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Cited by 127Artificial Intelligence in EducationDigital Media and Visual ArtDigital Storytelling and Education

Design implications of generative AI systems for visual storytelling for young learners

Open access
Han, Ariel, Cai, Zhenyao·2023·Proceedings of the 22nd Annual ACM Interaction Design and Children Conference
DOI 10.1145/3585088.3593867
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Abstract

The study examines the design implications of leveraging generative AI tools such as ChatGPT, Stable Diffusion, Midjourney for literacy development and creative expression for children. We sought to elicit insights on the applicability of generative AI for educational purposes from various stakeholders (i.e., parents, teachers, and AI researchers). We recruited nine participants to elicit their perspectives on designing a visual narrative app with generative AI. We examined the opportunities and limitations of the current generative AI tools. Using the implications from our evaluation, we propose AIStory, an AI-powered visual storytelling application prototype that can be used for children’s creative expression, storytelling, and literacy development.

AI snapshot

Written from the paper’s full text.

TL;DR

This paper reports stakeholder interviews on using generative AI for children's visual storytelling and derives design implications, then presents AIStory, a prototype web app where children assemble sticker-based prompts that are sent to an AI art generator. The authors argue for stakeholder collaboration, personalization, and gamification, and for fine-tuning language models to make such tools safer for young learners.

Key findings

  • Parents were wary of children using generative AI directly, citing safety and concerns that automatic generation leaves little room for thinking; one parent said they would wait until their child was "maybe in high school," and another said DALL·E 2 "just creates everything for her." Parents valued co-creation, exploration, and customization, and preferred using ChatGPT themselves to make materials rather than handing it to children.
  • Teachers reported that current tools are not intuitive for K–6 students and that moving between separate sites (e.g., ChatGPT and DALL·E 2) made visual storytelling inefficient; they wanted a single child-safe site with domain-specific features, prompt-engineering instruction, and pedagogical grounding (constructionist approach, scaffolding, apprenticeship).
  • AI researchers flagged that systems can perpetuate bias from training data and "hallucinate stuff confidently," and recommended fine-tuning GPT-3 with curated and user-generated data plus human-in-the-loop grounding to make outputs safer and more reliable.
  • Design implications: collaborate with stakeholders across development, add personalized and culturally relevant features, and incorporate gamification (rewards, multi-modal features, animated feedback) for engagement.

Methods

  • Semi-structured individual interviews with nine participants (eight female, one male) drawn from the researchers' networks across the United States and South Korea, spanning parents, teachers, and AI researchers in computer science.
  • Interviews ran 1–1.5 hours (average about one hour) between October 2022 and January 2023, conducted over Zoom, recorded with consent, and compensated at $25; the study was self-exempt under the institutions' IRB regulations.
  • Thematic analysis of transcripts produced codes and stakeholder-specific overarching themes, which informed the design implications and the AIStory prototype (sticker categories of characters, backgrounds, props, speech bubbles, effects; curated prompts merged with stored keywords and art styles before being sent to the AI art generator API).

Limitations

  • The paper does not state a limitations section; the acknowledgements instead describe planned future validation of the system on measures such as fluency and safety.
  • Evident from the text: the sample is only nine participants recruited through the researchers' own networks, so perspectives are not representative; the prototype is described but not evaluated with children or in classrooms; and the proposed fine-tuning and participatory design sessions are described as future work rather than completed.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1145/3585088.3593867

Cites

24 of 24 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

6 of 19 cited sources checked · 3 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    Due to the unique characteristics of AI systems (e.g., unpredictability and inconsistency), traditional user experience design principles are restricted in adapting and applying to AI-powered systems.

    “Due to the unique characteristics of AI systems (e.g., unpredictability and inconsistency), they are restricted to adapting and applying traditional user experience design principles to AI-powered systems [29].”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [29] 29. Qian Yang, Aaron Steinfeld, Carolyn Rosé, and John Zimmerman. 2020. Re- examining Whether, Why, and How Human-AI Interaction Is Uniquely Difficult to Design. In Proceedings of the 2020 CHI Conference on Human Factors in Com- puting Systems (CHI '20). Association for Computing Machinery, New York, NY, USA, 1-13. https://doi.org/10.1145/3313831.3376301 source

      The Introduction says conventional sketching and prototyping methods can be ill-fitted to AI, and “Two Complexity Sources Taken Together” says designers struggle to follow a typical user-centered design workflow. But the paper identifies capability uncertainty and output complexity as the underlying challenges; it explicitly distinguishes output complexity from unpredictability and rejects unpredictability alone as the root cause. The claim therefore captures the design difficulty but oversimplifies its explanation. (LLM, conf=0.86)

      Experimental — accuracy not yet measured
  • Premisecitation

    AI-based creativity tools and their interactive interfaces facilitate users' creative activities such as composing, writing, and drawing.

