AI Integration Study into Family Education Guided by Symbolic Interaction Theory: Exemplified by Tmall Genie and Duer in Families of Children Aged 6 to 12

2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM) Pub Date : 2021-01-01 DOI:10.1109/ICEKIM52309.2021.00082

Xingwen Wu, Peixuan Ye, Zilin Li

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Abstract

Currently, artificial intelligence robots, which are designed for educational purposes, has gradually been noticed by more and more parents. Thus, an increasing number of AI robots begin to be used as an educational assistant for parents or a companion and teacher for children. Generally, interactions between children and AI have two benefits for children. One is learning specific knowledge, and the other one relates to the influence that robots have on the socialization process of children through interactions. This article shows that the family who use the educational AI Duer and Tmall Genie can enable the instrumental knowledge symbols to be better delivered to children, but the contextual knowledge symbols can cause children to have the consciousness that “self” or “AI” is not human, due to the relative difference between the characteristics of different knowledge symbols and the speed of children's cognition and internalization. Through the utility of educational AI, the psychological control chain of the family has also been changed.

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符号互动理论指导下的AI融入家庭教育研究——以6 - 12岁儿童家庭中的天猫精灵和杜尔为例

目前，为教育目的而设计的人工智能机器人已经逐渐被越来越多的家长所注意。因此，越来越多的人工智能机器人开始被用作父母的教育助手或孩子的伴侣和老师。一般来说，儿童与人工智能之间的互动对儿童有两个好处。一个是学习特定的知识，另一个是关于机器人通过互动对儿童社会化过程的影响。本文表明，使用教育性AI杜儿和天猫精灵的家庭可以使工具性知识符号更好地传递给儿童，但情境性知识符号会使儿童产生“自我”或“AI”不是人类的意识，这是由于不同知识符号的特征和儿童认知内化速度的相对差异造成的。通过教育人工智能的效用，家庭的心理控制链也被改变了。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM)

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