2025/05/22 by Dangol, Aayushi, Daeun Yoo, Wolfe, Robert +7 · 1 citation
Computer Science · Psychology · Social Sciences · #Child Development and Digital Technology #Child and Animal Learning Development #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC) #Teaching and Learning Programming
paper · pdf · doi:10.48550/arxiv.2505.16089
openalex publication_date 2025/05/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
As generative artificial intelligence (genAI) increasingly mediates how children learn, communicate, and engage with digital content, understanding children's hopes and fears about this emerging technology is crucial. In a pilot study with 37 fifth-graders, we explored how children (ages 9-10) envision genAI and the roles they believe it should play in their daily life. Our findings reveal three key ways children envision genAI: as a companion providing guidance, a collaborator working alongside them, and a task automator that offloads responsibilities. However, alongside these hopeful views, children expressed fears about overreliance, particularly in academic settings, linking it to fears of diminished learning, disciplinary consequences, and long-term failure. This study highlights the need for child-centric AI design that balances these tensions, empowering children with the skills to critically engage with and navigate their evolving relationships with digital technologies.