Designing for human-AI complementarity in K-12 education

Abstract

Recent work has explored how complementary strengths of humans and artificial intelligence (AI) systems might be productively combined. However, successful forms of human-AI partnership have rarely been demonstrated in real-world settings. We present the iterative design and evaluation of Lumilo, smart glasses that help teachers help their students in AI-supported classrooms by presenting real-time analytics about students' learning, metacognition, and behavior. Results from a field study conducted in K-12 classrooms indicate that students learn more when teachers and AI tutors work together during class. We discuss implications of this research for the design of human-AI partnerships. We argue for more participatory approaches to research and design in this area, in which practitioners and other stakeholders are deeply, meaningfully involved throughout the process. Furthermore, we advocate for theory-building and for principled approaches to the study of human-AI decision-making in real-world contexts.

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