arXiv subjects

Angela E. B. Stewart

Publications and source records attributed to Angela E. B. Stewart.

3 recordsLinked to original sources

arXiv2026

What If AI Carried Her Imagination? Black Girls as Creators in an AI Storytelling Weekend Program

This paper presents the design and outcomes of a seven-weekend AI storytelling program developed for Black girls aged 10-12. Grounded in Afrofuturism and Black feminist thought, the program adopted AI-enabled counter-storytelling, supported the development of foundational AI literacies, and fostered future-oriented imagination. Activities included brainstorming AI-related topics, developing character and story plots, and delivering collaborative group presentations. Drawing on the analysis of learners' artifacts from the case study, findings show that participants created Afrofuturist narratives rooted in their identities and everyday experiences. At the same time, they developed core AI literacies, including prompt engineering, bias critique, and awareness of data privacy. This program demonstrates that integrating Afrofuturist storytelling with generative AI in informal learning spaces can be a powerful approach for engaging Black girls in computer science education.

cs.CY↗

arXiv2026

Hybrid LLM-Embedded Dialogue Agents for Learner Reflection: Designing Responsive and Theory-Driven Interactions

Dialogue systems have long supported learner reflections, with theoretically grounded, rule-based designs offering structured scaffolding but often struggling to respond to shifts in engagement. Large Language Models (LLMs), in contrast, can generate context-sensitive responses but are not informed by decades of research on how learning interactions should be structured, raising questions about their alignment with pedagogical theories. This paper presents a hybrid dialogue system that embeds LLM responsiveness within a theory-aligned, rule-based framework to support learner reflections in a culturally responsive robotics summer camp. The rule-based structure grounds dialogue in self-regulated learning theory, while the LLM decides when and how to prompt deeper reflections, responding to evolving conversation context. We analyze themes across dialogues to explore how our hybrid system shaped learner reflections. Our findings indicate that LLM-embedded dialogues supported richer learner reflections on goals and activities, but also introduced challenges due to repetitiveness and misalignment in prompts, reducing engagement.

cs.HC↗

arXiv2023

Investigating Girls' Perspectives and Knowledge Gaps on Ethics and Fairness in Artificial Intelligence in a Lightweight Workshop

Artificial intelligence (AI) is everywhere, with many children having increased exposure to AI technologies in daily life. We aimed to understand middle school girls' (a group often excluded group in tech) perceptions and knowledge gaps about AI. We created and explored the feasibility of a lightweight (less than 3 hours) educational workshop in which learners considered challenges in their lives and communities and critically considered how existing and future AI could have an impact. After the workshop, learners had nuanced perceptions of AI, understanding AI can both help and harm. We discuss design implications for creating educational experiences in AI and fairness that embolden learners.

cs.HC↗