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AI Audit: A Card Game to Reflect on Everyday AI Systems

Authors
Safinah Ali,
Vishesh Kumar,
Cynthia Breazeal
Date
Publisher
arXiv
Link
http://arxiv.org/pdf/2305.17910v1
An essential element of K-12 AI literacy is educating learners about the ethical and societal implications of AI systems. Previous work in AI ethics literacy have developed curriculum and classroom activities that engage learners in reflecting on the ethical implications of AI systems and developing responsible AI. There is little work in using game-based learning methods in AI literacy. Games are known to be compelling media to teach children about complex STEM concepts. In this work, we developed a competitive card game for middle and high school students called "AI Audit" where they play as AI start-up founders building novel AI-powered technology. Players can challenge other players with potential harms of their technology or defend their own businesses by features that mitigate these harms. The game mechanics reward systems that are ethically developed or that take steps to mitigate potential harms. In this paper, we present the game design, teacher resources for classroom deployment and early playtesting results. We discuss our reflections about using games as teaching tools for AI literacy in K-12 classrooms.
Study at a glance
  • Question: How can a card game be designed to teach middle and high school students about AI ethics?
  • Setting and data: Early playtesting with middle and high school students
  • Method: Educational game design and early playtesting
Why it matters

Educating learners about the ethical and societal implications of AI systems is essential for K-12 AI literacy. However, little work uses game-based learning methods, despite games being compelling media to teach children complex STEM concepts.

Key findings
  • In middle and high school classrooms, the card game rewards students for designing ethical technologies and adopting features that reduce potential harms.
  • Players challenge opponents by identifying potential harms in their technologies and defend their own systems using features that mitigate those harms.
  • Teacher resources support educators with classroom deployment of the game to teach responsible AI concepts.

Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.

Who age?
Middle School (6-8),
High School (9-12)
Why use AI?
Outcomes – Durable Skills
Study design
Descriptive – Product Development
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