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| Main Authors: | , , , |
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| Format: | Preprint |
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2026
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| Online Access: | https://arxiv.org/abs/2603.28679 |
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| _version_ | 1866917370180665344 |
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| author | Reddig, Jennifer M. Moon, Scott Crutcher, Kaitlyn MacLellan, Christopher J. |
| author_facet | Reddig, Jennifer M. Moon, Scott Crutcher, Kaitlyn MacLellan, Christopher J. |
| contents | Introductory artificial intelligence (AI) courses present significant learning challenges due to abstract concepts, mathematical complexity, and students' diverse technical backgrounds. While active and collaborative pedagogies are often recommended, implementation can be difficult at scale due to large class sizes and the intensive design effort required of instructors. This paper presents a quasi-experimental case study examining the redesign of in-class instructional time in a university-level Introduction to Artificial Intelligence course. Inspired by CS Unplugged approaches, we redesigned the summer offering, integrating embodied, unplugged simulations, collaborative programming labs, and structured reflection to provide students with a first-person perspective on AI decision-making. We maintained identical assignments, exams, and assessments as the traditional lecture-based offering. Using course evaluation data, final grade distributions, and post-course interviews, we examined differences in student engagement, experiences, and traditional learning outcomes. Quantitative results show that students in the redesigned course reported higher attendance, stronger agreement that assessments measured their understanding, and greater overall course effectiveness, despite no significant differences in final grades or self-reported learning. Qualitative findings indicate that unplugged simulations and collaboration fostered a safe, supportive learning environment that increased engagement and confidence with AI concepts. These results highlight the importance of in-class instructional design in improving students' learning experiences without compromising rigor. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2603_28679 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Teaching AI Interactively: A Case Study in Higher Education Reddig, Jennifer M. Moon, Scott Crutcher, Kaitlyn MacLellan, Christopher J. Computers and Society Introductory artificial intelligence (AI) courses present significant learning challenges due to abstract concepts, mathematical complexity, and students' diverse technical backgrounds. While active and collaborative pedagogies are often recommended, implementation can be difficult at scale due to large class sizes and the intensive design effort required of instructors. This paper presents a quasi-experimental case study examining the redesign of in-class instructional time in a university-level Introduction to Artificial Intelligence course. Inspired by CS Unplugged approaches, we redesigned the summer offering, integrating embodied, unplugged simulations, collaborative programming labs, and structured reflection to provide students with a first-person perspective on AI decision-making. We maintained identical assignments, exams, and assessments as the traditional lecture-based offering. Using course evaluation data, final grade distributions, and post-course interviews, we examined differences in student engagement, experiences, and traditional learning outcomes. Quantitative results show that students in the redesigned course reported higher attendance, stronger agreement that assessments measured their understanding, and greater overall course effectiveness, despite no significant differences in final grades or self-reported learning. Qualitative findings indicate that unplugged simulations and collaboration fostered a safe, supportive learning environment that increased engagement and confidence with AI concepts. These results highlight the importance of in-class instructional design in improving students' learning experiences without compromising rigor. |
| title | Teaching AI Interactively: A Case Study in Higher Education |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2603.28679 |