An Inquiry-based Artificial Intelligence Curriculum for Upper Elementary Students: A Design Case of PrimaryAI

Authors

• Minji Jeon, University of Nebraska-LincolnFollow
• Kathleen Jantaraweragul, Warrant Technologies
• Anne Ottenbreit-Leftwich, Indiana UniversityFollow
• Cindy Hmelo-Silver, Indiana UniversityFollow
• Krista Glazewski, North Carolina State University
• Bradford Mott, North Carolina State UniversityFollow
• James Lester, North Carolina State UniversityFollow
• Cathy Ringstaff, WestEd

ORCID IDs

Jeon https://orcid.org/0000-0002-0301-2221

Jantaraweragul https://orcid.org/0000-0002-5588-6107

Ottenbreit-Leftwich https://orcid.org/0000-0002-4055-314X

Hmelo-Silver https://orcid.org/0000-0003-2275-5212

Glazewski https://orcid.org/0000-0002-3412-4218

Mott https://orcid.org/0000-0003-3303-4699

Lester https://orcid.org/0000-0003-1481-6601

Ringstaff https://orcid.org/0000-0002-2856-1120

Document Type

Article

Date of this Version

2024

DOI Link

10.14434/ijdl.v15i3.36757

Citation

International Journal of Designs for Learning (2024) 15: 94-108

doi: 10.14434/ijdl.v15i3.36757

Comments

Open access

License: CC BY-NC-ND 4.0

Abstract

The PrimaryAI project focuses on developing an upper elementary integrated curriculum that covers life science, artificial intelligence (AI), and computer science concepts. The PrimaryAI curriculum uses both problem-based learning (PBL) and game-based learning (GBL) to engage students and situates the curriculum in a real-world context. The curriculum and online game were co-designed by researchers and elementary classroom teachers over a period of three years. The curriculum and game utilize a PBL approach to increase student interest and agency while exploring complex topics. The curriculum introduces students to ecosystems; population studies; AI definition and examples; computer vision; machine learning; and AI planning—all within the context of helping study an animal population in students’ local communities. The GBL environment provides students with the opportunity to apply learning from the curriculum to help virtual scientists learn more about factors impacting the endangered yellow-eyed penguins to establish conservation efforts. This design case highlights the instructional design process behind the immersive virtual learning environment and the curriculum as products.