mostly act as a black-box, making them lack transparency and explicability. Reliable results require accountable and trustworthy Artificial Intelligence (AI), namely when in use for critical tasks, such as the automatic generation of medical imaging reports for healthcare diagnosis. By exploring stress-testing techniques, multimodal generative models can become more transparent by disclosing their shortcomings, further supporting their responsible usage in the medical field.

Kate Candon

My work aims to enable robots to better learn from human feedback in human-robot interactions. The way in which people want to collaborate with a robot can vary person-to-person, interaction-to-interaction, or even within an interaction with a given person. Thus, robots need to be able to adapt their behavior during interactions. Robots typically learn from humans via explicit feedback, such as evaluative feedback, preferences, or demonstrations. We know that humans also provide additional information implicitly through non-verbal behavior that gives clues about their internal states during interactions. My work investigates how we can incorporate both kinds of feedback into robot learning paradigms.

Onur Boyar

This thesis explores Latent Space Bayesian Optimization (LSBO) for the generation and optimization of de novo molecules and crystal materials. Our goal is to develop practical, sample-efficient de novo discovery algorithms with a focus on real-world applicability, and our results so far demonstrate significant progress toward practical implementation.

Kayla Boggess

Explainable reinforcement learning (xRL) provides explanations for ``black-box" decision making systems. However, most work in xRL is based on single-agent settings instead of the more complex multi-agent reinforcement learning (MARL). Several different types of post-hoc explanations must be provided to increase understanding of both centralized and decentralized MARL systems. For centralized MARL, this research develops methods to generate global policy summaries, query-based explanations, and temporal explanations. For decentralized MARL, this research develops global policy summaries and query-based explanations.

Muqsit Azeem

Despite significant advancements in solving Markov Decision Processes (MDPs) and Simple Stochastic Games (SGs), scalability remains a challenge due to the exponential growth of their state spaces. This thesis aims to push the boundaries of state-of-the-art methods by tackling this issue using 1) explainability and 2) exploiting the model structure. First, we introduce the *1-2-3-Go* approach, which learns explainable policies from small MDP models and generalizes them to larger instances, improving scalability in MDPs. We then extend *Optimistic Value Iteration (OVI)* and *Sound Value Iteration (SVI)*—originally designed for MDPs—to SGs, improving efficiency in adversarial settings. Finally, we aim to exploit the *explainable policy representations* and the *model structure* to enhance both scalability and interpretability in SGs. This thesis contributes to both theoretical advancements and practical solutions for decision-making systems under uncertainty.

Todd W. Neller, Rasika Bhalerao, Eun Kyung Ko, Vishodana Thamotharan, Lisa Zhang, Sonya Allin, Mahdi Haghifam, Michael Pawliuk, Rutwa Engineer, Florian Shkurti 等

The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of thirteen AI assignments from the 2025 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu

Nathan Wiatrek, Yash Verma, Fred Martin

As Artificial Intelligence (AI) continues to integrate into more aspects of society, equipping younger generations with foundational AI knowledge becomes increasingly critical. This paper presents Word2Vec4Kids (W2V4K), an interactive application designed to familiarize middle school students with word embeddings, a key aspect of Natural Language Processing (NLP). W2V4K leverages the Word2Vec model, allowing students to explore word associations, similarity, and vector arithmetic through engaging game modes. The application was tested with 38 middle school students aged 11-14 at a Science Technology Engineering Math (STEM)-focused charter school. Data were collected on students' interactions with the application, including screen recordings, audio, and survey responses. Results demonstrated that W2V4K effectively introduces NLP concepts to students. Qualitative observations revealed high levels of engagement with students expressing excitement and curiosity about word relationships. As they progressed through the game modes, students showed increasing confidence in predicting word associations, brainstorming relevant words, and connecting the concepts to real-world applications. Quantitative data from post-interaction surveys indicated positive learning outcomes with 44.5% of students achieving perfect scores on concept-related items. Additionally, students demonstrated an ability to critically think about language representation. This study suggests that W2V4K provides an effective and engaging method for introducing NLP concepts to middle school students, contributing to the broader goal of enhancing AI literacy among younger generations.

Saniya Vahedian Movahed, Fred Martin

The AI Chef Trainer is an educational web app that introduces children to the role of data in machine learning (ML) through the engaging task of recipe recommendation. Initially, students tested the AI Chef's capabilities by selecting from a list of ingredients to see what the system recommended as possible recipes. After observing the recommendations, they contributed by adding their own recipes—each being a set of ingredients and a corresponding recipe-name—which were used to retrain the model and finally re-tested recipe suggestions. This cyclical process of testing, contributing, retraining, and post-training testing provided students with hands-on experience in how AI systems learn and adapt over time based on new data. We tested our software with middle school students. The results indicated that students recognized the importance of both data quantity and specificity in the training process. 45 of 52 students entered recipes, and 26 of the 52 tested their own recipes using the specific ingredients they entered. Students were introduced to the concept of confidence percentages via the AI recipe suggestions. Even as the primary focus was the role of data in machine learning, the AI Chef Trainer software also served as a window into students' cultural expression and personal preferences.

