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Associated Press
28-04-2025
- Science
- Associated Press
Study from ECNU Review of Education Redevelops Framework for Teaching Artificial Intelligence and Robotics
Researchers redefine the 'five big ideas of AI' to guide the education of preschool kids in the most rapidly developing fields. SHANGHAI, CHINA, April 28, 2025 / / -- Artificial intelligence and robotics (AIR) are quickly making their way into our lives. Therefore, it is important to introduce these topics to children and teens. Recently, researchers from Hong Kong have redeveloped the 'five big ideas of Artificial Intelligence (AI)' from the AI4K12 framework to better suit kids younger than six years old. These principles and foundational concepts can help develop better educational guidelines for children to better understand and use AIR-based tools. Just like computers, the Internet, and smartphones have become commonplace in our daily lives, artificial intelligence and robotics (AIR) are the next technologies in line set to drastically change how we interact with the world and among ourselves. Various AI-driven applications are already in widespread use, such as Siri, Google Assistant, and ChatGPT, and both industrial- and consumer-grade robots are becoming increasingly capable and accessible. In our modern societies, where people rely more and more on AIR systems to perform tasks, it's essential to prepare children and teenagers to understand and use these tools effectively. To this end, the AI4K12 initiative was developed, which comprised a set of guidelines for teaching AI within the context of K-12 education. Notably, AI4K12 outlines 'five big ideas of AI' as foundational concepts or key principles that are deemed essential to grasp AI. However, these big ideas are too complex for children younger than six years old. Against this backdrop, a research team comprising Dr. Weipeng Yang, an Assistant Professor at the Education University of Hong Kong and Ms. Jiahong Su from the University of Hong Kong decided to revise AI4K12's framework and identify five big ideas of AI that are better suited for young children, especially preschoolers. Their study was published online in the journal ECNU Review of Education on December 10, 2023. Notably, these authors had published another study in this journal on April 19, 2023, in which they proposed a theoretical framework to guide the use of AI tools, such as ChatGPT, in education. The first big idea addresses the concept of AIR perception. Children should understand that robots and computers can use a variety of sensors to perceive their surroundings and make decisions accordingly. One way to teach this concept is through demonstration, using either a simple robot with an exploratory task or by having children role-play themselves as wandering robots with limited or altered sensing capabilities. The second big idea introduces the concepts of AI representation and reasoning. Dr. Yang explains: 'AI systems work on algorithms and use codes to interpret information, which is different from our understanding and thought process. Young children need to understand that AI's process of perceiving the world is different from that of humans. They should acknowledge the unique features of AI that complement human qualities.' A hands-on activity like shape-sorting alongside a robotic friend may properly illustrate this big idea in a way children can comprehend. The third big idea is related to AI learning. Children should understand that AIR systems can process very large amounts of data to arrive at their proposed results or solutions. Moreover, they should be aware that AI can learn from new information to help humans solve tasks. The fourth big idea revolves around the concept of natural interactions between AIR and humans. Children should understand that AIR systems are developed by humans and lack consciousness or self-awareness. Finally, the fifth big idea addresses the societal impact of AIR. Children must be taught that AI will have (or have already had) a profound impact on human lives and the world. 'Educating children on AI right from the preschool will ensure effective application of AI tools by students,' highlights Dr. Yang. The article also proposes several ways to engage young children in learning about the five big ideas of AI through the use of robotics. Specifically, the researchers emphasize the importance of interactive and memorable experiences, especially through acts of play and other hands-on opportunities to interact with AIR systems. 'Our five big ideas of AI framework redeveloped from AI4K12 will help children better understand AI and its importance in the rapidly developing digital society,' concludes Dr. Yang. Hopefully, children of all ages will soon be able to experience and understand AI in a healthy and responsible manner, leading to new applications and learning opportunities. *** Reference Title of original paper: Artificial Intelligence and Robotics for Young Children: Redeveloping the Five Big Ideas Framework Journal: ECNU Review of Education DOI: Authors: Jiahong Su1 and Weipeng Yang2 Affiliations 1. The University of Hong Kong 2. The Education University of Hong Kong About ECNU Review of Education The ECNU Review of Education is an international peer-reviewed open access journal, established by the East China Normal University (eponymous ECNU). The journal publishes research in the field of education, with a focus on interdisciplinary perspectives and contextual sensitivity. It seeks to provide a platform for the pedagogical community to network, promote dialogue, advance knowledge, synthesize ideas, and contribute to meaningful change. About Ms. Jiahong Su Ms. Jiahong Su is currently a Ph.D. candidate in the Faculty of Education at the University of Hong Kong. Her areas of reasearch include technology education, AI, and STEM in early childhood education. She has published many papers in the field of Artifical Intelligence, coding, teacher education and computational thinking. She has also served as a reviewer for various journals, including Computers & Education, Education and Information Technologies, Early Child Development and Care, and Early Childhood Education Journal. About Assistant Professor Weipeng Yang Dr. Weipeng Yang is an Assistant Professor at the Department of Early Childhood Education in the Education University of Hong Kong. His research focuses on early childhood curriculum and pedagogy, with specialized interests in STEM education, technology integration, socio-emotional wellbeing, and culture. He holds multiple editorial positions, including Editor at Journal of Research in Childhood Education, Associate Editor at Journal for the Study of Education and Development, and Convenor of Curriculum, Assessment and Pedagogy SIG at British Educational Research Association, among others. Li You ECNU Review of Education +86 21 6222 4545 [email protected] Legal Disclaimer: EIN Presswire provides this news content 'as is' without warranty of any kind. We do not accept any responsibility or liability for the accuracy, content, images, videos, licenses, completeness, legality, or reliability of the information contained in this article. If you have any complaints or copyright issues related to this article, kindly contact the author above.
