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Adoption and Perception of Artificial Intelligence Technologies by Children and Teens in Education

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Abstract

Artificial intelligence (AI) technologies have been extensively used in education to improve the learning experience of students. We are particularly interested in AI in education for children and teens. This systematic review summarizes the state of the literature by exploring how AI technologies have been adopted and perceived by children and teens in education. Based on the PRISMA review framework [17], we performed three rounds of systematic selection in three databases: Education Source, ERIC (Educational Resources Information Center), and ACM Digital Library. The final sample includes 5 articles. The AI technologies involved in these studies include social robots, conversational agents, and AI-based educational games. It is noted that three of the studies focused on AI robots and related technologies. The analysis of these articles showed that it is important to study the use and perception of AI technologies by children and teens in education, and there is a research gap that must be addressed in this field.

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Acknowledgements

We thank all the reviewers for their constructive comments.

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Authors and Affiliations

  1. Cherry Hill High School East, Cherry Hill, NJ, 08003, USA

    Erin Li & Sean Li

  2. University at Albany, State University of New York, Albany, NY, 12222, USA

    Xiaojun Yuan

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  1. Erin Li
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  2. Sean Li
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  3. Xiaojun Yuan
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Correspondence to Erin Li .

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Editors and Affiliations

  1. Siemens (United States), Princeton, NJ, USA

    Helmut Degen

  2. Foundation for Research and Technology – Hellas (FORTH), Heraklion, Crete, Greece

    Stavroula Ntoa

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Li, E., Li, S., Yuan, X. (2022). Adoption and Perception of Artificial Intelligence Technologies by Children and Teens in Education. In: Degen, H., Ntoa, S. (eds) Artificial Intelligence in HCI. HCII 2022. Lecture Notes in Computer Science(), vol 13336. Springer, Cham. https://doi.org/10.1007/978-3-031-05643-7_5

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  • DOI: https://doi.org/10.1007/978-3-031-05643-7_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-05642-0

  • Online ISBN: 978-3-031-05643-7

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