Prof Srijita Chakraburty is a Learning Sciences researcher whose work lies at the intersection of AI, computing, and education. Her research focuses on designing theory-driven and developmentally appropriate learning experiences that support how children understand artificial intelligence and computing concepts.
Grounded in learning theories and the learning sciences, her work examines how learners develop conceptual understanding through scaffolded, inquiry-oriented, and socially situated learning environments. She is particularly interested in how theories of learning can inform the design of AI and computing education experiences that are meaningful, accessible and responsive to learners’ developmental pathways.
Her research explores how young learners reason about foundational AI and computing concepts such as data, machine learning, computer vision, and algorithmic decision-making. Through the development of AI learning progressions, assessments, and interactive learning environments, she studies how learners move from intuitive understandings toward more mechanistic and explanatory reasoning about AI systems.
Prof Chakraburty has contributed to multiple NSF-funded projects focused on integrating AI and computing into K–12 classrooms through participatory co-design with teachers. Her work combines approaches from the learning sciences, human-centered AI, and computing education to investigate how instructional scaffolds, dialogue, and collaborative inquiry support conceptual growth and computational thinking.
Prior to joining Plaksha, she completed her PhD in Learning Sciences at Indiana University Bloomington. She also brings experience from computer science, educational technology, and K–12 teaching contexts, including her work as a Teach For India Fellow and as a technical analyst in the software industry.
Her broader interests include AI literacy, computing education, computational thinking, inquiry-based learning, learning theory-driven design and the role of human-centered AI in education.
