The overarching purpose of the Responsible AI for Computational Action research study is to provide direction to educational interventions interested in addressing the problem of inequity within AI and related computer science fields. This study seeks to advise practitioners (i.e., develop theories of action) and support learners (contribute to instructional theory) on how curricula can empower traditionally under-resourced youth to become AI fluent by creating tools and projects that address real-world issues important to them (thus contributing to the research literature on computational action).  

Given the novelty of AI and the nascent field of AI education (research and practice), the study takes a design-based research (DBR) approach to the advisory nature of this purpose. Educational design-based research (DBR) is the “systematic study of designing, developing, and evaluating educational interventions…as solutions to [educational] problems, which also aims at advancing our knowledge about the characteristics of these interventions and the processes to design and develop them” Plomp, T., & Nieveen, N. (Eds.). (2010). An Introduction to Educational Design Research (pp. 9). Axis Media-ontwerpers, Enschede: Netzodruk, Enschede. ISBN: 978 90 329 2329 7.  

Within the present DBR project, several stages and/or sub-studies will contribute to the overarching purpose through descriptive, design/development, and evaluative aims. Our project will evolve from early-stage exploratory research to design and development research, following National Science Foundation guidelines. The project will conduct small-scale, iterative studies within the following three research areas:  

1) Co-Design and User Research with Teachers and Students: In our Early-Stage/Exploratory research, we will collaborate closely with teachers and students. User research with teachers will help us understand their experiences and gather suggestions for improvement.

 2) Design and Development Research: In the Design and Development phase, we will evaluate RAICA’s middle school modules. We will pilot these modules, assess feasibility in typical settings, and explore outcomes. This approach integrates design and testing.  

3) Outcomes Research:  In order to evaluate the efficacy of the curriculum and assess progress with respect to student learning outcomes, we will need to test existing or develop new measures of computational action, AI literacy, and responsible design, be they subjective and/or direct/objective, that inform adjustments to materials and teaching strategies.  

Collectively, our research will yield design principles, research-based curricular materials, and measures disseminated through academic conferences and the RAICA project website.