Research project We will explore how children develop in interaction with AI systems like social robots and autonomous agents, considering diverse age groups and ecological contexts. By integrating expertise from psychology, education, AI, ethics, and AI policy, we aim to build long-term knowledge that empowers future generations to engage critically and ethically with AI technologies, while positioning Sweden as a leader in child-AI/robot interaction and collaboration.
We will identify and address major emerging developmental challenges for children in the AI era, both in terms of how children interact with AI agents and social robots, and of how this process is shaped by, and shapes, fast-changing socio-cultural factors and practices. The research aims to (1) understand individual and social consequences of children’s interaction with AI systems, and (2) explore new opportunities to promote development of children’s AI literacy, social, cognitive and emotional skills, wellbeing, and values that better meet the needs of the future society.
A national research environment on the theme of learning and AI, with a focus on children's development in interaction with AI agents and social robots is established with the support from the Wallenberg AI, Autonomous Systems and Software Program – Humanity and Society (WASP-HS). This environment is led by Prof. Ginevra Castellano, Uppsala University, together with Prof. Helena Lindgren, Umeå University, Prof. Olov Engwall, KTH, and Prof. Tom Ziemke, Linköping University.
We investigate challenges for child development in the age of AI systems, including how children interact with and develop socio-emotional skills (e.g., empathy, collaboration) and higher-order cognitive skills (e.g., critical thinking, problem solving) for interactions with AI systems, and how AI agents and social robots are best designed (regarding e.g., embodiment, role and interaction) and integrated in the social and cultural environments and activities of children to support their development, decisions, health and wellbeing.
We combine expertise in theories and methods from different disciplines in the humanities, social sciences, and social aspects within computer science and beyond. The research questions will be addressed through interdisciplinary research applying qualitative and quantitative methods, theoretical frameworks, and participatory design methodologies engaging children, parents and teachers.
1. Children’s perception of AI and the development of AI literacy
2. Developing socio-emotional skills and fostering values with social robots
3. Developing higher-order cognitive skills for and well-being with AI agents and social robots
Within the framework of Theme 3, led by Helena Lindgren and Olof Engwall, we will study aspects related to developing higher-order cognitive skills for and well-being with AI agents and social robots. For instance, we are interested in how teenagers’ (13-18 years) interactions with AI agents with different embodiment and roles support or hamper their development of (a) critical thinking; (b) health, wellbeing, and health literacy; and (c) every-day decisions affecting health and wellbeing.
Please see "Child development in the age of AI and social robots". Further questions, please contact Prof. Helena Lindgren or Ginevra Castellano, Professor at Uppsala university.
This project is funded by The Wallenberg AI, Autonomous Systems and Software Program – Humanity and Society, (WASP-HS)
