Abstract
AI is becoming increasingly integrated in common technologies, which suggests that learning experiences for audiences seeking a "casual" understanding of AI-i.e. understanding how a search engine works, not necessarily understanding how to program one-is an increasingly important design space. Informal learning spaces like museums are particularly well-suited for such public science communication efforts, but there is little research investigating how to design AI learning experiences for these spaces. This paper explores how to design museum experiences that communicate key concepts about AI, using collaboration, creativity, and embodiment as inspirations for design. We present the design of five low-fidelity AI literacy exhibit prototypes and results from a thematic analysis of participant interactions during a co-design workshop in which family groups interacted with the prototypes and designed exhibits of their own. Our findings suggest new topics and design considerations for AI-related exhibits and directions for future research.
Supplemental Material
Available for Download
The auxiliary materials provided contain the materials that we used to run the co-design workshop we conducted as well as paper prototype materials for two of the exhibit prototypes we designed.
- Dor Abrahamson and Arthur Bakker. 2016. Making sense of movement in embodied design for mathematics learning. Cognitive research: principles and implications 1, 1: 33.Google Scholar
- Edith Ackermann. 2004. Constructing knowledge and transforming the world. A learning zone of one's own: Sharing representations and flow in collaborative learning environments 1: 15--37.Google Scholar
- Hunt Allcott and Matthew Gentzkow. 2017. Social media and fake news in the 2016 election. Journal of economic perspectives 31, 2: 211--36.Google Scholar
Cross Ref
- Sue Allen. 2004. Designs for learning: Studying science museum exhibits that do more than entertain. Science Education 88, 1: S17.Google Scholar
Cross Ref
- Sue Allen, Patricia B Campbell, Lynn D Dierking, Barbara N Flagg, Alan J Friedman, Cecilia Garibay, and David A Ucko. 2008. Framework for evaluating impacts of informal science education projects. In Report from a National Science Foundation Workshop. The National Science Foundation, Division of Research on Learning in Formal and Informal Settings.Google Scholar
- Morgan G Ames. 2018. Hackers, Computers, and Cooperation: A Critical History of Logo and Constructionist Learning. Proceedings of the ACM on Human-Computer Interaction 2, CSCW: 18.Google Scholar
Digital Library
- Roya Jafari Amineh and Hanieh Davatgari Asl. 2015. Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages 1, 1: 9--16.Google Scholar
- Alissa N Antle, Greg Corness, and Allen Bevans. 2013. Balancing justice: Comparing whole body and controller-based interaction for an abstract domain. International Journal of Arts and Technology 6, 4: 388--409.Google Scholar
Cross Ref
- Ars Electronica Futurelab. 2019. Understanding AI. Retrieved from https://ars.electronica.art/aeblog/en/2019/08/06/understanding-ai-futurelab-installations/Google Scholar
- Constance Barlow and Barry L Hall. 2007. What about feelings?: A study of emotion and tension in social work field education. Social Work Education 26, 4: 399--413.Google Scholar
Cross Ref
- Leslie Bedford. 2014. The Art of Museum Exhibitions: How story and imagination create aesthetic experiences. Left Coast Press.Google Scholar
- Margaret A Boden. 2004. The Creative Mind: Myths and Mechanisms. Routledge, New York, NY, USA.Google Scholar
Digital Library
- Virginia Braun and Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative research in psychology 3, 2: 77--101.Google Scholar
- Leah Buechley, Mike Eisenberg, Jaime Catchen, and Ali Crockett. 2008. The LilyPad Arduino: using computational textiles to investigate engagement, aesthetics, and diversity in computer science education. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '08), 423--432. https://doi.org/10.1145/1357054.1357123Google Scholar
