构建以理解：考察青少年在构建小型生成语言模型中的技术与社会伦理理解
Building to Understand: Examining Teens' Technical and Socio-Ethical Pieces of Understandings in the Construction of Small Generative Language Models
AI总结：
本文通过参与式设计工作坊，考察青少年在构建小型生成语言模型时的技术与社会伦理理解，揭示其发展过程及理论框架。
摘要：
随着生成AI/ML技术的日益普及，支持青少年发展AI/ML素养的需求愈发迫切。儿童计算机交互研究指出，建构活动能帮助年轻人理解这些系统及其影响。近期的探索性研究证明了让青少年参与构建非常小型生成语言模型（LMs）的可行性。然而，尚不清楚构建此类模型如何促进青少年从技术和社会伦理视角理解这些系统的发展。我们举办了一周的参与式设计工作坊，十六名青少年参与构建了非常小型的LMs，用于生成食谱、剧本和歌曲。通过主题分析，我们识别出青少年在设计生成LMs时展现的技术和社会伦理理解片段。本文贡献（a）青少年在构建LMs时所展现的理解片段的证据，（b）基于理论框架研究初学者对AI/ML系统理解的框架。
英文摘要：
The rising adoption of generative AI/ML technologies increases the need to support teens in developing AI/ML literacies. Child-computer interaction research argues that construction activities can support young people in understanding these systems and their implications. Recent exploratory studies demonstrate the feasibility of engaging teens in the construction of very small generative language models (LMs). However, it is unclear how constructing such models may foster the development of teens' understanding of these systems from technical and socio-ethical perspectives. We conducted a week-long participatory design workshop in which sixteen teenagers constructed very small LMs to generate recipes, screenplays, and songs. Using thematic analysis, we identified technical and socio-ethical pieces of understandings that teens exhibited while designing generative LMs. This paper contributes (a) evidence of the kinds of pieces of understandings that teens have when constructing LMs and (b) a theory-backed framing to study novices' understandings of AI/ML systems.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
