How Children Understand Artificial Intelligence —The Analysis of Statements Made by Children at a Younger School Age

Abstract

This study examines various aspects of artificial intelligence as a technology increasingly relevant to the development of children at a younger school age. It investigates children’s understanding of AI, focusing on three objectives: 1) exploring children’s subjective understanding of the concept of artificial intelligence, 2) assessing their knowledge of potential AI applications, and 3) describing their experiences in using AI. The theoretical framework is based on the concept of AI literacy, which is outlined alongside an overview of AI technology in the educational context. The study employed focus group interviews with 57 students (27 girls and 30 boys). Findings indicate that children perceive artificial intelligence as a set of tools with diverse applications. Although they are not active users of AI, they demonstrate awareness of its existence and functions. These results have implications for early childhood education, particularly regarding the development of digital literacy and critical thinking in an era of rapid technological change.

Instead of alternating between terms such as text, article, or research, it is more consistent to use the term study.