David Touretzky, Christina Gardner-McCune, Will Hanna, Angela Chen, Neel Pawar

Neuron Sandbox is a browser-based tool that helps middle school students grasp basic principles of neural computation. It simulates a linear threshold unit applied to binary decision problems, which students solve by adjusting the unit's threshold and/or weights. Although Neuron Sandbox provides extensive visualization aids, solving these problems is challenging for students who have not yet been exposed to algebra. We collected survey, video, and worksheet data from 21 seventh grade students in two sections of an AI elective, taught by the same teacher, that used Neuron Sandbox. We present a scaffolding strategy that proved effective at guiding these students to achieve mastery of these problems. While the amount of scaffolding required was more than we originally anticipated, by the end of the exercise students understood the computation that linear threshold units perform and were able to generalize their understanding of the worksheet’s "solve for threshold" strategy to also solve for weights.

Nicolas Pope, Juho Kahila, Henriikka Vartiainen, Mohammed Saqr, Sonsoles López-Pernas, Teemu Roos, Jari Laru, Matti Tedre

This paper presents an explainable AI (XAI) education tool designed for K-12 classrooms, particularly for students aged 11-16. The tool was designed for interventions on the fundamental processes behind social media platforms, focusing on four AI- and data-driven core concepts: data collection, user profiling, engagement metrics, and recommendation algorithms. An Instagram-like interface and a monitoring tool for explaining the data-driven processes make these complex ideas accessible and engaging for young learners. The tool provides hands-on experiments and real-time visualizations, illustrating how user actions influence their personal experience on the platform as well as the experience of others. This approach seeks to enhance learners' data agency, AI literacy, and sensitivity to AI ethics. The paper includes a case example from 12 two-hour test sessions involving 209 children, using learning analytics to demonstrate how they navigated their social media feeds and the browsing patterns that emerged.

Luis Morales-Navarro, Yasmin B. Kafai, Eric Yang, Asep Suryana

The prominence of artificial intelligence and machine learning in everyday life has led to efforts to foster AI literacy for all K–12 students. In this paper, we review how Hour of Code activities engage with the five big ideas of AI, in particular with machine learning and societal impact. We found that a large majority of activities focus on perception and machine learning, with little attention paid to representation and other topics. A surprising finding was the increased attention paid to critical aspects of computing. However, we also observed a limited engagement with hands-on activities. In the discussion, we address how future introductory activities could be designed to offer a broader array of topics, including the development of tools to introduce novices to artificial intelligence and machine learning and the design of more unplugged and collaborative activities.

Luis Morales-Navarro, Yasmin B. Kafai, Lauren Vogelstein, Evelyn Yu, Danaë Metaxa

While there is widespread interest in supporting young people to critically evaluate machine learning-powered systems, there is little research on how we can support them in inquiring about how these systems work and what their limitations and implications may be. Outside of K-12 education, an effective strategy in evaluating black-boxed systems is algorithm auditing—a method for understanding algorithmic systems’ opaque inner workings and external impacts from the outside in. In this paper, we review how expert researchers conduct algorithm audits and how end users engage in auditing practices to propose five steps that, when incorporated into learning activities, can support young people in auditing algorithms. We present a case study of a team of teenagers engaging with each step during an out-of-school workshop in which they audited peer-designed generative AI TikTok filters. We discuss the kind of scaffolds we provided to support youth in algorithm auditing and directions and challenges for integrating algorithm auditing into classroom activities. This paper contributes: (a) a conceptualization of five steps to scaffold algorithm auditing learning activities, and (b) examples of how youth engaged with each step during our pilot study.

John Masla, Christina Bosch, Prerna Ravi, Lydia Guterman, Sarah Wharton, Mary Cate Gustafson-Quiett, Samar Abu Hegly, Calvin Macatantan, Eric Klopfer, Cynthia Breazeal 等

Initial discussion of AI literacy assessment has focused on competency frameworks and learning standards rather than materials for classroom use. Responsible AI for Computational Action (RAICA), a constructionist AI curriculum for middle and high school students, includes assessment materials to support teachers with the evaluation of student AI literacy competencies in their classrooms. These materials include exit tickets used as formative assessments at the end of each lesson and both teacher and student-facing rubrics. After beta-testing a module of the curriculum with nine teachers and 282 students, we reviewed teacher usage data and feedback as well as student responses. The review process surfaced a number of improvements to the materials to better align them with classroom teaching practice. These included clarifying language and adding visual scaffolds. We present the assessment materials and iterative design process used to bridge the gap between the theoretical AI literacy competencies and their practical implementation in classrooms.

