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All Journal Journal of Applied Artificial Intelligence in Education
Yang, Xia
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Computer Science & IT Education

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Rural High School Zero-Cost Offline Generative AI Maker Education Framework: Design, Implementation, and Research on AI Literacy Evolution in Rural China Yang, Xia
Journal of Applied Artificial Intelligence in Education Vol 2, No 1 (2026): July 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/jaaie.v2i1.481

Abstract

The rapid development of generative artificial intelligence GenAI brings opportunities to K-12 education while simultaneously exacerbating the digital divide in low-resource regions. This study addresses the realities of backward infrastructure and unstable networks in Chinese rural high schools by designing and validating a fully localized, zero-cost offline GenAI maker education framework. It utilizes the Ollama offline engine, Open WebUI interface, and text adventure game templates to achieve multimodal interaction in network-free environments. Centered on Seymour Papert’s constructionism theory, it proposes the “Offline GenAI Maker Education Peak Progressive Framework.” Through an 8-week progressive curriculum basic narrative → cultural multimodal → emotional companionship → ethical guardianship → comprehensive originality → meta-reflection, a quasi-experimental intervention was conducted in a Grade 10 class N=50 at a rural high school in Hebei Province. The results show that students’ AI literacy exhibited significant multi-stage peak evolution: rapid early increases in textual depth and cultural integration, successive mid-term peaks in emotional engagement and ethical critique, later expansion of originality capabilities, and, by Week 8, the achievement of closed-loop internalization of cognition–emotion–responsibility through meta-reflection. All dimensions showed pre- and post-intervention effect sizes of Cohen’s d > 3.2 p < 0.001, using a researcher-developed 5-point standardized scale; due to the extremely low baseline among rural students and the narrow scoring range, a certain ceiling effect exists. All 50 students produced complete original interactive games that met the preset evaluation standards. The study validates the localized pathway of constructionism in low-resource contexts in the digital era, fills the empirical gap in fully offline GenAI education for rural high schools, and provides a replicable Chinese solution for educational equity in the Global South
A MobileViT-Based Offline Low-Resource AI Hardware Simulation Framework: An Exploratory Pilot Study in STEM Education for Rural High Schools in China Yang, Xia
Journal of Applied Artificial Intelligence in Education Vol 2, No 2 (2027): January 2027
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/jaaie.v2i2.579

Abstract

Rural high schools in low-resource environments face significant barriers to AI-enhanced hardware simulations, including limited network bandwidth, low-specification devices, and a lack of localized offline tools. This exploratory pilot study proposes and evaluates a low-resource open-source AI simulation framework integrating MobileViT for student behavior detection, Grad-CAM heatmaps, and open-source tools such as QEMU, Logisim-evolution, Tinkercad AR, MagicSchool.ai, and Blender. The framework was implemented through WeChat in an 8-week A/B testing intervention involving 25 students from a rural high school in central China. It was optimized for offline compatibility, rural agricultural contextualization, and privacy protection using anonymous IDs. An exploratory statistical analysis was performed to examine the potential mediating pathways. The results showed approximately 30% improvement in learning efficiency, 25% improvement in test accuracy, and 28% improvement in participation rate, with bootstrap-based 95% confidence intervals indicating positive effects, although these should be interpreted cautiously due to the small sample size. Large effect sizes were observed (Cohen’s d > 0.8, p < 0.001); however, their generalizability remains limited in this pilot context. MobileViT showed a preliminary mediating role in increasing participation and reducing cognitive load, consistent with Cognitive Load Theory and Self-Determination Theory. The framework supports UNESCO’s digital equity principles through equitable access, bias minimization, privacy protection, community participation, zero-cost deployment on standard teacher PCs, and a public GitHub repository with CI/CD pipelines. This study offers a practical and replicable preliminary solution for inclusive STEM education in resource-constrained K-12 classrooms globally.
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