Digital Library
- Joy Buolamwini and Timnit Gebru. 2018. Gender shades: Intersectional accuracy disparities in commercial gender classification. In Conference on Fairness, Accountability and Transparency, 77--91.Google Scholar
- Timothy Charoenying. 2013. Graph hopping: learning through physical interaction quantification. In Proceedings of the 12th International Conference on Interaction Design and Children, 495--498.Google Scholar
Digital Library
- Nikolaus Correll, Chris Wailes, and Scott Slaby. 2014. A One-hour Curriculum to Engage Middle School Students in Robotics and Computer Science using Cubelets. In Distributed Autonomous Robotic Systems. Springer, 165--176.Google Scholar
- Kate Crawford and Trevor Paglen. 2019. Training Humans. Retrieved from http://www.fondazioneprada.org/project/training-humans/?lang=enGoogle Scholar
- Joshua A Danish, Noel Enyedy, Asmalina Saleh, and Megan Humburg. 2020. Learning in embodied activity framework: a sociocultural framework for embodied cognition. Int. J. Comput. Support. Collab. Learn. 15, 1: 49--87.Google Scholar
Cross Ref
- Christian Dindler, Ole Sejer Iversen, Rachel Smith, and Rune Veerasawmy. 2010. Participatory design at the museum: inquiring into children's everyday engagement in cultural heritage. In Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction, 72--79.Google Scholar
Digital Library
- Daniella DiPaola, Blakeley H Payne, and Cynthia Breazeal. 2020. Decoding design agendas: an ethical design activity for middle school students. In Proceedings of the Interaction Design and Children Conference, 1--10.Google Scholar
Digital Library
- Zachary Dodds, Lloyd Greenwald, Ayanna Howard, Sheila Tejada, and Jerry Weinberg. 2006. Components, curriculum, and community: Robots and robotics in undergraduate AI education. AI magazine 27, 1: 11--11.Google Scholar
- Willem Doise, Gabriel Mugny, and Juan-Antonio Pérez. 1998. The social construction of knowledge: Social marking and socio-cognitive conflict. The psychology of the social 77.Google Scholar
- Paul Dourish. 2004. Where the action is: the foundations of embodied interaction. MIT press.Google Scholar
Digital Library
- Stefania Druga, Sarah T.Vu, Eesh Likhith, and Tammy Qiu. 2019. Inclusive AI literacy for kids around the world.Google Scholar
- Allison Druin, Benjamin B Bederson, Juan Pablo Hourcade, Lisa Sherman, Glenda Revelle, Michele Platner, and Stacy Weng. 2001. Designing a digital library for young children. In Proceedings of the 1st ACM/IEEE-CS joint conference on Digital libraries, 398--405.Google Scholar
Digital Library
- Madeleine Clare Elish. 2019. Moral crumple zones: Cautionary tales in human-robot interaction. Engaging Science, Technology, and Society 5: 40--60.Google Scholar
Cross Ref
- Noel Enyedy, Joshua A Danish, Girlie Delacruz, and Melissa Kumar. 2012. Learning physics through play in an augmented reality environment. International journal of computer-supported collaborative learning 7, 3: 347--378.Google Scholar
- John H Falk and Lynn D Dierking. 2000. Learning from museums: Visitor experiences and the making of meaning. Altamira Press.Google Scholar
- William R Frey, Desmond U Patton, Michael B Gaskell, and Kyle A McGregor. 2020. Artificial intelligence and inclusion: Formerly gang-involved youth as domain experts for analyzing unstructured Twitter data. Social Science Computer Review 38, 1: 42--56.Google Scholar
Digital Library
- Helen L Gallagher and Christopher D Frith. 2003. Functional imaging of "theory of mind.' Trends in cognitive sciences 7, 2: 77--83.Google Scholar
- William Gaver. 2011. Making spaces: how design workbooks work. In Proceedings of the SIGCHI conference on human factors in computing systems, 1551--1560.Google Scholar
Digital Library
