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Artificial intelligence (AI) has rapidly pervaded and reshaped almost all walks of life, but efforts to promote AI literacy in K-12 schools remain limited. There is a knowledge gap in how to prepare teachers to teach AI literacy in inclusive classrooms and how teacher-led classroom implementations can impact students. This paper reports a comparison study to investigate the effectiveness of an AI literacy curriculum when taught by classroom teachers. The experimental group included 89 middle school students who learned an AI literacy curriculum during regular school hours. The comparison group consisted of 69 students who did not learn the curriculum. Both groups completed the same pre and post-test. The results show that students in the experimental group developed a deeper understanding of AI concepts and more positive attitudes toward AI and its impact on future careers after the curriculum than those in the comparison group. This shows that the teacher-led classroom implementation successfully equipped students with a conceptual understanding of AI. Students achieved significant gains in recognizing how AI is relevant to their lives and felt empowered to thrive in the age of AI. Overall this study confirms the potential of preparing K-12 classroom teachers to offer AI education in classrooms in order to reach learners of diverse backgrounds and broaden participation in AI literacy education among young learners.

AAAI 2024

An Effectiveness Study of Teacher-Led AI Literacy Curriculum in K-12 Classrooms

effectiveness study

ai literacy

middle school

experimental design

We are pleased to announce the Fortieth AAAI Conference on Artificial Intelligence (AAAI-26), which will be held in Singapore EXPO from January 20 to January 27, 2026.

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AAAI 2026

We are pleased to announce the Fortieth AAAI Conference on Artificial Intelligence (AAAI-26), which will be held in Singapore EXPO from January 20 to January 27, 2026.

technical paper

We are pleased to announce the Thirty-Eighth AAAI Conference on Artificial Intelligence (AAAI-24), which will be held in Vancouver, British Columbia at the Vancouver Convention Centre – West Building from 20-27 February, 2024.

The purpose of the AAAI conference series is to promote research in Artificial Intelligence (AI) and foster scientific exchange between researchers, practitioners, scientists, students, and engineers across the entirety of AI and its affiliated disciplines. AAAI-24 will feature technical paper presentations, special tracks, invited speakers, workshops, tutorials, poster sessions, senior member presentations, competitions, and exhibit programs, and a range of other activities to be announced.

We expect for AAAI-24 to be an in-person conference – one author of all accepted papers will be expected to present work in person unless there are exceptional circumstances that prevent this.

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The purpose of the AAAI conference series is to promote research in Artificial Intelligence (AI) and foster scientific exchange between researchers, practitioners, scientists, students, and engineers across the entirety of AI and its affiliated disciplines. 

Understanding intermediate representations of the concepts learned by deep learning classifiers is indispensable for interpreting general model behaviors. Existing approaches to reveal learned concepts often rely on human supervision, such as pre-defined concept sets or segmentation processes. In this paper, we propose a novel unsupervised method for discovering distributed representations of concepts by selecting a principal subset of neurons. Our empirical findings demonstrate that instances with similar neuron activation states tend to share coherent concepts. Based on the observations, the proposed method selects principal neurons that construct an interpretable region, namely a \textit{Relaxed Decision Region (RDR)}, encompassing instances with coherent concepts in the feature space. It can be utilized to identify unlabeled subclasses within data and to detect the causes of misclassifications. Furthermore, the applicability of our method across various layers discloses distinct distributed representations over the layers, which provides deeper insights into the internal mechanisms of the deep learning model.

Understanding Distributed Representations of Concepts in Deep Neural Networks without Supervision | VIDEO

The Shapley value, which is arguably the most popular approach for assigning a meaningful contribution value to players in a cooperative game, has recently been used intensively in explainable artificial intelligence. Its meaningfulness is due to axiomatic properties that only the Shapley value satisfies, which, however, comes at the expense of an exact computation growing exponentially with the number of agents. Accordingly, a number of works are devoted to the efficient approximation of the Shapley value, most of them revolve around the notion of an agent's marginal contribution. In this paper, we propose with SVARM and Stratified SVARM two parameter-free and domain-independent approximation algorithms based on a representation of the Shapley value detached from the notion of marginal contribution. We prove unmatched theoretical guarantees regarding their approximation quality and provide empirical results including synthetic games as well as common explainability use cases comparing ourselves with state-of-the-art methods.

