Students from across the country gathered to explore how generative artificial intelligence (AI) could make language learning more interactive during a national hackathon hosted by the University of Hawaiʻi at 惭ā苍辞补’s (Tech Center).
The 2026 Hack the Language Flagship Hackathon, held at the University of Georgia April 10–11, brought together 45 students from 13 colleges and universities representing 15 Language Flagship programs. Participants worked in six languages: Arabic, Chinese, Korean, Persian, Portuguese and Russian.
Led by 糖心视频 惭ā苍辞补 faculty members Molly Godwin-Jones and Richard Medina, students worked in multilingual teams to create AI-powered tools that build on InContext, a free educational app developed with support from the Tech Center to help language learners navigate cultural misunderstandings.
“This event gives students an opportunity to creatively and critically apply generative AI technology to authentic language learning challenges,” said Julio Rodriguez, director of the Tech Center and principal investigator of the national project. “By focusing on generative AI and intercultural communication, participants were able to imagine new ways of helping learners engage.”
Nine teams spent two days designing and testing ideas. Each team included at least one computer science student, while many participants also brought study abroad experience to the challenge.
Winning project: same language, different locations
The winning project, GeoNorm AI, transforms InContext language-learning scenarios into interactive AI conversations while helping learners understand how the same language is used differently across countries and regions.
Two additional teams earned honorable mention. A Day Abroad developed a game that challenges users to navigate real-world cultural situations. Study Abroad with a Cephalopod featured “Cece the Cephalopod,” a customizable octopus guide that helps students practice language and cultural skills through interactive study abroad simulations.
“We are always impressed with how far students go,” said project lead Godwin-Jones. “There’s really no predicting what they will come up with in response to challenges that they themselves have identified in their language learning journeys.”