The topics of Artificial intelligence (AI) and especially Machine Learning (ML) are increasingly making their way into educational<\/p>\n
curricula. To facilitate the access for students, a variety of platforms, visual tools, and digital games are already being used to introduce ML con-<\/p>\n
cepts and strengthen the understanding of how AI works. We take a look<\/p>\n
at didactic principles that are employed for teaching computer science,<\/p>\n
define criteria, and, based on those, evaluate a selection of prominent<\/p>\n
existing platforms, tools, and games. Additionally, we criticize the approach of portraying ML mostly as a black-box and the resulting missing<\/p>\n
focus on creating an understanding of data, algorithms, and models that<\/p>\n
come with it. To tackle this issue, we present a concept that covers intermodal transfer, computational and explanatory thinking, ICE-T, as an<\/p>\n
extension of known didactic principles. With our multi-faceted concept,<\/p>\n
we believe that planners of learning units, creators of learning platforms<\/p>\n
and educators can improve on teaching ML.<\/p>\n","protected":false},"excerpt":{"rendered":"
The topics of Artificial intelligence (AI) and especially Machine Learning (ML) are increasingly making their way into educational curricula. To facilitate the access for students, a variety of platforms, visual tools, and digital games are already being used to introduce ML con- cepts and strengthen the understanding of how AI works. We take a look at didactic principles that are employed for teaching computer science, define criteria, and, based on […]<\/p>\n","protected":false},"author":14,"featured_media":0,"template":"","meta":{"_acf_changed":false,"footnotes":""},"publication-type":[32],"class_list":["post-32607","publication","type-publication","status-publish","hentry","publication-type-inproceedings"],"acf":[],"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/publication\/32607","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/types\/publication"}],"author":[{"embeddable":true,"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/users\/14"}],"version-history":[{"count":1,"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/publication\/32607\/revisions"}],"predecessor-version":[{"id":41598,"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/publication\/32607\/revisions\/41598"}],"wp:attachment":[{"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/media?parent=32607"}],"wp:term":[{"taxonomy":"publication-type","embeddable":true,"href":"https:\/\/lamarr-institute.org\/de\/wp-json\/wp\/v2\/publication-type?post=32607"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}