Participatory Design of Educational Tools with Teachers to Address Children's AI Misconceptions

Educational tools are increasingly used to introduce AI to children. However, there are few tools co-designed with teachers that aim to tackle the misconceptions children have about AI. This paper presents the results of a participatory design process aimed at creating educational tools that help primary school students develop AI literacy by addressing misconceptions of AI. Our two-phase process began with a workshop in which teachers were introduced to misconceptions children hold about AI and invited to co-design mock-ups for tools to address one of these misconceptions. Building on teachers' designs, we developed a prototype comprising three games that address the misconception that ''AI is always right.'' We then conducted two evaluation studies, one with the workshop participants and one crowdsourcing survey with primary school teachers. By analyzing survey responses, we examine teachers' …