Approximating the Shapley Value without Marginal Contributions

The Multi-Agent Path Finding (MAPF) problem involves planning collision-free paths for multiple agents in a shared environment. The majority of MAPF solvers rely on the assumption that an agent can arrive at a specific location at a specific timestep. However, real-world execution uncertainties can cause agents to deviate from this assumption, leading to collisions and deadlocks. Prior research solves this problem by having agents follow a Temporal Plan Graph (TPG), enforcing a consistent passing order at every location as defined in the MAPF plan. However, we show that TPGs are overly strict because, in some circumstances, satisfying the passing order requires agents to wait unnecessarily, leading to longer execution time. To overcome this issue, we introduce a new graphical representation called a Bidirectional Temporal Plan Graph (BTPG), which allows switching passing orders during execution to avoid unnecessary waiting time. We design two anytime algorithms for constructing a BTPG: BTPG-naïve and BTPG-optimized. Experimental results show that following BTPGs consistently outperforms following TPGs, reducing unnecessary waits by 8-20%.

Bidirectional Temporal Plan Graph: Enabling Switchable Passing Orders for More Efficient Multi-Agent Path Finding Plan Execution

With the growing use of machine learning (ML) models in critical domains such as finance and healthcare, the need to offer recourse for those adversely affected by the decisions of ML models has become more important; individuals ought to be provided with recommendations on actions to take for improving their situation and thus receiving a favorable decision. Prior work on sequential algorithmic recourse---which recommends a series of changes---focuses on action feasibility and uses the proximity of feature changes to determine action costs. However, the uncertainties of feature changes and the risk of higher than average costs in recourse have not been considered. It is undesirable if a recourse could (with some probability) result in a worse situation from which recovery requires an extremely high cost. It is essential to incorporate risks when computing and evaluating recourse. We call the recourse computed with such risk considerations as Safe Algorithmic Recourse (SafeAR). The objective is to empower people to choose a recourse based on their risk tolerance. In this work, we discuss and show how existing recourse desiderata can fail to capture the risk of higher costs. We present a method to compute recourse policies that consider variability in cost and connect algorithmic recourse literature with risk-sensitive reinforcement learning. We also adopt measures "Value at Risk" and "Conditional Value at Risk" from the financial literature to summarize risk concisely. We apply our method to two real-world datasets and compare policies with different risk-aversion levels using risk measures and recourse desiderata (sparsity and proximity).

SafeAR: Safe Algorithmic Recourse by Risk-Aware Policies

The SHAP framework provides a principled method to explain the predictions of a model by computing feature importance. Motivated by applications in finance, we introduce the Top-k Identification Problem (TkIP) (and its ordered variant TkIP- O), where the objective is to identify the subset (or ordered subset for TkIP-O) of k features corresponding to the highest SHAP values with PAC guarantees. While any sampling-based method that estimates SHAP values (such as KernelSHAP and SamplingSHAP) can be trivially adapted to solve TkIP, doing so is highly sample inefficient. Instead, we leverage the connection between SHAP values and multi-armed bandits (MAB) to show that both TkIP and TkIP-O can be reduced to variants of problems in MAB literature. This reduction allows us to use insights from the MAB literature to develop sample-efficient variants of KernelSHAP and SamplingSHAP. We propose KernelSHAP@k and SamplingSHAP@k for solving TkIP; along with KernelSHAP-O and SamplingSHAP-O to solve the ordering problem in TkIP-O. We perform extensive experiments using several credit-related datasets to show that our methods offer significant improvements of up to 40× in sample efficiency and 39× in runtime.

SHAP@k: Efficient and Probably Approximately Correct (PAC) Identification of Top-K Features | VIDEO

The dot product self-attention (DPSA) is a fundamental component of transformers. However, scaling them to long sequences, like documents or high-resolution images, becomes prohibitively expensive due to the quadratic time and memory complexities arising from the softmax operation. Kernel methods are employed to simplify computations by approximating softmax but often lead to performance drops compared to softmax attention. We propose SeTformer, a novel transformer where DPSA is purely replaced by Self-optimal Transport (SeT) for achieving better performance and computational efficiency. SeT is based on two essential softmax properties: maintaining a non-negative attention matrix and using a nonlinear reweighting mechanism to emphasize important tokens in input sequences. By introducing a kernel cost function for optimal transport, SeTformer effectively satisfies these properties. In particular, with small and base-sized models, SeTformer achieves impressive top-1 accuracies of 84.7% and 86.2% on ImageNet-1K. In object detection, SeTformer-base outperforms the FocalNet counterpart by +2.2 mAP, using 38% fewer parameters and 29% fewer FLOPs. In semantic segmentation, our base-size model surpasses NAT by +3.5 mIoU with 33% fewer parameters. SeTformer also achieves state-of-the-art results in language modeling on the GLUE benchmark. These findings highlight SeTformer applicability for vision and language tasks.

