The social media account "BrainyBotsClub" is a platform dedicated to educating high school students about AI, specifically how it works, what it does, and how they can use it in ways that allow them to still think critically. Our goal for our social media page is to help high school students navigate the growing world of AI. This will be achieved through education of the various types of AI, understanding of AI hallucinations, and increased AI literacy.
MAIN GOALS!
Help high schoolers understand that artificial general intelligence (AGI) does not exist, rather we have narrow AI models
Understand AI hallucinations
Educate about learning AI literacy and how that can help with future usage of AI
Marvel Contest of Champions (n.d.)
High schoolers are one of the youngest generations to be interacting with AI. They are exposed to it on social media, in school, and everywhere in between. From an education perspective, these students have not had much education without the availability of AI. To these students, AI has been an assistant to them through every class and assignment. They have been given an outlet that limits problem solving and creative thinking. Just because AI can limit these processes, does not mean it has to. AI can, and should, be used as a tool to help high schoolers through their education, not as a crutch so they can round-about the necessary processes involved in school.
There are lots of misconceptions surrounding AI. These myths are easily spread due to the high interconnections of society and integration of AI in just about every piece of technology that we use. By educating high schoolers in a way that we know they will see it, we can help them to become more informed about AI and lead them to using AI as a tool, not a crutch.
There are 3 different kinds of AI models: compuationalism, robotics, and connectionism. The one most high school students interact with is connectionism, as this form is involved with large language models (LLMs) and generative pre-trained transformers (GPTs). These models mimic human responses by having artificial networks with synapses. To the user, this can feel like interacting with a human, but it is far from that. LLMs and GPTs do not have human cortices with synapses, which contain hundreds of thousands of synapses, allowing our brain to process loads of information. Connectionism models have outputs of anywhere between 1 and 256 "neurons" that attempt to output the user's desired response.
Computationalism and robotics are not interacted with as often and do not give the same satisfaction of interacting with them as connectionism AI models do. Computationalism models do not try to seem human-like and provide more "logical" answers. Robotics are focused more on intelligence. While they do try to simulate human behavior, that is more of an end goal rather than what they achieve now.
As of right now, AGI is not a thing. In media, we see the extremes of what AI has been imagined to be. Movies such as WALL-E, Avengers: Age of Ultron, and the Terminator series explore the idea of AGI. AGI would mean that AI is able to make its own decisions and think for itself. As of the creation of our social media page, AGI is unable to be developed, as it is seen as complex. Current AI models use algorithms of data to give the user the desired response.
AI hallucinations are instances where an LLM creates information that is not factual and does not correspond to reality. AI has limits to its knowledge and training inputs, leading to these hallucinations.
This is somewhat similar to human forgetting. Forgetting is an essential and adaptive function of human memory, allowing us to focus on relevant information and update our knowledge. This process is primarily caused by ineffective coding or cueing. These failures are observed within the different memory systems, including the working and long-term memory systems.
Working memory (WM) is like a mental workbench; it's a small, temporary system that holds and actively processes the information we need right now to perform complex cognitive activities. This includes understanding language, acquiring new knowledge, and solving problems. Information is quickly forgotten from WM due to its limited capacity and rapid decay.
Long-term memory (LTM) is the system responsible for storing vast amounts of information that can be retained for extended durations, potentially spanning a lifetime. LTM is typically forgotten due to a retrieval failure where the memory is present but temporarily inaccessible.
When we look at these ideas together, we can see that AI hallucinations are essentially the computer version of human forgetting. In people, forgetting often happens because the right cue isn't there to bring a memory back, or because other memories get in the way. In a similar way, an AI hallucinates when its system pulls up the most statistically likely answer rather than the most accurate one. Both the human brain and AI models are built to work efficiently and to generalize, meaning they focus on capturing the overall idea rather than storing every detail perfectly. As a result, both human forgetting and AI hallucinations show the same basic trade-off: being fast, flexible, and adaptable sometimes leads to occasional factual errors.
YourGPT (2025)
As AI rapidly moves from a specialized tool to a constant presence in daily life and professional work, being AI-literate has become an essential competency for navigating and thriving in the digital world. AI literacy is defined as the skills people use to interact with AI, such as evaluate, communicate, and collaborate to use as a tool in various settings. Many people are aware of how to use AI on a surface level, but being able to dive deeper into AI responses is crucial for increased AI literacy.
An example of when someone would need to be AI literate would be when using AI to study for an exam. While AI can be useful for fact-checking and getting quick and clear responses, it also must be recognized that AI can make mistakes. By cross-referencing AI responses with class notes or other sources, then the user can guarantee the information presented is accurate.
