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Training an AI rover for Mars: Why and how?

Cathal Doyle, Stephen Ross, Cathy Buntting, Matt Boucher, and Tanya Kotzé

This article reports on a case study from a larger project exploring ways in which online citizen science projects can enhance students’ learning in science and in digital technology. In this case, two teachers integrated the digital technology curriculum with the science capability “interpreting representations” using the engaging context of Mars. As part of the unit, the students contributed to the online citizen science project AI4Mars, did some unplugged computational thinking, and then transferred this learning to learning to program mBots. Our aim is to inspire others to plan curricula that integrate opportunities for developing students’ science capabilities and their digital technology skills.

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