AI robots promote South Korean preschoolers' AI literacy and computational thinking

IF 1.7 3区社会学 Q2 FAMILY STUDIES

Family Relations Pub Date : 2025-05-26 DOI:10.1111/fare.13189

Boram Lee, Seulki Ku, Kwangman Ko

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引用次数: 0

Abstract

Objective

Using a mixed-methods approach, we explored the role of AI humanoid robots in the development of child AI literacy and computational thinking. We also examined teachers' and parents' experiences and perceptions of AI robots.

Background

The rapid development of AI has fundamentally transformed the way families live, learn, and work. Thus, it is crucial to examine the experiences of young children and their families with AI.

Method

The study involved 73 five-year-old children from low-income, rural areas in South Korea, along with their teachers and parents. Children were divided into two groups: one exposed to an AI robot for 6 months and the other for 18 months. Data were collected through assessments of children's AI literacy and computational thinking, as well as interviews with eight teachers and eight parents.

Results

The initial exposure group showed an improvement on the perceived intelligence dimension of AI literacy. Children in both initial exposure and extended exposure groups increased computational thinking over time. Teachers and parents noted that interactions with AI robots promoted cognitive skills and knowledge, such as problem-solving and technology familiarity. However, they also expressed concerns about the potential impacts of AI on holistic development.

Conclusion

This study highlights the developmental benefits and challenges of AI robots in early childhood education for underserved populations.

Implications

Such efforts are essential to ensure equitable opportunities for all children, contributing to school success and preparing them for a future society where AI is prevalent in daily life.

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人工智能机器人促进了韩国学龄前儿童的人工智能素养和计算思维

目的采用混合方法，探讨人工智能人形机器人在儿童人工智能素养和计算思维发展中的作用。我们还调查了教师和家长对人工智能机器人的体验和看法。人工智能的快速发展从根本上改变了家庭的生活、学习和工作方式。因此，研究幼儿及其家庭与人工智能的经历至关重要。方法研究对象为73名来自韩国低收入农村地区的5岁儿童，以及他们的老师和父母。孩子们被分成两组：一组接触人工智能机器人6个月，另一组接触18个月。通过评估儿童的人工智能素养和计算思维，以及对8位老师和8位家长的采访，收集了数据。结果初始暴露组在人工智能素养感知智力维度上有明显提高。随着时间的推移，初始接触组和延长接触组的儿童都增加了计算思维。老师和家长指出，与人工智能机器人的互动提高了认知技能和知识，比如解决问题和熟悉技术。然而，他们也对人工智能对整体发展的潜在影响表示担忧。本研究强调了人工智能机器人在服务不足人群的早期儿童教育中的发展益处和挑战。这些努力对于确保所有儿童享有公平的机会至关重要，有助于他们在学校取得成功，并为人工智能在日常生活中普遍存在的未来社会做好准备。

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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来源期刊

Family Relations Multiple-

CiteScore

3.40

自引率

13.60%

发文量

164

期刊介绍： A premier, applied journal of family studies, Family Relations is mandatory reading for family scholars and all professionals who work with families, including: family practitioners, educators, marriage and family therapists, researchers, and social policy specialists. The journal"s content emphasizes family research with implications for intervention, education, and public policy, always publishing original, innovative and interdisciplinary works with specific recommendations for practice.