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Korea Herald
10-03-2025
- Science
- Korea Herald
[Lim Woong] From programming to AI agents: The next frontier
Every day, it seems there's fresh news about artificial intelligence: self-driving cars, cloud-based services, generative AI that can produce art and text, and even robots with synthetic muscles. The pace of change is dizzying, filling us with hope for a better future as well as worries about deepfakes, misinformation and ethical lapses. It can feel like we're driving on a foggy highway or drifting on a vast, uncharted ocean. In this column, I hope to clear some of that haze by looking at how our digital technology has evolved — and what might lie ahead. Broadly, there have been three pivotal chapters in this unfolding story: the rise of computing and programming, the era of machine learning and other AI systems, and now the dawn of AI agents. The story begins when personal computers (with Bill Gates as the poster boy) first entered our lives. Back then, we learned not just how to operate these machines, but also how to harness them for problem-solving. In 2006, Jeannette Wing of Carnegie Mellon University described Computational Thinking, highlighting how breaking down problems into smaller tasks, identifying patterns, abstracting the core principles and devising systematic algorithms can help us navigate complexity. At a glance, CT mirrors the logic of programming and software development, but it also reflects our broader desire to adopt a machine-like mindset for tackling complex, routine problems. Then came the next wave: machine learning. Thanks to Dr. Geoffrey Hinton and other researchers in data science — particularly in the field of deep learning — computers could be trained to recognize speech/images, and make conversations, tasks once assumed to be uniquely human. Deep learning, with its multi-layered neural networks, propelled these breakthroughs by enabling AI systems to handle massive datasets, detect patterns, and refine their algorithms over time. The AI4K12 initiative offers a useful framework for understanding this phase. Its 'Five Big Ideas in AI' (perception, representation and reasoning, learning, natural interaction, and social impact) demonstrate how machines learn from data and mimic human intelligence. Fredrik Heintz, a professor at Linkoping University, offers an insight into the relationship between CT and AI. While AI focuses on teaching machines to 'think' through strategies like declarative programming and learning from examples, CT teaches us to solve problems more systematically, drawing inspiration from how computers operate. Put another way, in traditional programming we tell computers each step, but in AI, we give them examples (that is, data) or define goals (that is, algorithms), and they figure out the best approach themselves (through training and prediction). Now we arrive at the third chapter: the era of AI agents. Built on large language models and other advanced algorithms, AI agents go beyond simple Q&A. They can plan tasks, make decisions, and carry out actions largely on their own. If we look at the office tasks, many of us perform — some creative (though not often), and others shaped by routine patterns, workflows and basic business sense — we can imagine an AI agent stepping in to handle the bulk of our daily grind. Picture a reliable coworker or personal secretary who seamlessly manages tedious tasks. These agents work like avatars — embodied conversational agents — but without actual physical bodies. They must be tireless, consistent and quick to adapt to our feedback, data updates and specific demands. Once such an agent gets the hang of a task, it should run with it autonomously, leaving us free to focus on creativity and decision-making. Of course, this isn't the first time technology has automated tasks that once consumed countless hours of human labor. Gutenberg's printing press mechanized the spread of knowledge, and Henry Ford's assembly lines revolutionized manufacturing. Today, AI is poised to automate forms of human thinking — whether that means composing music, synthesizing research or recommending strategies. Historically, every such seismic shift has wreaked havoc and sparked controversy. Will jobs vanish? Who stands to profit the most? And how will we ensure ethical standards or fair wealth distribution? Yet if history is our crystal ball, we eventually buy in and adapt. Despite the upheaval these transitions can bring, societies endure and often find new cultural, artistic and economic pathways — leading to unexpected opportunities. If we can steer this transformation wisely, the steady stream of AI developments may feel less like chaos and more like a deliberate progression of human ingenuity. The next frontier may be one where technology doesn't just serve as a tool, but as a collaborator just like we say, 'I'm too busy; I wish I had a clone' — helping us reach new heights of innovation, efficiency, and a richer sense of what it means to be human. Of course, the ruthless irony in all of this is whether you could prove your worth to your boss — and keep your job.