Ziyan Lin, Yun Dai

There is a growing consensus on the importance of AI ethics in K-12 education, yet effective teaching remains a challenge. AI ethics requires an interdisciplinary understanding of computer science, philosophy, and the humanities, alongside epistemic insights into how AI systems acquire, process, and apply knowledge differently from humans. To address this challenge, this study presents the design, development, and implementation of three theory-informed activities aimed at fostering epistemic insight and ethical understanding of AI among upper primary school students (ages 10-12). Grounded in constructionism, our pedagogical design leverages hands-on experimentation with guided reflection to concretize complex AI concepts. Students examine rule-based, data-driven, and generative AI systems, employing mathematical reasoning to represent AI decision-making processes and reflect on ethical issues such as fairness, bias, and transparency. The interdisciplinary, constructionist approach encourages learners to discern how AI knowledge construction differs from human cognition, thereby enhancing their ethical reasoning. The findings show that students not only developed a foundational understanding of ethical principles but also gained epistemic insight into AI’s relationship with human knowledge and values. This article provides a practical, theory-informed framework and interdisciplinary teaching resources to advance K-12 AI ethics education and support educators in fostering AI literacy.

Anssi Lin, Anssi Salonen, Nicolas Pope, Henriikka Vartiainen, Matti Tedre

In the fast-growing field of K–12 AI education, there is an urgent need for accessible, hands-on tools that introduce AI concepts and workflows to novice learners. In recent years, a variety of AI education tools have been introduced, ranging from coding environments to physical kits and robots. To provide an alternative to existing AI education tools, this paper presents a low-cost robotics kit (

Hansol Lim, Danielle Boulden, Jessica Vandenberg, Veronica Cateté, Wookhee Min, Bradford Mott

Adoption of artificial intelligence (AI) is at an inflection point. With daily use of AI escalating due to widely available software tools, educators, researchers, and policymakers must adapt swiftly to changing educational needs. While think tanks and Big Tech companies often promote the notion that AI serves as a powerful tool for democratizing access to knowledge and opportunities, our work in rural communities underscores the disparity in access to AI education and related opportunities. In this paper, we report on our experience introducing foundational AI concepts to rural middle school students using an unplugged game-based learning activity. By providing engaging learning experiences to rural populations, we hope to broaden interest in and understanding of AI technologies. To this end, we conducted a classroom study in which two middle school teachers implemented our unplugged AI learning activity with their students. Analyzing survey data from 60 of the participating students, we explore the impact of the activity on their interest in AI, their conceptual understanding, and examine potential gender differences. Additionally, we share insights from the teachers who participated in our professional development sessions in preparation for the classroom implementations.

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

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.

Nicole M. Hutchins, Shan Zhang, Joanne R. Barrett, Maya Israel

This paper examines the co-design process for a foundational AI microcredential course targeting K-12 teachers' knowledge, agency, and effectiveness in integrating AI into their classrooms. We collaborated with six K-12 teachers and instructional coaches to ensure the course's relevance and practicality. Using conjecture mapping and memoing, we systematically captured and analyzed insights from the collaborative process. These methods helped us pinpoint essential themes and requirements for effective professional development (PD) that meets the unique challenges and opportunities of teaching about and using AI in K-12 classrooms. Themes included concerns about in-class monitoring for unethical impacts of AI integration and the desire for empowerment in evaluating and selecting AI tools that they can best leverage to meet state and national standards. Educator requirements centered on the creation of quick, easily accessible, and asynchronous learning activities. In addition, educators requested just-in-time AI integration resources and learning opportunities that can be leveraged throughout the year, rather than being limited to PD sessions. This study contributes to AI education by providing a framework for designing teacher professional development programs that are responsive to the evolving educational landscape and the specific needs of K-12 teachers.

Tanushree Burman, Milan Dahal, Geling Xu, Chris Rogers, Jennifer Cross, Jivko Sinapov

With the rise of Artificial Intelligence (AI) systems in society, our children have routine interactions with these technologies. It has become increasingly important for them to understand how these technologies are trained, what their limitations are and how they work. To introduce children to AI and Machine Learning (ML) concepts, recent efforts introduce tools that integrate ML concepts with physical computing and robotics. However, some of these tools cannot be easily integrated into building projects and the high price of robotics kits can be a limiting factor to many schools. We address these limitations by offering a low-cost hardware and software toolkit that we call the Smart Motor to introduce supervised machine learning to elementary school students. Our Smart Motor uses the nearest neighbor algorithm and utilizes visualizations to highlight the underlying decision-making of the model. We conducted a one week long study using Smart Motors with 9- to 12- year old students and measured their learning through observation, questioning and examining what they built. We found that students were able to integrate the Smart Motors into their building projects but some students struggled with understanding how the underlying model functioned. In this paper we discuss these findings and insights for future directions for the Smart Motor.