How can educators use fictional fantasy maps to teach evidence, uncertainty, and privacy?

Neuhaus

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I am planning an adult-learning activity about critical thinking and responsible use of generative tools. The class would receive a fictional tabletop-adventure brief and design a top-down encounter map. The aim is not to test artistic skill. It is to practice separating requirements, observations, assumptions, and decisions.

Learners would first list what the brief actually states: entrances, room connections, approximate scale, intended routes, and environmental constraints. They would then mark assumptions such as whether a dark shape is a wall, a shadow, or decoration. Each group would keep a small evidence ledger with four columns: source statement, map feature, confidence level, and review action. A second group would inspect the draft without seeing the original prompt and identify places where the visual result could be misunderstood.

For the AI-assisted drafting step, a tool such as dndmapmaker.com/ could be used to plan rooms and routes, generate a top-down scene, revise a selected area, and export a map. Disclosure: DnD Map Maker is an AI-assisted project associated with this question. Generated maps still require human review, and I am not claiming classroom outcomes or universal suitability.

The privacy rule would be to use only fictional locations, characters, and events. Learners should not upload private student work, real addresses, identifiable photographs, or confidential campaign notes. The final reflection would ask which features were supported by evidence, which were inferred, what uncertainty remains, and what should be checked before sharing the export.

How would you assess this activity fairly? I am considering a rubric with evidence traceability, explicit uncertainty, privacy choices, revision quality, and clarity of the final handoff. Would you add a separate criterion for challenging an AI-generated feature, or include that inside evidence and revision?