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

TL;DR

This study explores fifth-graders' perceptions of generative AI, revealing their hopes for companionship and collaboration, alongside fears of overreliance and diminished learning, emphasizing the need for child-centric AI design.

Contribution

It provides novel insights into children's perceptions of genAI, highlighting their envisioned roles and associated fears, informing child-centered AI development.

Findings

Children see genAI as a guide, collaborator, and task automator.

Fears include overreliance, reduced learning, and disciplinary issues.

Children desire balanced, empowering AI interactions.

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.