Participant Stories

At a hackathon, I was excited when we recognised a real problem in game publishing. Moving from a vague idea to a specific problem is one of the reasons I enjoy hackathons.

I am also developing Research-Triage with my teammates. Through guided questions and structured choices, it helps students interested in interdisciplinary learning clarify their questions and form an action plan with adjustable language complexity. It is still a prototype.

For me, AI education needs to develop the ability to think actively about the limits of tools. I hope AI can act as a coach, helping young people practise asking questions, experimenting and making independent judgements.

What moves me most about hackathons is not what we make at the end. It is a room full of people who assume that if you can think of it, you can try making it. Every time I return, I feel I had made things seem too difficult.

For me, AI has broken down the barrier of whether I can build something. The question becomes: what do I actually want to make? At school, we are rarely asked that.

My mother once asked how my AI was different from a search engine. I could not answer then. Later, I began telling it about what I was doing, rather than only asking questions. With more relevant context, its responses became more useful to me.