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A Pilot Study Investigating STEM Learners’ Ability to Decipher AI-generated Video

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Computers in Education 8 - Video Technology

Tagged Division

Computers in Education

Page Count

20

DOI

10.18260/1-2--36601

Permanent URL

https://peer.asee.org/36601

Download Count

86

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Paper Authors

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Dule Shu Carnegie Mellon University

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Dule Shu is a PhD student in Mechanical Engineering at Carnegie Mellon University. His research interest is machine learning, especially using deep neural network models for data generation.

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Christopher Doss RAND Corporation

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Christopher Doss is an Associate Policy Researcher at RAND who specializes in fielding descriptive and causal studies in education. His research includes evaluations of early childhood policies, educational technology interventions, interventions that leverage behavioral economics, and interventions to improve teacher instruction. Dr. Doss has published RAND reports and articles in top education and economics journals.

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Jared Mondschein RAND Corporation

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Denise Kopecky Challenger Center

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Denise Kopecky leads Challenger Center’s team of education and technology experts whose work is at the core of the organization’s STEM education mission. She oversees the development and implementation of all education products and programs, including curriculum, professional development, and assessment. She also manages relationships with program collaborators including partners, external vendors and evaluators. Ms. Kopecky is a member of the Senior Leadership team, providing direction on all strategic and operational issues to ensure an effective and coordinated effort to meet Challenger Center’s strategic goals.
Prior to joining Challenger Center, Ms. Kopecky spent 13 years in the classroom, having taught both upper and lower elementary grade levels. She developed and delivered curriculum and led professional development courses. Ms. Kopecky holds a professional certification in Instructional Design from University of Wisconsin-Stout, as well as a Bachelor of Science in Psychology, and a Master of Teaching from Virginia Commonwealth University.

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Valerie A. Fitton-Kane Challenger Center

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Lance Bush Challenger Center

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Lance Bush is President and CEO of Challenger Center. With a goal to inspire more students, Dr. Bush has led the growth and expansion of the organization, including the development of a simulation-based program that can be delivered in the classroom. Under Dr. Bush’s leadership, Challenger Center was recognized with the National Science Board’s Public Service Award for its work to promote a public understanding of science and engineering.

Dr. Bush started his career at NASA as one of the chief engineers designing the next generation space transportation. He managed the International Space Station Commercial Development program. He also co-founded and served as the Chairman of the International Space Station Multilateral Commercialization Group comprised of the five partner space agencies (Canada, Europe, Japan, Russia, and the United States) and 16 countries.

Prior to Challenger Center, Dr. Bush served as the Chief Strategic Officer at Paragon Space Development Corporation, a space vehicle design and build company. He helped grow and mature the firm to become nationally recognized, and as a result, Paragon was included on the Inc. 5000 Fastest Growing Companies list for five straight years.

Dr. Bush is a member of the Cosmos Club, President of Sea Space Symposium, and Founder and an Advisory Board Member of Space Generation Advisory Council. He has previously held positions including Board Member of International Space University, Chair of Education for World Space Congress, and Vice President of Education for American Astronautical Society.

Dr. Bush holds a bachelor’s degree in aerospace engineering from the Pennsylvania State University, a master’s degree in mechanical engineering from Old Dominion University, and a Ph.D. in technology policy and management from the Pennsylvania State University, along with an SSP from International Space University.

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Conrad Tucker Carnegie Mellon University

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Conrad Tucker is a professor of mechanical engineering at Carnegie Mellon University. He focuses on the design and optimization of systems through the acquisition, integration, and mining of large scale, disparate data.

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Abstract

Artificial Intelligence (AI) techniques such as Generative Neural Networks (GNNs) have resulted in remarkable breakthroughs such as the generation of hyper-realistic images, 3D geometries, and textual data. This work investigates the ability of STEM learners and educators to decipher AI generated video in order to safeguard the public-availability of high-quality online STEM learning content. The COVID-19 pandemic has increased STEM learners’ reliance on online learning content. Consequently, safeguarding the veracity of STEM learning content is critical to ensuring the safety and trust that both STEM educators and learners have in publicly-available STEM learning content. In this study, state of the art AI algorithms are trained on a specific STEM context (e.g., climate change) using publicly-available data. STEM learners are then presented with AI-generated STEM learning content and asked to determine whether the AI-generated output is visually convincing (i.e., “looks real”) and whether the context being presented is plausible. Knowledge gained from this study will help enhance society’s understanding of AI algorithms, their ability to generate convincing video output, and the threat that those generated output have in potentially deceiving STEM learners who may be exposed to them during online learning activities.

Shu, D., & Doss, C., & Mondschein, J., & Kopecky, D., & Fitton-Kane, V. A., & Bush, L., & Tucker, C. (2021, July), A Pilot Study Investigating STEM Learners’ Ability to Decipher AI-generated Video Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36601

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