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"If anybody finds out you are in BIG TROUBLE": Understanding Children's Hopes, Fears, and Evaluations of Generative AI

Aayushi Dangol, Robert Wolfe, Daeun Yoo, Arya Thiruvillakkat, Ben Chickadel, Julie A. Kientz

TL;DR

The paper investigates how children aged 9–10 perceive generative AI and the roles they envision for it in education and daily life. Using a three-session classroom pilot with 37 fifth-graders and a hopes-and-fears framework, it analyzes non-embodied genAI interactions through agent exploration, collaborative tasks, and explicit evaluation criteria. Key findings reveal three perceived roles for genAI—advisor, collaborator, and task automator—alongside fears of diminished learning, disciplinary risks, and negative long-term outcomes, with concrete evaluation criteria including accuracy, speed, clarity, creativity, and social-emotional engagement. The study highlights the need for child-centered AI design and AI literacy to help youth navigate evolving relationships with digital technologies in educational settings.

Abstract

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.

"If anybody finds out you are in BIG TROUBLE": Understanding Children's Hopes, Fears, and Evaluations of Generative AI

TL;DR

The paper investigates how children aged 9–10 perceive generative AI and the roles they envision for it in education and daily life. Using a three-session classroom pilot with 37 fifth-graders and a hopes-and-fears framework, it analyzes non-embodied genAI interactions through agent exploration, collaborative tasks, and explicit evaluation criteria. Key findings reveal three perceived roles for genAI—advisor, collaborator, and task automator—alongside fears of diminished learning, disciplinary risks, and negative long-term outcomes, with concrete evaluation criteria including accuracy, speed, clarity, creativity, and social-emotional engagement. The study highlights the need for child-centered AI design and AI literacy to help youth navigate evolving relationships with digital technologies in educational settings.

Abstract

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.

Paper Structure

This paper contains 9 sections, 3 figures.

Table of Contents

  1. Introduction
  2. Related Work
  3. Methods
  4. Classroom Sessions
  5. Findings
  6. Hope for AI to Enrich Everyday Experiences
  7. Fear of Losing Learning Opportunities and Impact on Future Success
  8. Children’s Criteria for Evaluating Generative AI
  9. Discussion & Future Work

Figures (3)

  • Figure 1: Fifth grade students engaging with generative AI during their Technology class.
  • Figure 2: Examples of genAI agents used by students, assisting with songwriting, video game development, and cooking.
  • Figure 3: Children's conceptualization of generative AI as a supportive tool in their daily life. The drawings depict genAI as a homework assistant (A) and as a helper in organizing a room (B), offering suggestions on what to keep and discard.