Computer simulations for teaching an AI algorithm: The case of psychology students struggling with Support Vector Machines

Computer simulations can be a great support in education, especially in learning contexts deemed too complex such as AI. In this work we examined how a web-based simulation implementing Support Vector Machines (an AI classification algorithm) can affect perceived learning and cognitive load in a group of psychology students. Results of this preliminary work suggest that the specific implemented simulation did not affect perceived learning but may have differently affected cognitive load in students with different educational backgrounds (scientific vs humanistic). Differences related to the high-school educational background are discussed and future perspectives are drawn.