arXiv subjects

Deborah A. Fields

Publications and source records attributed to Deborah A. Fields.

6 recordsLinked to original sources

arXiv2026

"You Can Actually Do Something'': Shifts in High School Computer Science Teachers' Conceptions of AI/ML Systems and Algorithmic Justice

The recent proliferation of artificial intelligence and machine learning (AI/ML) systems highlights the need for all people to develop effective competencies to interact with and examine AI/ML systems. We study shifts in five experienced high school CS teachers' understanding of AI/ML systems after one year of participatory design, where they co-developed lessons on AI auditing, a systematic method to query AI/ML systems. Drawing on individual and group interviews, we found that teachers' perspectives became more situated, grounding their understanding in everyday contexts; more critical, reflecting growing awareness of harms; and more agentic, highlighting possibilities for action. Further, across all three perspectives, teachers consistently framed algorithmic justice through their role as educators, situating their concerns within their school communities. In the discussion, we consider the ways teachers' perspectives shifted, how AI auditing can shape these shifts, and the implications of these findings on AI literacy for both teachers and students.

cs.HC↗

arXiv2025

Youth as Advisors in Participatory Design: Situating Teens' Expertise in Everyday Algorithm Auditing with Teachers and Researchers

Research on children and youth's participation in different roles in the design of technologies is one of the core contributions in child-computer interaction studies. Building on this work, we situate youth as advisors to a group of high school computer science teacher- and researcher-designers creating learning activities in the context of emerging technologies. Specifically, we explore algorithm auditing as a potential entry point for youth and adults to critically evaluate generative AI algorithmic systems, with the goal of designing classroom lessons. Through a two-hour session where three teenagers (16-18 years) served as advisors, we (1) examine the types of expertise the teens shared and (2) identify back stage design elements that fostered their agency and voice in this advisory role. Our discussion considers opportunities and challenges in situating youth as advisors, providing recommendations for actions that researchers, facilitators, and teachers can take to make this unusual arrangement feasible and productive.

cs.HC↗

arXiv2024

Assessing Changes in Thinking about Troubleshooting in Physical Computing: A Clinical Interview Protocol with Failure Artifacts Scenarios

Purpose: The purpose of this paper is to examine how a clinical interview protocol with failure artifact scenarios can capture changes in high school students' explanations of troubleshooting processes in physical computing activities. We focus on physical computing since finding and fixing hardware and software bugs is a highly contextual practice that involves multiple interconnected domains and skills. Approach: We developed and piloted a "failure artifact scenarios" clinical interview protocol. Youth were presented with buggy physical computing projects over video calls and asked for suggestions on how to fix them without having access to the actual project or its code. We applied this clinical interview protocol before and after an eight-week-long physical computing (more specifically, electronic textiles) unit. We analyzed matching pre- and post-interviews from 18 students at four different schools. Findings: Our findings demonstrate how the protocol can capture change in students' thinking about troubleshooting by eliciting students' explanations of specificity of domain knowledge of problems, multimodality of physical computing, iterative testing of failure artifact scenarios, and concreteness of troubleshooting and problem solving processes. Originality: Beyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, our "failure artifact scenarios" clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.

cs.CY↗

arXiv2024

Understanding Growth Mindset Practices in an Introductory Physical Computing Classroom: High School Students' Engagement with Debugging by Design Activities

Background and Context: While debugging is recognized as an essential practice, for many students, encountering bugs can generate emotional responses such as fear and anxiety that can lead to disengagement and the avoidance of computer programming. Growth mindsets can support perseverance and learning in these situations, yet few studies have investigated how growth mindsets emerge in practice amongst K-12 computing students facing physical computing debugging challenges. Objective: We seek to understand what (if any) growth mindset practices high school students exhibited when creating and exchanging buggy physical computing projects for their peers to solve during a Debugging by Design activity as part of their introductory computing course. Method: We focused on moment-to-moment microgenetic analysis of student interactions in designing and solving bugs for others to examine the practices students exhibited that demonstrated the development of a growth mindset and the contexts in which these practices emerged. Findings: We identified five emergent growth mindset practices: choosing challenges that lead to more learning, persisting after setbacks, giving and valuing praise for effort, approaching learning as constant improvement, and developing comfort with failure. Students most often exhibited these practices in peer-to-peer interactions and while making buggy physical computing projects for their peers to solve. Implications: Our analysis contributes to a more holistic understanding of students' social, emotional, and motivational approaches to debugging physical computing projects through the characterization of growth mindset practices. The presented inventory of growth mindset practices may be helpful to further study growth mindset in action in other computing settings.

cs.CY↗

arXiv2023

Connecting Beliefs, Mindsets, Anxiety, and Self-Efficacy in Computer Science Learning: An Instrument for Capturing Secondary School Students' Self-Beliefs

Background and Context: Few instruments exist to measure students' CS engagement and learning especially in areas where coding happens with creative, project-based learning and in regard to students' self-beliefs about computing. Objective: We introduce the CS Interests and Beliefs Inventory (CSIBI), an instrument designed for novice secondary students learning by designing projects (particularly with physical computing). The inventory contains subscales on beliefs on problem solving competency, fascination in design, value of CS, creative expression, and beliefs about context-specific CS abilities alongside programming mindsets and outcomes. We explain the creation of the instrument and attend to the role of mindsets as mediators of self-beliefs and how CSIBI may be adapted to other K-12 project-based learning settings. Method: We administered the instrument to 303 novice CS secondary students who largely came from historically marginalized backgrounds (gender, ethnicity, and socioeconomic status). We assessed the nine-factor structure for the 32-item instrument using confirmatory factor analysis and tested the hypothesized model of mindsets as mediators with structural equation modeling. Findings: We confirmed the nine factor structure of CSIBI and found significant positive correlations across factors. The structural model results showed that problem solving competency beliefs and CS creative expression promoted programming growth mindset, which subsequently fostered students' programming self-concept. Implications: We validated an instrument to measure secondary students' self-beliefs in CS that fills several gaps in K-12 CS measurement tools by focusing on contexts of learning by designing. CSIBI can be easily adapted to other learning by designing computing education contexts.

cs.CY↗

arXiv2023

Designing Bugs or Doing Another Project: Effects on Secondary Students' Self-Beliefs in Computer Science

Debugging, finding and fixing bugs in code, is a heterogeneous process that shapes novice learners' self-beliefs and motivation in computing. Our Debugging by Design intervention (DbD) provocatively puts students in control over bugs by having them collaborate on designing creative buggy projects during an electronic textiles unit in an introductory computing course. We implemented DbD virtually in eight classrooms with two teachers in public schools with historically marginalized populations, using a quasi-experimental design. Data from this study included post-activity results from a validated survey instrument (N=144). For all students, project completion correlated with increased computer science creative expression and e-textiles coding self-efficacy. In the comparison classes, project completion correlated with reduced programming anxiety, problem-solving competency beliefs, and programming self-concept. In DbD classes, project completion is uniquely correlated with increased fascination with design and programming growth mindset. In the discussion, we consider the relative benefits of DbD versus other open-ended projects.

cs.CY↗