Description

The ongoing rise of artificial intelligence (AI) and increased access to digital tools have opened many opportunities and also posed new challenges for young learners. Building their digital resilience is crucial, especially in times of generative AI, cyber creativity, and deepfakes.

Although the construction of disinformation using technology is not a new phenomenon, the advances in AI, deepfake creation, and the availability of large data sets have made AI-generated content more realistic and difficult to distinguish from real content. Deepfakes are computationally generated entities that misrepresent reality by taking on image, video and audio modalities. They have become dangerous tools for spreading misinformation and are one of our most crucial digital risks.

The project, therefore, aims to support young people in navigating the tension between deepfake and cyber creativity. By integrating science communication, source criticism, and storytelling, the researchers want to strengthen their digital resilience and ability to engage safely and self-reflectively in the digital space. They work as an interdisciplinary team involving communication sciences, media research and education, historical theory, didactics, and linguistics.

The central question is: How can young learners’ ability to critically question AI-generated content be improved?

Therefore, the researchers use state-of-the-art research on how people recognise deepfakes, what constitutes AI competence, how these scientific findings can be vividly conveyed in stories, and how young people can acquire these skills in digital learning environments as a basis for the development of educational material. They also incorporate concepts of digital source criticism, which are partly derived from historical theory and didactics, and adapt classical methods of historians for the digital space. They also use principles of lateral reading and critical ignoring, in which professional fact-checking strategies are integrated into learning processes.

The research team will develop an interactive online tool based on evidence-based learning strategies and practical exercises in the first project phase. Evaluations and feedback during the pilot phase will also make assessing and adapting the tool’s effectiveness in the classroom possible. Therefore, a mixed-method design will analyse reflections, learning processes, and user behavior. The results will help to adapt the tool further in the final project phase and develop suitable settings for its use in the classroom, as well as teacher assistance and handouts.

Project outcomes

This project aimed to promote AI skills among children and young people, enhancing their digital resilience. As researchers and students from University of Zurich, PH Zurich, and ZHAW, the team collaborated to develop a digital learning tool using Twine. Twine enables the creation of non-linear stories, which they utilised to allow learners to navigate an engaging and interactive storyline, exploring different perspectives along various learning paths. Participants work together in small teams and reflect on their findings as a class.

The tool is modular and covers a range of topics, including the fundamentals of AI, deepfakes, prompting skills, source criticism, and introductory strategies for analysing media content. It also addresses ethical issues and the use of language models. Teams are tasked with creating their own product, such as a presentation or video, where they articulate their stance on a specific issue. They then present their work to the class, engage in discussions, and evaluate their learning process.

Designed for flexibility, the tool can be integrated into a couple of lessons or used in more extensive lesson series or project work. It targets young people aged approximately 12 to 16 years. Accompanying materials for teachers can be found on ki-schule.eu, which also provides links to the curriculum and additional learning resources. Differentiated support is available to address the individual learning needs of students.

The researchers have conducted an empirical study with young participants to assess their experience using the tool. The results indicate that the tool’s design fosters an open learning environment where learners can develop and negotiate their own views on AI, providing valuable insights for designing future digital learning experiences.