- William Gaver. 2012. What should we expect from research through design. In Proceedings of the SIGCHI conference on human factors in computing systems, 937--946.Google Scholar
Digital Library
- Erving Goffman. 2008. Behavior in public places. Simon and Schuster.Google Scholar
- Norma González, Luis C Moll, and Cathy Amanti. 2006. Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.Google Scholar
- Google. 2021. Experiments with Google. AI Experiments. Retrieved January 7, 2020 from https://experiments.withgoogle.com/collection/aiGoogle Scholar
- David Gunning. 2017. Explainable artificial intelligence (xai). Defense Advanced Research Projects Agency (DARPA), nd Web.Google Scholar
- Joshua P Gutwill and Sue Allen. 2010. Facilitating family group inquiry at science museum exhibits. Science Education 94, 4: 710--742.Google Scholar
Cross Ref
- Mark Guzdial. 2013. Exploring Hypotheses about Media Computation. In Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research, 19--26.Google Scholar
Digital Library
- Christian Heath and Dirk vom Lehn. 2008. Configuring "Interactivity" Enhancing Engagement in Science Centres and Museums. Social Studies of Science 38, 1: 63--91.Google Scholar
Cross Ref
- Rafael Lozano Hemmer. 2015. Level of Confidence. Retrieved from http://www.lozano-hemmer.com/artworks/level_of_confidence.phpGoogle Scholar
- Suzanne Hidi and K Ann Renninger. 2006. The four-phase model of interest development. Educational psychologist 41, 2: 111--127. https://doi.org/10.1207/s15326985ep4102_4Google Scholar
- Jon Hindmarsh, Christian Heath, Dirk Vom Lehn, and Jason Cleverly. 2005. Creating assemblies in public environments: Social interaction, interactive exhibits and CSCW. Computer Supported Cooperative Work (CSCW) 14, 1: 1--41.Google Scholar
Digital Library
- Michael S Horn, Erin Treacy Solovey, R Jordan Crouser, and Robert JK Jacob. 2009. Comparing the use of tangible and graphical programming languages for informal science education. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 975--984.Google Scholar
Digital Library
- Michael S. Horn, Erin Treacy Solovey, and Robert JK Jacob. 2008. Tangible programming and informal science learning: making TUIs work for museums. In Proceedings of the 7th international conference on Interaction design and children, 194--201. Retrieved October 31, 2015 from http://dl.acm.org/citation.cfm?id=1463756Google Scholar
Digital Library
- Eva Hornecker. 2005. A design theme for tangible interaction: embodied facilitation. In ECSCW 2005, 23--43.Google Scholar
Digital Library
- Eva Hornecker and Jacob Buur. 2006. Getting a grip on tangible interaction: a framework on physical space and social interaction. In Proceedings of the SIGCHI conference on Human Factors in computing systems, 437--446.Google Scholar
Digital Library
- Eva Hornecker and Luigina Ciolfi. 2019. Human-computer interactions in museums. Synthesis Lectures on Human-Centered Informatics 12, 2: i--171.Google Scholar
Cross Ref
- Thomas Humphrey, Joshua Gutwill, and The Exploratorium APE Team. 2005. Fostering Active Prolonged Engagement: The Art of Creating APE Exhibits. Routledge, Abingdon, UK.Google Scholar
- Mizuko Ito, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, and S Craig Watkins. 2013. Connected learning: An agenda for research and design. Digital Media and Learning Research Hub.Google Scholar
- Shahedul Huq Khandkar. 2009. Open coding. University of Calgary 23: 2009.Google Scholar
- Scott R Klemmer, Björn Hartmann, and Leila Takayama. 2006. How bodies matter: five themes for interaction design. In Proceedings of the 6th conference on Designing Interactive systems, 140--149.Google Scholar
Digital Library
- Sheila Krogh-Jespersen, Kimberly A Quinn, William Leo Donald Krenzer, Christine Thi Nguyen, Jana Greenslit, and Aaron Price. 2020. Exploring the Awe-some: Mobile eye-tracking insights into awe in a science museum.Google Scholar
