GenerationAI_IO1_Pedagogical Framework

www.generation-ai.eu/ The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2020-1- NL01-KA201-064712] example, Cheng et al. (2019) examined if problem solving skills of elementary students could be improved by a mobile technology- supported experiential learning system. Their participants were introduced to an aquaponic system, a system that illustrates a symbiotic relationship between fish and plants and got mobile devices to collect and share information about these systems. Likewise, Wu et al. (2019) explored the impact of the combination of inquiry-based scientific activities with VR technology. They developed a lesson about pinhole imaging in which a control group viewed a video with common teaching explanations, while the experimental group was given a Spherical Video-Based Virtual Reality that included 360-degree images which helped students to be fully absorbed in the introduction process of pinhole imaging and to observe experimental phenomena from different views. Integration of AI and ML through games-based approaches, workshops and online platforms enhances the students’ critical thinking, which is another skill multiple researchers tried to improve in STEAM educational contexts. Chang and Hwang (2018) and Hwang et al. (2020) both investigated ways to improve the strategy of a flipped classroom. This is a learning strategy where students are asked to watch instructional videos before class as a method to self-learn. They performed an experiment to see if the addition of AI in the class with the flipped learning strategy influence the students’ critical thinking skills and in which way. Fifth graders were divided into one control group with a conventional flipped learning approach and one experimental group with augmented reality-based flipped learning approach. Both groups were asked to complete a small science project. Pre- and post-test results showed that the augmented reality guiding mechanism significantly improved the critical thinking tendencies of the participants. Likewise, Hwang et al. (2020) tried to improve the