Investigating Youth AI Auditing

• URL: http://arxiv.org/abs/2502.18576v1
• Date: Tue, 25 Feb 2025 19:02:26 GMT
• Title: Investigating Youth AI Auditing
• Authors: Jaemarie Solyst, Cindy Peng, Wesley Hanwen Deng, Praneetha Pratapa, Jessica Hammer, Amy Ogan, Jason Hong, Motahhare Eslami,
• Abstract summary: This study explores the potential of youth (teens under the age of 18) to engage meaningfully in responsible AI (RAI)<n>We investigated how youth can actively identify problematic behaviors in youth-relevant ubiquitous AI.<n>We found that youth can contribute quality insights, shaped by their expertise, lived experiences, and age-related knowledge.
• Score: 19.255894775715817
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Youth are active users and stakeholders of artificial intelligence (AI), yet they are often not included in responsible AI (RAI) practices. Emerging efforts in RAI largely focus on adult populations, missing an opportunity to get unique perspectives of youth. This study explores the potential of youth (teens under the age of 18) to engage meaningfully in RAI, specifically through AI auditing. In a workshop study with 17 teens, we investigated how youth can actively identify problematic behaviors in youth-relevant ubiquitous AI (text-to-image generative AI, autocompletion in search bar, image search) and the impacts of supporting AI auditing with critical AI literacy scaffolding with guided discussion about AI ethics and an auditing tool. We found that youth can contribute quality insights, shaped by their expertise (e.g., hobbies and passions), lived experiences (e.g., social identities), and age-related knowledge (e.g., understanding of fast-moving trends). We discuss how empowering youth in AI auditing can result in more responsible AI, support their learning through doing, and lead to implications for including youth in various participatory RAI processes.

Related papers

• AI Identity, Empowerment, and Mindfulness in Mitigating Unethical AI Use [0.0]
  This study examines how AI identity influences psychological empowerment and unethical AI behavior among college students. Findings show that a strong AI identity enhances psychological empowerment and academic engagement but can also lead to increased unethical AI practices. IT mindfulness acts as an ethical safeguard, promoting sensitivity to ethical concerns and reducing misuse of AI.
  arXiv  Detail & Related papers  (2025-03-25T22:36:21Z)
• "From Unseen Needs to Classroom Solutions": Exploring AI Literacy Challenges & Opportunities with Project-based Learning Toolkit in K-12 Education [0.3994567502796064]
  There is a growing need to equip K-12 students with AI literacy skills that extend beyond computer science.<n>This paper explores the integration of a Project-Based Learning (PBL) AI toolkit into diverse subject areas, aimed at helping educators teach AI concepts more effectively.
  arXiv  Detail & Related papers  (2024-12-23T03:31:02Z)
• AI in Education: Rationale, Principles, and Instructional Implications [0.0]
  Generative AI, like ChatGPT, can create human-like content, prompting questions about its educational role.<n>The study emphasizes deliberate strategies to ensure AI complements, not replaces, genuine cognitive effort.
  arXiv  Detail & Related papers  (2024-12-02T14:08:07Z)
• Imagining and building wise machines: The centrality of AI metacognition [78.76893632793497]
  We argue that shortcomings stem from one overarching failure: AI systems lack wisdom. While AI research has focused on task-level strategies, metacognition is underdeveloped in AI systems. We propose that integrating metacognitive capabilities into AI systems is crucial for enhancing their robustness, explainability, cooperation, and safety.
  arXiv  Detail & Related papers  (2024-11-04T18:10:10Z)
• Qualitative and quantitative analysis of student's perceptions in the use of generative AI in educational environments [0.0]
  The effective integration of generative artificial intelligence in education is a fundamental aspect to prepare future generations. The objective of this study is to analyze from a quantitative and qualitative point of view the perception of controlled student-IA interaction within the classroom.
  arXiv  Detail & Related papers  (2024-05-22T09:56:05Z)
• Not a Swiss Army Knife: Academics' Perceptions of Trade-Offs Around Generative Artificial Intelligence Use [7.917580802104543]
  We interviewed 18 knowledge workers, including faculty and students, to investigate the social and technical dimensions of generative AI (Gen AI) Our participants raised concerns about the opacity of the data used to train Gen AI. Participants recognized Gen AI's potential to democratize knowledge by accelerating the learning process and act as an accessible research assistant.
  arXiv  Detail & Related papers  (2024-05-02T04:25:35Z)
• Now, Later, and Lasting: Ten Priorities for AI Research, Policy, and Practice [63.20307830884542]
  Next several decades may well be a turning point for humanity, comparable to the industrial revolution. Launched a decade ago, the project is committed to a perpetual series of studies by multidisciplinary experts. We offer ten recommendations for action that collectively address both the short- and long-term potential impacts of AI technologies.
  arXiv  Detail & Related papers  (2024-04-06T22:18:31Z)
• Particip-AI: A Democratic Surveying Framework for Anticipating Future AI Use Cases, Harms and Benefits [54.648819983899614]
  General purpose AI seems to have lowered the barriers for the public to use AI and harness its power. We introduce PARTICIP-AI, a framework for laypeople to speculate and assess AI use cases and their impacts.
  arXiv  Detail & Related papers  (2024-03-21T19:12:37Z)
• Exploring Parent's Needs for Children-Centered AI to Support Preschoolers' Interactive Storytelling and Reading Activities [52.828843153565984]
  AI-based storytelling and reading technologies are becoming increasingly ubiquitous in preschoolers' lives. This paper investigates how they function in practical storytelling and reading scenarios and, how parents, the most critical stakeholders, experience and perceive them. Our findings suggest that even though AI-based storytelling and reading technologies provide more immersive and engaging interaction, they still cannot meet parents' expectations due to a series of interactive and algorithmic challenges.
  arXiv  Detail & Related papers  (2024-01-24T20:55:40Z)
• Assigning AI: Seven Approaches for Students, with Prompts [0.0]
  This paper examines the transformative role of Large Language Models (LLMs) in education and their potential as learning tools. The authors propose seven approaches for utilizing AI in classrooms: AI-tutor, AI-coach, AI-mentor, AI-teammate, AI-tool, AI-simulator, and AI-student.
  arXiv  Detail & Related papers  (2023-06-13T03:36:36Z)
• Trustworthy AI: A Computational Perspective [54.80482955088197]
  We focus on six of the most crucial dimensions in achieving trustworthy AI: (i) Safety & Robustness, (ii) Non-discrimination & Fairness, (iii) Explainability, (iv) Privacy, (v) Accountability & Auditability, and (vi) Environmental Well-Being. For each dimension, we review the recent related technologies according to a taxonomy and summarize their applications in real-world systems.
  arXiv  Detail & Related papers  (2021-07-12T14:21:46Z)
• Building Bridges: Generative Artworks to Explore AI Ethics [56.058588908294446]
  In recent years, there has been an increased emphasis on understanding and mitigating adverse impacts of artificial intelligence (AI) technologies on society. A significant challenge in the design of ethical AI systems is that there are multiple stakeholders in the AI pipeline, each with their own set of constraints and interests. This position paper outlines some potential ways in which generative artworks can play this role by serving as accessible and powerful educational tools.
  arXiv  Detail & Related papers  (2021-06-25T22:31:55Z)

This list is automatically generated from the titles and abstracts of the papers in this site.

This site does not guarantee the quality of this site (including all information) and is not responsible for any consequences.