- George Lakoff and Mark Johnson. 2008. Metaphors we live by. University of Chicago press.Google Scholar
- Jean Lave and Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge, UK.Google Scholar
Cross Ref
- Annabel Lindner, Stefan Seegerer, and Ralf Romeike. 2019. Unplugged Activities in the Context of AI. In International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, 123--135.Google Scholar
- Lucas Liu, Duri Long, and Brian Magerko. 2020. MoViz: A Visualization Tool for Comparing Motion Capture Data Clustering Algorithms. In Proceedings of the 7th International Conference on Movement and Computing, 1--8.Google Scholar
Digital Library
- Daria Loi, Thomas Lodato, Christine T Wolf, Raphael Arar, and Jeanette Blomberg. 2018. PD manifesto for AI futures. In Proceedings of the 15th Participatory Design Conference: Short Papers, Situated Actions, Workshops and Tutorial-Volume 2, 1--4.Google Scholar
Digital Library
- Duri Long, Mikhail Jacob, Nicholas Davis, and Brian Magerko. 2017. Designing for Socially Interactive Systems. In Proceedings of the 11th Conference on Creativity and Cognition.Google Scholar
Digital Library
- Duri Long, Mikhail Jacob, and Brian Magerko. 2019. Designing Co-Creative AI for Public Spaces.Google Scholar
- Duri Long and Brian Magerko. 2020. What is AI Literacy? Competencies and Design Considerations. In Proceedings of the 2020 ACM Conference on Human Factors in Computing Systems (CHI 2020). https://doi.org/10.1145/3313831.3376727Google Scholar
Digital Library
- Duri Long, Tom McKlin, Anna Weisling, William Martin, Steven Blough, Katlyn Voravong, and Brian Magerko. 2020. Out of Tune: Discord and Learning in a Music Programming Museum Exhibit. In Proceedings of the 2020 ACM Conference on Interaction Design and Children (IDC'20). https://doi.org/10.1145/3392063.3394430Google Scholar
Digital Library
- Duri Long, Tom McKlin, Anna Weisling, William Martin, Hannah Guthrie, and Brian Magerko. 2019. Trajectories of Physical Engagement and Expression in a Co-Creative Museum Installation. In Proceedings of the 2019 ACM Conference on Creativity and Cognition. https://doi.org/10.1145/3325480.3325505Google Scholar
Digital Library
- Martin Ludvigsen. 2005. Designing for social use in public places--A conceptual framework of social interaction. Proceedings of Designing Pleasurable Products and Interfaces, DPPI 5: 389--408.Google Scholar
- Caitlin Lustig. 2019. Intersecting Imaginaries: Visions of Decentralized Autonomous Systems. Proceedings of the ACM on Human-Computer Interaction 3, CSCW: 1--27.Google Scholar
Digital Library
- Brian Magerko, Jason Freeman, Tom McKlin, Mike Reilly, Elise Livingston, Scott McCoid, and Andrea Crews-Brown. 2016. EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education. ACM Transactions on Computing Education (TOCE) 16, 4: 14. https://doi.org/10.1145/2886418Google Scholar
Digital Library
- Ann Mintz. 2005. Science, society and science centres.Google Scholar
- Museum of Science and Industry, Chicago. 2018. Robot Revolution. Retrieved from https://www.msichicago.org/explore/whats-here/exhibits/robot-revolution/Google Scholar
- Tomohiro Nishida, Susumu Kanemune, Yukio Idosaka, Mitaro Namiki, Tim Bell, and Yasushi Kuno. 2009. A CS unplugged design pattern. ACM SIGCSE Bulletin 41, 1: 231--235.Google Scholar
Digital Library
- Lorelli S Nowell, Jill M Norris, Deborah E White, and Nancy J Moules. 2017. Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods 16, 1: 1609406917733847.Google Scholar
Cross Ref
- Hyunjoo Oh, Anisha Deshmane, Feiran Li, Ji Yeon Han, Matt Stewart, Michael Tsai, Xing Xu, and Ian Oakley. 2013. The digital dream lab: tabletop puzzle blocks for exploring programmatic concepts. In Proceedings of the 7th international conference on tangible, embedded and embodied interaction, 51--56.Google Scholar
Digital Library
