Chloe Fong | Searcharxiv

arXiv2026

Designing Transformational Games to Support Socio-ethical Reasoning about Generative AI

There is an increasing need for young people to become critically AI literate, understanding not only how AI works but also its limitations and ethical nuances. Yet, designing learning experiences that make such complex, serious topics engaging remains a challenge. This paper explores transformational games as a promising approach for supporting youth learning about generative AI (GenAI) and ethics. We designed and implemented two games, Diversity Duel and Secret Agent, that integrate GenAI tools with gameplay elements. This work investigates how the games' elements: (1) peer evaluation, (2) constraint-based creativity, and (3) social deduction supported socio-ethical reasoning about GenAI. Participants recognized and debated bias in GenAI outputs, connected these patterns to real-world inequities, and developed nuanced understandings of bias. Participants further came to see how prompt design shapes AI behavior. Our findings suggest that group-based games with these elements can support fostering critical AI literacy.

cs.HC↗

arXiv2025

"Grillz on a hijabi": Intersectional Identities in Fostering Critical AI Literacy

As AI increasingly saturates our daily lives, it is crucial that youth develop skills to critically use and assess AI systems and envision better alternatives. We apply theories from culturally responsive computing to design and study a learning experience meant to support Black Muslim teen girls in developing critical literacy with generative AI (GenAI). We investigate fashion design as a culturally-rich, creative domain for youth to apply GenAI and then reflect on GenAI's socio-ethical aspects in relation to their own intersectional identities. Through a case study of a three-day, voluntary informal education program, we show how fashion design with GenAI exposed affordances and limitations of current GenAI tools. As the girls used GenAI to create realistic depictions of their dream fashion collections, they encountered socio-ethical limitations of AI, such as biased models and malfunctioning safety systems that prohibited their generation of outputs that reflected their creative ideas, bodies, and cultures. Discussions anchored in the phenomenology of impossible creative realization supported participants' development of critical AI literacy and descriptions of how preferable, identity-affirming technologies would behave. Our findings contribute to the field's growing understanding of how computing education experience designs linking creativity and identity can support critical AI literacy development.

cs.HC↗