Today’s children are growing up with artificial intelligence (AI) devices such as voice personal assistants, home robots, and internet connected “smart” toys. In previous research, we have seen that children lack understanding of how modern AI devices work, making it difficult for them to engage in reflective and constructive interactions with the AI-enabled technology (Druga, Williams,Breazeal, & Resnick, 2017). This thesis explores I would like to design a tool that can help preschool children better understand and apply AI through the study of AI, to create an appropriate game, map and picture book for children aged 4 to 6 years. Given that this work focuses on young children and their psychological understanding of the machine, I also studied how cognitive perceptions of children aged 4 to 6 develop and how this development affects their understanding of children's AI. Finally, I hope that the children have their own new perspective on AI after using the product.
I bambini di oggi stanno crescendo con dispositivi di intelligenza artificiale (AI) come assistenti personali vocali, robot domestici e giocattoli "intelligenti" connessi a Internet. Nella ricerca precedente, abbiamo visto che i bambini non capiscono come funzionano i dispositivi IA moderni, rendendo difficile per loro impegnarsi in interazioni riflessive e costruttive con la tecnologia abilitata AI (Druga, Williams, Breazeal e Resnick, 2017). Questa tesi esplora Mi piacerebbe progettare uno strumento che possa aiutare i bambini in età prescolare a capire meglio e ad applicare l'intelligenza artificiale attraverso lo studio dell'intelligenza artificiale, per creare un gioco, una mappa e un libro illustrato appropriati per bambini dai 4 ai 6 anni. Dato che questo lavoro si concentra sui bambini piccoli e sulla loro comprensione psicologica della macchina, ho anche studiato come si sviluppano le percezioni cognitive dei bambini dai 4 ai 6 anni e come questo sviluppo influenzi la loro comprensione dell'IA infantile. Infine, spero che i bambini abbiano la loro nuova prospettiva sull'intelligenza artificiale dopo aver usato il prodotto.
A story of the funny AI dog-preschool children's artificial education
CAO, JIAXING
2018/2019
Abstract
Today’s children are growing up with artificial intelligence (AI) devices such as voice personal assistants, home robots, and internet connected “smart” toys. In previous research, we have seen that children lack understanding of how modern AI devices work, making it difficult for them to engage in reflective and constructive interactions with the AI-enabled technology (Druga, Williams,Breazeal, & Resnick, 2017). This thesis explores I would like to design a tool that can help preschool children better understand and apply AI through the study of AI, to create an appropriate game, map and picture book for children aged 4 to 6 years. Given that this work focuses on young children and their psychological understanding of the machine, I also studied how cognitive perceptions of children aged 4 to 6 develop and how this development affects their understanding of children's AI. Finally, I hope that the children have their own new perspective on AI after using the product.File | Dimensione | Formato | |
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https://hdl.handle.net/10589/147181