Building AI Literacy at Home: How Families Navigate Children's Self-Directed Learning with AI
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arXiv
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| Main Authors: | , , , , , , |
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| Format: | Preprint |
| Published: |
2025
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| _version_ | 1866909873660231680 |
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| author | Xie, Jingyi Wu, Chuhao Wang, Ge Yu, Rui Zhang, He Metoyer, Ronald Chen, Si |
| author_facet | Xie, Jingyi Wu, Chuhao Wang, Ge Yu, Rui Zhang, He Metoyer, Ronald Chen, Si |
| contents | As generative AI becomes embedded in children's learning spaces, families face new challenges in guiding its use. Middle childhood (ages 7-13) is a critical stage where children seek autonomy even as parental influence remains strong. Using self-directed learning (SDL) as a lens, we examine how parents perceive and support children's developing AI literacy through focus groups with 13 parent-child pairs. Parents described evolving phases of engagement driven by screen time, self-motivation, and growing knowledge. While many framed AI primarily as a study tool, few considered its non-educational roles or risks, such as privacy and infrastructural embedding. Parents also noted gaps in their own AI understanding, often turning to joint exploration and engagement as a form of co-learning. Our findings reveal how families co-construct children's AI literacy, exposing tensions between practical expectations and critical literacies, and provide design implications that foster SDL while balancing autonomy and oversight. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_24070 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Building AI Literacy at Home: How Families Navigate Children's Self-Directed Learning with AI Xie, Jingyi Wu, Chuhao Wang, Ge Yu, Rui Zhang, He Metoyer, Ronald Chen, Si Human-Computer Interaction As generative AI becomes embedded in children's learning spaces, families face new challenges in guiding its use. Middle childhood (ages 7-13) is a critical stage where children seek autonomy even as parental influence remains strong. Using self-directed learning (SDL) as a lens, we examine how parents perceive and support children's developing AI literacy through focus groups with 13 parent-child pairs. Parents described evolving phases of engagement driven by screen time, self-motivation, and growing knowledge. While many framed AI primarily as a study tool, few considered its non-educational roles or risks, such as privacy and infrastructural embedding. Parents also noted gaps in their own AI understanding, often turning to joint exploration and engagement as a form of co-learning. Our findings reveal how families co-construct children's AI literacy, exposing tensions between practical expectations and critical literacies, and provide design implications that foster SDL while balancing autonomy and oversight. |
| title | Building AI Literacy at Home: How Families Navigate Children's Self-Directed Learning with AI |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2510.24070 |