SeTformer Is What You Need for Vision and Language

Decision trees remain one of the most popular machine learning models today due to their out-of-the-box performance and interpretability. In this work, we present MAPTree, a Bayesian approach to decision tree induction via maximum a posteriori (MAP) inference of a posterior distribution over trees. We first demonstrate a connection between maximum a posteriori inference of decision trees and AND/OR search. Using this connection, we propose an AND/OR search algorithm which is able to recover the MAP tree. Lastly, we demonstrate the empirical performance of the MAP tree both on synthetic data and in real world settings. On 16 real world datasets, MAPTree either outperforms baselines or demonstrates comparable performance but with much smaller trees. On synthetic tree-generated data, MAPTree also demonstrates greater robustness to noise and better generalization than existing approaches. Finally, MAPTree recovers the MAP tree orders of magnitude faster than existing sampling-based approaches and, in contrast with those algorithms, is able to provide a certificate of optimality.

MAPTree: Beating “Optimal” Decision Trees with Bayesian Decision Trees

The rapid evolution of artificial intelligence (AI), specifically large language models (LLMs), has opened opportunities for various educational applications. This paper explored the feasibility of utilizing ChatGPT, one of the most popular LLMs, for automating feedback for Java programming assignments in an introductory computer science (CS1) class. Specifically, this study focused on three questions: 1) To what extent do students view LLM-generated feedback as formative? 2) How do students see the comparative affordances of feedback prompts that include their code, vs. those that exclude it? 3) What enhancements do students suggest for improving LLM-generated feedback? To address these questions, we generated automated feedback using the ChatGPT API for four lab assignments in a CS1 class. The survey results revealed that students perceived the feedback as aligning well with formative feedback guidelines established by Shute. Additionally, students showed a clear preference for feedback generated by including the students' code as part of the LLM prompt, and our thematic study indicated that the preference was mainly attributed to the specificity, clarity, and corrective nature of the feedback. Moreover, this study found that students generally expected specific and corrective feedback with sufficient code examples, but had diverged opinions on the tone of the feedback. This study demonstrated that ChatGPT could generate Java programming assignment feedback that students perceived as formative. It also offered insights into the specific improvements that would make the ChatGPT-generated feedback useful for students.

Students’ Perceptions and Preferences of Generative Artificial Intelligence Feedback for Programming

With the growing prevalence of AI, the need for K-12 AI education is becoming more crucial, which is prompting active research in developing engaging and age-appropriate AI learning activities. Efforts are underway, such as those by the AI4K12 initiative, to establish guidelines for organizing K-12 AI education; however, effective instructional resources are needed by educators. In this paper, we describe our work to design, develop, and implement an unplugged activity centered on facial recognition technology for middle school students. Facial recognition is integrated into a wide range of applications throughout daily life, often offering significant convenience to individuals. Its applications, ranging from unlocking mobile phones to user authentication, make it a familiar and engaging tool for students and an effective medium for conveying AI concepts. Our unplugged activity, "Guess Whose Face," is designed as a board game that focuses on Representation and Reasoning from AI4K12's 5 Big Ideas. The game is crafted to enable students to develop AI competencies naturally through physical interaction. In the game, one student uses tracing paper to extract facial features from a familiar face, such as cartoon character or celebrity, then other students try to guess the identity of the hidden face. We discuss details of the game as well as initial findings from piloting the game during a summer camp for rural middle school students. To promote customization, we developed a template for the cards that allows educators to tailor the activity for their students by utilizing facial images of their choice. Implications of our research are also discussed.

Unplugged K-12 AI Learning: Exploring Representation and Reasoning with a Facial Recognition Game | VIDEO

Text-to-image generation (TTIG) technologies are Artificial Intelligence (AI) algorithms that use natural language algorithms in combination with visual generative algorithms. Consumer TTIG tools have gained popularity in recent months, garnering interest from non-AI experts, including educators and K-12 students. While they have exciting creative potential when used by K-12 learners and educators for creative learning, they are also accompanied by serious ethical implications, such as data privacy, spreading misinformation, and algorithmic bias. Given the potential learning applications, social implications, and ethical concerns, we designed learning materials to teach K-12 teachers from diverse subject expertise about the technical implementation, classroom applications, and ethical implications of TTIG algorithms. We piloted the learning materials titled “Demystify text-to-image generative tools for K-12 educators" with 51 teachers across two 6-hour workshops with the goal of preparing them to teach about and use TTIG tools in their classrooms. We found that teachers demonstrated a technical, applied and ethical understanding of TTIG algorithms and successfully designed early prototypes of teaching materials for their K-12 classrooms.

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