#867: Playing with Intelligence: Evolving Epistemic Criteria in a Turing Test–Like Game

This study investigates how learners developed epistemic understanding of artificial intelligence through participation in a multiplayer Turing test-like game. Informed by the framework of epistemic cognition, we analyzed how 32 middle school students’ game strategies and epistemic criteria evolved across four gameplay sessions. Findings show that students’ epistemic criteria for identifying AI shifted from focusing on surface linguistic cues to socially and contextually grounded judgments. The study illustrates how game-based environments can foster the development of epistemic cognition through reflective reasoning.