Cyberharassment is a critical, socially relevant cybersecurity problem
because of the adverse effects it can have on targeted groups or individuals.
While progress has been made in understanding cyber-harassment, its detection,
attacks on artificial intelligence (AI) based cyberharassment systems, and the
social problems in cyberharassment detectors, little has been done in designing
experiential learning educational materials that engage students in this
emerging social cybersecurity in the era of AI. Experiential learning
opportunities are usually provided through capstone projects and engineering
design courses in STEM programs such as computer science. While capstone
projects are an excellent example of experiential learning, given the
interdisciplinary nature of this emerging social cybersecurity problem, it can
be challenging to use them to engage non-computing students without prior
knowledge of AI. Because of this, we were motivated to develop a hands-on lab
platform that provided experiential learning experiences to non-computing
students with little or no background knowledge in AI and discussed the lessons
learned in developing this lab. In this lab used by social science students at
North Carolina A&T State University across two semesters (spring and fall) in
2022, students are given a detailed lab manual and are to complete a set of
well-detailed tasks. Through this process, students learn AI concepts and the
application of AI for cyberharassment detection. Using pre- and post-surveys,
we asked students to rate their knowledge or skills in AI and their
understanding of the concepts learned. The results revealed that the students
moderately understood the concepts of AI and cyberharassment.

为了解决针对非计算机专业学生使用人工智能进行网络骚扰检测时的设计问题，我们设计了一个动手实验平台，使非计算机专业的学生能够通过实践学习人工智能和网络骚扰检测的概念与应用。调查结果显示，学生对人工智能和网络骚扰检测的概念有较好的理解。