This paper reports on a seven‑weekend AI storytelling program for Black girls aged 10‑12 that blends Afrofuturism and Black feminist thought with AI‑enabled counter‑storytelling. Participants brainstormed AI topics, crafted characters and plots, and presented collaborative stories, developing core AI literacies such as prompt engineering, bias critique, and data‑privacy awareness. The study found that the girls produced Afrofuturist narratives grounded in their identities and everyday experiences, demonstrating the program’s effectiveness in engaging them in computer science education.
arXiv:2606. 14718v1 Announce Type: cross Abstract: As Artificial Intelligence (AI) literacy initiatives expand in K-12 settings, understanding how gender shapes student baseline perceptions, tool-use, and responsiveness to interventions is essential for equitable curriculum design.
arXiv:2606. 01929v1 Announce Type: new Abstract: Public discourse on AI has become polarized; exaggerated positions on AI in traditional and social media threaten the development of AI Literacy among the general public.
The study examines how teenagers discuss and navigate generative AI in their daily lives, using data from r/teenagers between January 2023 and July 2026. Analysis of 11,083 posts identified eight interconnected domains of experience, with everyday and social use being most common. Over time, discussions shifted toward concerns about authenticity, personal control, safety, and the future role of humans versus AI, highlighting adolescents’ active negotiation of AI’s place in their lives.
OpenAI shares new AI literacy resources to help teens and parents use ChatGPT thoughtfully, safely, and with confidence. The guides include expert-vetted tips for responsible use, critical thinking, healthy boundaries, and supporting teens through emotional or sensitive topics.
arXiv:2606. 28333v1 Announce Type: cross Abstract: \begin{quote} The biases in Large Language Models' (LLMs) outputs remain inadequately theorised, particularly from the perspective of the Global South.
arXiv:2606. 09589v1 Announce Type: cross Abstract: AI minidramas (also known as fruit dramas) are short, algorithmically distributed generative AI video series featuring anthropomorphized characters that have recently emerged as a widespread phenomenon on social media platforms.
The article examines how three elementary teachers implemented a conversational AI‑based curriculum using the ToyTalk platform during a three‑week summer camp. Over 13 instructional days, teachers employed adaptive practices—repair, differentiation, translation, and balancing—to navigate tensions among technology, learners, and instruction. Their understanding of AI and instructional roles evolved throughout the camp, leading to design implications for deploying conversational AI in elementary classrooms.
arXiv:2607. 05406v1 Announce Type: cross Abstract: Large language models generate code from natural language prompts, enabling "vibe coding," which allows non-programmers to develop computational solutions.
arXiv:2608.21391v1 Announce Type: cross Abstract: In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI),...
arXiv:2608.30948v1 Announce Type: new Abstract: LLMs can imitate how people write, which raises concerns about impersonation, trust, and detection in social settings. These concerns are especially im...
arXiv:2606. 09041v1 Announce Type: cross Abstract: Research on artificial intelligence in education (AIED) is rapidly expanding, yet technical progress often lacks human-centered grounding and adequate attention to cultural context.