- Marina Papastergiou. 2008. Are computer science and information technology still masculine fields? High school students' perceptions and career choices. Computers and Education 51, 2: 594--608.Google Scholar
Digital Library
- Eli Pariser. 2011. The filter bubble: How the new personalized web is changing what we read and how we think. Penguin.Google Scholar
Digital Library
- Aaron Price and B Pernot. 2015. Educational & Demographic Backgrounds of Guests on the Museum Floor. Museum of Science and Industry, Chicago.Google Scholar
- ReadyAI. 2020. Cozmo as a Self-Driving Car Exhibit at Carnegie Science Center. Retrieved from https://www.youtube.com/watch?v=1XygLnR1Gd8Google Scholar
- Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, and Kafai, Yasmin. 2009. Scratch: Programming for All. Communications of the ACM 52, 11: 60--67. https://doi.org/10.1145/1592761.1592779Google Scholar
Digital Library
- Jessica Roberts and Leilah Lyons. 2017. Scoring Qualitative Informal Learning Dialogue: The SQuILD Method for Measuring Museum Learning Talk. Philadelphia, PA: International Society of the Learning Sciences.Google Scholar
- Kasper Rodil, Matthias Rehm, and Antonia Lina Krummheuer. 2018. Co-designing social robots with cognitively impaired citizens. In Proceedings of the 10th Nordic Conference on Human-Computer Interaction, 686--690.Google Scholar
Digital Library
- Liz Sanders. 2012. Convivial Toolbox: Generative Research for the Front End of Design pdf by.Google Scholar
- Joe Saunders, Dag Sverre Syrdal, Kheng Lee Koay, Nathan Burke, and Kerstin Dautenhahn. 2015. "Teach Me--Show Me"-end-user personalization of a smart home and companion robot. IEEE Transactions on Human-Machine Systems 46, 1: 27--40.Google Scholar
Cross Ref
- Ben Rydal Shapiro, Rogers P Hall, and David A Owens. 2017. Developing & using interaction geography in a museum. International Journal of Computer-Supported Collaborative Learning 12, 4: 377--399.Google Scholar
Cross Ref
- Zoe Skinner, Stacey Brown, and Greg Walsh. 2020. Children of Color's Perceptions of Fairness in AI: An Exploration of Equitable and Inclusive Co-Design. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1--8.Google Scholar
Digital Library
- Matthew Smith, Christian Szongott, Benjamin Henne, and Gabriele Von Voigt. 2012. Big data privacy issues in public social media. In 2012 6th IEEE International Conference on Digital Ecosystems and Technologies (DEST), 1--6.Google Scholar
Cross Ref
- Scott S Snibbe and Hayes S Raffle. 2009. Social immersive media: pursuing best practices for multi-user interactive camera/projector exhibits. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1447--1456.Google Scholar
Digital Library
- Karen Sullenger. 2006. Beyond School Walls: Informal Education and the Culture of Science. Education Canada 46, 3: 15--18.Google Scholar
- Elisabeth Sulmont, Elizabeth Patitsas, and Jeremy R Cooperstock. 2019. Can You Teach Me To Machine Learn? In Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 948--954.Google Scholar
Digital Library
- The Barbican. 2019. AI: More Than Human. Retrieved from https://www.barbican.org.uk/whats-on/2019/event/ai-more-than-humanGoogle Scholar
- Peter Tolmie, Steve Benford, Chris Greenhalgh, Tom Rodden, and Stuart Reeves. 2014. Supporting group interactions in museum visiting. In Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing, 1049--1059.Google Scholar
Digital Library
- David Touretzky, Christina Gardner-McCune, Fred Martin, and Deborah Seehorn. 2019. Envisioning AI for K-12: What should every child know about AI? In Proceedings of the 2019 Conference on Artificial Intelligence.Google Scholar
Digital Library
- David S Touretzky. 2017. Computational thinking and mental models: From kodu to calypso. In Blocks and Beyond Workshop (B&B), 2017 IEEE, 71--78.Google Scholar
Cross Ref
- Lev Semenovich Vygotsky. 1980. Mind in society: The development of higher psychological processes. Harvard university press.Google Scholar
