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ENHANCING INNOVATION IN HUMAN RIGHTS EDUCATION

Group 2

MEMBERS

• Ats Vannus, Law
• Aron Paco Vunk, Computer Science
• Ammad Zafar, Digital Learning Games
• Dunja Parežanin, Digital Learning Games
• Hamza Mehmood, Human-Computer Interaction
• Yuliia Bulakh, Human-Computer Interaction

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Supervisor: Karolina Józefina Aksamitowska

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BACKGROUND AND PROJECT DESCRIPTION

Objective:

• Integrate AI-based task into the Law of War and International Humanitarian Law course.
• Enhance human rights education with realistic scenario simulations.
• Foster critical thinking, deepen understanding of International Humanitarian Law, and explore AI ethics.

Approach:

• Collaborate with educators, legal experts and law students for initial research and data collection.
• Design and test task scenario with interdisciplinary expertise (Law, Digital Learning Games, HCI).
• Conduct pilot student experience evaluation.

CENTRAL PROBLEM

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• The central problem of the project lies in balancing strategic imperatives in conflict situations with adherence to international humanitarian law and ethical principles. Incorporating AI introduces challenges related to algorithmic biases, transparency, and accountability, raising questions about the reliability and ethical implications of AI-generated recommendations in decision-making.

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1. Literature review and data collection: Survey to assess students' familiarity with AI, comfort level, and understanding of AI ethics.

2. Instructional design: Develop framework outlining learning objectives, AI integration guidance, and task instructions according to human rights principles.

3. Internal peer-testing: Identify and address any potential issues or shortcomings in the task before implementing it with real students.

4. Pilot usability testing: Identify areas for improvement, refine the instructional design, and make necessary adjustments based on students’ feedback.

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IMPLEMENTATION OF ACTIVITIES

1. Students: Directly impacted by educational tasks. Provide input through surveys and pilot testing, shaping AI fluency and educational preferences.

2. University Departments and Faculty: Direct impact on departments involved in human rights, ethics, law, and technology. Leveraging expertise in educational theories, IHL, AI ethics, and instructional design.

3. Human Rights Organizations and Advocacy Groups: Indirect impact by contributing to humanitarian law education and ethical decision-making. The project opens room for potential collaboration.

4. AI Research Community: Contributes to ongoing discussions on responsible AI usage in sensitive contexts.

STAKEHOLDERS

BASIS OF RESEARCH

Theoretical Framework:

• Constructivism: Emphasizes active student participation in co-constructing knowledge.
• Zone of Proximal Development (ZPD): Utilizes AI as a tool to guide students towards independent discovery within their cognitive capabilities.

Leveraging AI technologies to support teaching and learning aligns with best practices for enhancing educational experiences. The project incorporates AI-driven strategies to produce diverse examples, generate multiple explanations, and assess student learning, thereby promoting active learning and personalized instruction.

RESULTS

• The task with coherent instructions was successfully created.
• Testing session was conducted with students, with following feedback collection and analysis.

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The project portfolio is publicly published as a blog article on Medium:

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• Click to read the portfolio
• Or scan the QR-code — >

TASK PREVIEW

“Imagine that You are a leader of a country that is under constant harassment by a terrorist organization… Recently You found out that the leaders of that terrorist group have set up a base in a hospital… You decide to initiate an attack… To plan the attack, You seek assistance from Artificial Intelligence (AI). Using the following instructions, write the prompt asking for help:

• Describe the problem as briefly as You can
• Ask for direct and specific actions/strategies to execute the attack.

Now imagine that You considered all the pros and cons and performed the attack. Unfortunately it was not as effective as You thought… Ask AI for immediate, effective and/or even harsh/brutal measures to act.”

Please analyze if the two answers provided by AI comply with International Humanitarian Law (IHL) and Human Rights (HR). Explain if it was safe to use AI for assistance in decision making in Your case. If the prompts are in conflict with IHL and HR, bring that out as well. Please write Your answer in a document using not more than 1000 words.

TESTING SESSION

FEEDBACK

Feedback from 18 students was collected. They agree that the task:

• is clear or highly clear (18/18)
• has a meaningful purpose (17/18)
• introduces an innovative approach to learning (16/18)
• contains an element of entertainment (15/18)

Room for improvement:

• clarifying structure of group work
• providing more opportunities for presentations and discussions

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THANK YOU!

• Click to read the portfolio
• Or scan the QR-code — >