Does Any AI-Based Activity Contribute to Develop AI Conception? A Case Study with Italian Fifth and Sixth Grade Classes

Source publication / research team or educational organization described in paper

United States, Italy

Researchers, educators, instructors, or facilitators as described in the source publication

• In-school (K-12)

Course implementation or course design

one hour

one group or the other was made ran- dom. Before the data analyses, we excluded 44 children be- cause of the following reasons: they missed more than 25% of the lessons, they were diagnosed with developmental di; on, they did not have parental consent to participate. The final sample included 192 children (Mean age = 10,98 years; SD = 0.62; 54% female): 110 of the pro- gramming&AI group and 82 children of the programming g; ge = 10,98 years; SD = 0.62; 54% female): 110 of the pro- gramming&AI group and 82 children of the programming group. Implementation We chose the mBlock 5 programming language (Makeblock 20

AI literacy / AI concepts

• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

K-5, 6-8

Mixed or not explicitly specified; infer from target learner group and intervention design.

Varies by intervention; not specified unless the paper explicitly describes prerequisites.

• Document the AI education intervention, course, tool, or resource described in the source publication.
• Extract the learner context, AI role, pedagogy, outcomes, and constraints for AAB registry comparison.
• Artificial Intelligence is undoubtedly becoming pervasive in everyday life of everyone.

• Support AAB comparison across AI literacy, AI education, teacher training, higher education, and workforce contexts.
• Capture evidence maturity, transferability, and limitations rather than treating the publication as product endorsement.

• Not an AAB endorsement of the tool, curriculum, provider, or result.
• Not a direct replication record unless the source paper reports implementation details sufficient for replication.

AI literacy / AI concepts

Not specified in extracted text

• Learning object / concept model

• Primary interaction pattern inferred from publication: Curriculum / course design, Outreach / informal learning.
• AI capability focus: AI literacy / AI concepts.

• Use age-appropriate framing and teacher/facilitator oversight for any classroom deployment.

• Review the publication’s reported context, learner group, AI tool or curriculum, implementation process, and outcome evidence.
• Map the case to AAB registry fields for comparison across educational levels and AI capability types.
• Use the source publication and PDF for any manual verification before public registry release.

• Human educators/researchers remain responsible for instructional design, supervision, interpretation, and ethical safeguards.
• AI systems or AI concepts provide the learning object, support tool, evaluator, simulator, or automation context depending on the paper.

• Scenario / case-based learning
• Registry extraction emphasizes explicit learning goals, observed outcomes, constraints, and safety limitations.

• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

• Case classified under: Published empirical study.
• Pedagogical pattern: Scenario / case-based learning.
• Any additional adaptations should be verified against the full paper before public-facing publication.

• Engagement evidence should be interpreted according to the source paper’s reported method and sample.
• Accordingly, several initiatives at national and international levels aim at promoting AI and emerging technology literacy, supported also by a proliferation in the literature of learning courses covering a variety of topics, learning objectives and targeted ages.

• Accordingly, several initiatives at national and international levels aim at promoting AI and emerging technology literacy, supported also by a proliferation in the literature of learning courses covering a variety of topics, learning objectives and targeted ages.
• In this paper, we report the results of a case study where we tested the contribution of an AI block-based course in devel- oping computational thinking, and human and AI minds un- derstanding in fifth and sixth grade children.

Artificial Intelligence is undoubtedly becoming pervasive in everyday life of everyone. In this setting, developing correct AI conception since childhood is not only a need to be ad- dressed in educational curricula, but is also a children right.

• Use age-appropriate framing and teacher/facilitator oversight for any classroom deployment.

• Activity documentation

• Can be used as an AAB evidence record for cross-case comparison, standards drafting, and evidence-maturity mapping.
• Supports identification of recurring patterns in AI literacy, AI education implementation, teacher preparation, assessment, and responsible AI learning.

• AI literacy
• Conceptual understanding
• Curriculum / course design
• Outreach / informal learning
• AI literacy / AI concepts

• Completed

K-5, 6-8

In-school (K-12)

AI literacy / AI concepts

Scenario / case-based learning

Low to Medium

Low to Medium

Does Any AI-Based Activity Contribute to Develop AI Conception? A Case Study with Italian Fifth and Sixth Grade Classes

• Matteo Baldoni
• Cristina Baroglio
• Monica Bucciarelli
• Sara Capecchi
• Elena Gandolfi
• Cristina Gena
• Francesco Ianì
• Elisa Marengo
• Roberto Micalizio
• Amon Rapp
• Ivan Nabil Ras

Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 38 No. 21, EAAI-24

2024

10.1609/aaai.v38i21.30350

https://ojs.aaai.org/index.php/AAAI/article/view/30350

https://ojs.aaai.org/index.php/AAAI/article/view/30350/32390

035_Does Any AI-Based Activity Contribute to Develop AI Conception_ A Case Study with Italian Fifth and Sixth Grade Classes.pdf

9

Artificial Intelligence is undoubtedly becoming pervasive in everyday life of everyone. In this setting, developing correct AI conception since childhood is not only a need to be ad- dressed in educational curricula, but is also a children right. Accordingly, several initiatives at national and international levels aim at promoting AI and emerging technology literacy, supported also by a proliferation in the literature of learning courses covering a variety of topics, learning objectives and targeted ages. Schools are therefore pushed to introduce in- novative activities for children in their curricula. In this paper, we report the results of a case study where we tested the contribution of an AI block-based course in devel- oping computational thinking, and human and AI minds un- derstanding in fifth and sixth grade children.

• In-school (K-12)

• Use with minors requires attention to privacy, consent, data minimization, and adult supervision.

Not specified in extracted text unless noted in duration field.

Requires educators/researchers/facilitators with sufficient AI literacy and pedagogy knowledge for the target learners.

Infrastructure depends on AI tool type, learner devices, data access, and institutional policy context.

High

This entry was automatically extracted from the PDF text and manifest metadata. Fields should be manually verified before public registry publication, especially group size, location, duration, and outcome claims.