- Greg Walsh, Alison Druin, Mona Leigh Guha, Elizabeth Foss, Evan Golub, Leshell Hatley, Elizabeth Bonsignore, and Sonia Franckel. 2010. Layered elaboration: a new technique for co-design with children. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 1237--1240.Google Scholar
Digital Library
- Greg Walsh and Elizabeth Foss. 2015. A case for intergenerational distributed co-design: the online kidsteam example. In Proceedings of the 14th International Conference on Interaction Design and Children, 99--108.Google Scholar
Digital Library
- Danding Wang, Qian Yang, Ashraf Abdul, and Brian Y Lim. 2019. Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems, 1--15.Google Scholar
Digital Library
- Henry M Wellman, David Cross, and Julanne Watson. 2001. Meta-analysis of theory-of-mind development: The truth about false belief. Child development 72, 3: 655--684.Google Scholar
- Linda L. Werner, Brian Hanks, and Charlie McDowell. 2004. Pair-programming helps female computer science students. Journal on Educational Resources in Computing (JERIC) 4, 1: 4.Google Scholar
Digital Library
- Niels Wouters, John Downs, Mitchell Harrop, Travis Cox, Eduardo Oliveira, Sarah Webber, Frank Vetere, and Andrew Vande Moere. 2016. Uncovering the honeypot effect: How audiences engage with public interactive systems. In Proceedings of the 2016 ACM Conference on Designing Interactive Systems, 5--16.Google Scholar
Digital Library
- Jason C Yip, Tamara Clegg, June Ahn, Judith Odili Uchidiuno, Elizabeth Bonsignore, Austin Beck, Daniel Pauw, and Kelly Mills. 2016. The evolution of engagements and social bonds during child-parent co-design. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 3607--3619.Google Scholar
Digital Library
- Xiaofei Zhou, Jessica Van Brummelen, and Phoebe Lin. 2020. Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework. arXiv preprint arXiv:2009.10228.Google Scholar
- Heather Toomey Zimmerman, Suzanne Reeve, and Philip Bell. 2010. Family sense-making practices in science center conversations. Science Education 94, 3: 478--505.Google Scholar
Cross Ref
- John Zimmerman, Jodi Forlizzi, and Shelley Evenson. 2007. Research through design as a method for interaction design research in HCI. In Proceedings of the SIGCHI conference on Human factors in computing systems, 493--502.Google Scholar
Digital Library
- Abigail Zimmermann-Niefield, Makenna Turner, Bridget Murphy, Shaun K Kane, and R Benjamin Shapiro. 2019. Youth Learning Machine Learning through Building Models of Athletic Moves. In Proceedings of the 18th ACM International Conference on Interaction Design and Children, 121--132.Google Scholar
Digital Library
Index Terms
Co-Designing AI Literacy Exhibits for Informal Learning Spaces
Recommendations
The Role of Collaboration, Creativity, and Embodiment in AI Learning Experiences
C&C '21: Proceedings of the 13th Conference on Creativity and CognitionFostering public AI literacy (i.e. a high-level understanding of artificial intelligence (AI) that allows individuals to critically and effectively use AI technologies) is increasingly important as AI is integrated into individuals’ everyday lives and ...
Family Learning Talk in AI Literacy Learning Activities
CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing SystemsThe unique role that AI plays in making decisions that affect human lives creates a need to foster improved public understanding of AI systems. Informal learning spaces are particularly important contexts for fostering AI literacy, as they have the ...
AI Literacy for All: A Participatory Approach
ITiCSE 2023: Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2AI is progressively being incorporated into our daily lives, however, public awareness of AI is limited. AI literacy is and will continue to be an important skill for everyone. This project aims to investigate how various members of the public -- in ...






Comments