Informatics in Education

The rapid integration of Artificial Intelligence (AI) into society demands a new generation of professionals skilled in navigating its complex ethical dimensions. This design-based research study investigates the effectiveness of ‘EthicsDebateAI,’ a bespoke online platform developed to address this need. Implemented through a multi-session workshop with third-year computer science undergraduates in Algeria, the intervention uses a Structured Controversy debate framework and authentic case studies to cultivate critical ethical reasoning. The intervention’s impact was assessed using a mixed-methods approach. A custom pre/post-assessment revealed a significant improvement in ethical reasoning (t(49) = 45.50, p < .001, d = 2.28), while high student satisfaction (M = 4.48) and perceived career preparedness (M = 4.44) were confirmed via survey data. Thematic analysis of student reflections further illuminated the development of nuanced analytical skills. Findings demonstrate that targeted, interactive interventions can effectively bridge the gap between theoretical knowledge and the practical ethical competencies required of future AI professionals.

Internet and its services have become inherent element of the lives of young people. Nevertheless, we observe that educational potential, which the Internet offers for supporting learning processes, is acknowledged and exploited only partially. On that account, for several years we have been involved in developing investigative on-line activities, highly popular interactive events among students of the Slovak schools. In this way, as a value-added benefit, we have created unique opportunity for us to study how students behave when solving problems in the technology enhanced learning situations, how they communicate and cooperate in the teams, which competencies they cultivate. For such educational research, we have made use of the thoroughly projected combination of the intervention design and qualitative non-participant unstructured observations - within the framework of the design-based research methodology.

Blended learning is becoming an attractive model in higher education as new innovative information technologies are becoming increasingly available. However, just blending face-to-face learning with information technologies cannot provide effective teaching and efficient solutions for learning. To be successful, blended learning must rely on solid learning theory and pedagogical strategies. In addition, there is a need for a design-based research approach to explore blending learning through successive cycles of experimentations, where the shortcomings of each cycle are identified, redesigned, and reevaluated. This paper reports on a study conducted on a blended learning model in Java programming at the introductory level. It presents the design, implementation, and evaluation of the model and its implications for the learning of introductory computer programming.