AI Mythbusting Video
Ackerson, N. (2023, February 21). GPT is an unreliable information store: Understanding the limitations and dangers of large language models. Medium. https://medium.com/data-science/chatgpt-insists-i-am-dead-and-the-problem-with-language-models-db5a36c22f11
Andoh, E. (2025, October 1). Many teens are turning to AI chatbots for friendship and emotional support. American Psychological Association. https://www.apa.org/monitor/2025/10/technology-youth-friendships
HopeLab. (n.d.). What teens say adults should know about their uses of AI. https://hopelab.org/stories/what-teens-say-adults-should-know-about-their-uses-of-ai
Kassan, P. (2006). AI gone awry: The futile quest for artificial intelligence. Skeptic, 12(2), 30-37. https://moodle.pacificu.edu/pluginfile.php/1846166/mod_resource/content/1/Kassen%202006%20AI%20gone%20awry.pdf
Kleinknecht, E. (2025a). Week 2 [PowerPoint slides] Moodle. https://moodle.pacificu.edu/pluginfile.php/1866821/mod_resource/content/0/PSY206F25_Week2.pdf
Kleinknecht, E. (2025c). Week 3 [PowerPoint slides] Moodle. https://moodle.pacificu.edu/pluginfile.php/1880325/mod_resource/content/0/PSY206F25_Week3.pdf
Kleinknecht, E. (2025b). Week 7 [PowerPoint slides] Moodle. https://moodle.pacificu.edu/pluginfile.php/1880325/mod_resource/content/0/PSY206F25_Week7.pdf
Korteling, J. E., van de Boer-Visschedijk, G. C., Blankendaal, R. A. M., Boonekamp, R. C. & Eikelboom, A. R. (2021). Human- versus artificial intelligence. Frontiers in Artificial Intelligence, 4. 1-13. https://moodle.pacificu.edu/pluginfile.php/1846167/mod_resource/content/1/Human-%20versus%20Artificial%20Intelligence.pdf
Liang, W. (2025, June 2). COMMENTARY: Artificial intelligence isn't ruining education; it's exposing what's already broken. EdSource. https://edsource.org/2025/artificial-intelligence-isnt-ruining-education-its-exposing-whats-already-broken/733854
Long, D. & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. https://moodle.pacificu.edu/pluginfile.php/1881619/mod_resource/content/0/What%20is%20AI%20Literacy_%20Competencies%20and%20Design%20Considerations.pdf
Marvel Contest of Champions. (n.d.). Ultron [Image]. https://playcontestofchampions.com/news/champion-spotlight-ultron-classic/
Murray, S. (2025). Does AI limit our creativity? Knowledge at Wharton. https://knowledge.wharton.upenn.edu/article/does-ai-limit-our-creativity/
When AI Gets It Wrong: Addressing AI Hallucinations and Bias. (n.d.). MIT Sloan Teaching & Learning Technologies. https://mitsloanedtech.mit.edu/ai/basics/addressing-ai-hallucinations-and-bias/
YourGPT. (2025). The parachute myth and AI errors [Image]. https://yourgpt.ai/blog/general/ai-hallucinations-and-ways-to-avoid
Hi there! I'm Brooke and I am a senior kinesiology major and a sports leadership and management minor. This project is important to me because younger generations should be aware of how AI is used in their daily lives. With information about AI coming at them from various perspectives (social media, school, personal use, etc.), knowledge about what AI is and how to use it will be beneficial for younger generations navigating the digital world.
Hello! I'm Valon, a sophomore, Marketing Major. This project is important to me because AI is prevailing and its involvement for the upcoming generation is very important. Understanding the good and bad at these beginning stages is key.
Hi! I'm Kymberlyn, a senior, Kinesiology major. This project is important to me because high schoolers are now in command of AI. Telling them what is and isn't true would be beneficial to them because technology isn't going away, and the use of AI will only increase as time progresses.
Hi everyone! I'm Chancie, a Junior, Psychology Major. This project is important to me because AI currently sticks out as a big role in education systems (both positive and negative), yet there is not much content or literacy on the subject of AI for younger students which I think is important for future scholars.
We used AI tools, specifically ChatGPT and Google Gemini, to support the creation of our website. For the project itself, we used AI to create example scenarios and brainstorm ideas for our account handle. AI also helped up smooth out our writing to help increase clarity. For our references, AI helped us to be sure our references were formatted correctly.