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Project DIALOGS: Fostering STEM Career Identity and Computer Science Learning through Youth-Led Conversational App Development Experiences
Project DIALOGS provides technology-rich learning opportunities for middle-school students to design and develop spoken conversational apps using computer science and artificial intelligence. Some 210 students from diverse, underserved schools with previously limited access to AI and computer science engaged in 2-week summer experiences to learn computer science and conversational AI development. Researchers in computer science and educational technology from the University of Florida investigated the overarching research question: In what ways can a summer development experience around spoken conversational apps foster middle-school students' cognitive outcomes around computing and social-emotional outcomes of interest and identity formation related to STEM careers? The project also answered important research questions on how to engage middle-school students in learning AI and what type of learning outcomes are achievable.
Pillar 1: Innovative Use of Technologies in Learning and Teaching
Through an inquiry process centered on developing conversational AI—spoken technologies that engage users in conversation—middle-school students investigated and created innovative computational applications. Young learners designed and implemented of a variety of personally relevant projects, including speech assistants, question-answering systems, and games. These projects can offer meaningful engagement that has the potential to transform the way middle-school students view computing and AI careers.
Pillar 2: Partnerships for Career and Workforce Preparation.
Researchers in computer science and educational technology from the University of Florida tested the hypothesis that students will display a significantly increased sense of identity and interest formation toward STEM careers following the 2-week summer development experience. The research team analyzed patterns of collaboration and participation to explain how the learning experience supports these outcomes.
Pillar 3: Strategies for Equity in STEM Education
This project engaged 210 historically marginalized middle-school students in Alachua County, Florida, in a summer program that taught them computer science and AI concepts. As it moves into its final year, the project will reach diverse middle school classes within urban and suburban schools in Alachua County, Florida.
Discipline(s)
Emerging Tech (Artificial Intelligence, Quantum Computing, and Blockchain)
Target Gradespan(s)
Middle school (6-8)
Target Participant(s)
Black/African American participants
Project Setting(s)
Formal Education
Informal Education
Category
Developing and Testing Innovations (DTI)