Designing for Human–AI Complementarity in K-12 Education

Authors

  • Kenneth Holstein Carnegie Mellon University
  • Vincent Aleven Carnegie Mellon University

DOI:

https://doi.org/10.1002/aaai.12058

Abstract

Recent work has explored how complementary strengths of humans and artificial intelligence (AI) systems might be productively combined. However, successful forms of human–AI partnership have rarely been demonstrated in real-world settings. We present the iterative design and evaluation of Lumilo, smart glasses that help teachers help their students in AI-supported classrooms by presenting real-time analytics about students’ learning, metacognition, and behavior. Results from a field study conducted in K-12 classrooms indicate that students learn more when teachers and AI tutors work together during class. We discuss implications of this research for the design of human–AI partnerships. We argue for more participatory approaches to research and design in this area, in which practitioners and other stakeholders are deeply, meaningfully involved throughout the process. Furthermore, we advocate for theory-building and for principled approaches to the study of human–AI decision-making in real-world contexts.

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Published

2022-06-23

How to Cite

Holstein, K., & Aleven, V. (2022). Designing for Human–AI Complementarity in K-12 Education. AI Magazine, 43(2), 239-248. https://doi.org/10.1002/aaai.12058

Issue

Vol. 43 No. 2: Summer 2022

Section

Articles

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