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| Main Authors: | , , , , , , |
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| Format: | Preprint |
| Published: |
2026
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2603.26906 |
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Table of Contents:
- Secondary school students increasingly encounter AI systems whose outputs depend on data quality, evaluation choices and modeling assumptions. To provide accessible entry points to these interconnected concepts, we developed KI-Adventskalender, a free web-based extracurricular initiative with 24 didactically curated, short, guided micro-challenges released daily in December, targeting data-centric competencies and socio-technical themes that shape how data are interpreted in practice. Drawing on two annual iterations, we report aggregate platform traces characterizing participation and task-level engagement. Participation increased substantially in 2025, but early attrition persists. Progression stabilized after midpoint: among users reaching Day 12 in 2025, more than 75% completed the calendar. Competence cluster performance shifted across years; higher revision rates co-occurred with strong pass rates, suggesting sustained engagement. We use these observations to motivate a next-step measurement agenda: tighter task instrumentation, embedded micro-assessments and mixed-method evaluation designs that can distinguish persistence from conceptual uptake, knowledge progression and durable learning outcomes.