Co-designing Large Language Model Tools for Project-Based Learning with K12 Educators
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3706598.3713971.pdf
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16.88 MB
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Adobe PDF
Checksum (MD5)
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Author(s)
Ravi, Prerna
Masla, John
Kakoti, Gisella
Lin, Grace
Anderson, Emma
Taylor, Matt
Ostrowski, Anastasia
Breazeal, Cynthia
Klopfer, Eric
Abelson, Hal
Date Issued
April 25, 2025
Publisher
ACM|CHI Conference on Human Factors in Computing Systems
Citation
Prerna Ravi, John Masla, Gisella Kakoti, Grace C. Lin, Emma Anderson, Matt Taylor, Anastasia K. Ostrowski, Cynthia Breazeal, Eric Klopfer, and Hal Abelson. 2025. Co-designing Large Language Model Tools for Project-Based Learning with K12 Educators. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (CHI '25). Association for Computing Machinery, New York, NY, USA, Article 138, 1–25.
Version
Final published version
Abstract
The emergence of generative AI, particularly large language models (LLMs), has opened the door for student-centered and active learning methods like project-based learning (PBL). However, PBL poses practical implementation challenges for educators around project design and management, assessment, and balancing student guidance with student autonomy. The following research documents a co-design process with interdisciplinary K-12 teachers to explore and address the current PBL challenges they face. Through teacher-driven interviews, collaborative workshops, and iterative design of wireframes, we gathered evidence for ways LLMs can support teachers in implementing high-quality PBL pedagogy by automating routine tasks and enhancing personalized learning. Teachers in the study advocated for supporting their professional growth and augmenting their current roles without replacing them. They also identified affordances and challenges around classroom integration, including resource requirements and constraints, ethical concerns, and potential immediate and long-term impacts. Drawing on these, we propose design guidelines for future deployment of LLM tools in PBL.
Description
CHI ’25, Yokohama, Japan
MIT Department
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing
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Creative Commons Attribution
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DOI of Published Version
https://doi.org/10.1145/3706598.3713971