    “AI-based creativity tools and their interactive interfaces facilitate users' creative activities such as composing, writing, and drawing [30,31].”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites [30] 30. Ann Yuan, Andy Coenen, Emily Reif, and Daphne Ippolito. 2022. Wordcraft: Story Writing With Large Language Models. In 27th International Conference on Intelligent User Interfaces (IUI '22). Association for Computing Machinery, New York, NY, USA, 841-852. https://doi.org/10.1145/3490099.3511105 source
    • cites [31] 31. Chao Zhang, Cheng Yao, Jianhui Liu, Zili Zhou, Weilin Zhang, Lijuan Liu, Fang- tian Ying, Yijun Zhao, and Guanyun Wang. 2021. StoryDrawer: A Co-Creative Agent Supporting Children's Storytelling through Collaborative Drawing. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (CHI EA '21). Association for Computing Machinery, New York, NY, USA, 1-6. https://doi.org/10.1145/3411763.3451785 source
  • Findingown data

    Parents are skeptical about using generative AI tools directly for their children's academic process because they are concerned about safety and fundamental knowledge (critical thinking, problem-solving, and literacy).

    “First, qualitative analysis reveals that parents are skeptical about using generative AI tools directly for their children's academic process because they are concerned about safety and fundamental knowledge (i.e., critical thinking, problem-solving, and literacy).”
    Quote in the paperSubstantial claim
  • Premisecitation

    Incorporating AI systems for creating and improving engagement for youth showed positive results in a prior study.

    “[31] studied AI co-creative activity by leveraging an AI-powered creativity support tool (CST) to enhance divergent thinking for children.They measure creativity enhancement using Torrance Tests of Creative Thinking (TTCT) [12], and the result showed the positive results of incorporating AI systems for creating and improving engagement for youth.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [31] 31. Chao Zhang, Cheng Yao, Jianhui Liu, Zili Zhou, Weilin Zhang, Lijuan Liu, Fang- tian Ying, Yijun Zhao, and Guanyun Wang. 2021. StoryDrawer: A Co-Creative Agent Supporting Children's Storytelling through Collaborative Drawing. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (CHI EA '21). Association for Computing Machinery, New York, NY, USA, 1-6. https://doi.org/10.1145/3411763.3451785 source
    • cites [12] 12. Nancy L. Heausler and Bruce Thompson. 1988. Structure of the Torrance Tests of Creative Thinking. Educational and Psychological Measurement 48, 2 (April 1988), 463-468. https://doi.org/10.1177/0013164488482021 Publisher: SAGE Publications Inc. source
  • May combine two claims. 11
  • Classified as probably not a substantial claim. 26

  • May combine two claims.

    Premisecitation

    Manipulations of settings, characters, and narratives empower children's literacy development and support agencies for young learners.

    “The manipulations of settings, characters, and narratives empower children's literacy development and support agencies for young learners [15] and promote decision-making, vocabulary, and divergent thinking [11].”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [15] 15. Natalia Kucirkova. 2019. Children's agency by design: Design parameters for personalization in story-making apps. International Journal of Child-Computer Interaction 21 (Sept. 2019), 112-120. https://doi.org/10.1016/j.ijcci.2019.06.003 source

      Section 3.1 (page unavailable) says story-making apps can let children choose and modify story content, supporting their authorship and agency. Section 4.2 reports that use of the Our Story app in two Gaelic-medium nurseries could support early literacy skills. The paper does not establish that manipulating settings, characters, and narratives specifically produces both outcomes; the literacy finding concerns the app more broadly. (LLM, conf=0.85)

      Experimental — accuracy not yet measured

  • Classified as probably not a substantial claim.

    Findingcitation

    Teachers emphasized the importance of prompt engineering education, which involves crafting words into sentences so that AI results are appropriate.

    “Teachers also emphasized the importance of prompt engineering education, which involves crafting words into sentences so that AI results are appropriate [17].”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [17] 17. Vivian Liu and Lydia B Chilton. 2022. Design Guidelines for Prompt Engineering Text-to-Image Generative Models. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (CHI '22). Association for Computing Machinery, New York, NY, USA, 1-23. https://doi.org/10.1145/3491102.3501825 source

  • May combine two claims.

    Premisecitation

    The usability of generative AI tools and their applicability in educational settings has been under-explored.

    “However, due to the fast-paced, rapidly changing nature of the technology, the usability of generative AI tools and their applicability in educational settings has been under-explored [2].”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [2] 2. Safinah Ali, Daniella DiPaola, Irene Lee, Jenna Hong, and Cynthia Breazeal. 2021. Exploring Generative Models with Middle School Students. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (CHI '21). Association for Computing Machinery, New York, NY, USA, 1-13. https://doi. org/10.1145/3411764.3445226 source

      Section 3.3 says the authors found no K–12 curriculum addressing the development or applications of generative models and no suitable low-technical-requirement tools for K–12 students. That supports an educational gap, but the paper does not establish that the usability of generative AI tools is broadly under-explored or attribute the gap to the technology’s rapid change. (LLM, conf=0.84)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    Designing interaction-centric AI is essential for creating user-friendly AI-based systems.

    “Designing interaction-centric AI (by thoroughly understanding how users interact with the AI system) is essential for creating user-friendly AI-based systems [22,28].”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites [22] 22. Ben Shneiderman. 2020. Human-Centered Artificial Intelligence: Reliable, Safe & Trustworthy. International Journal of Human-Computer Interaction 36, 6 (April 2020), 495-504. https://doi.org/10.1080/10447318.2020.1741118 Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/10447318.2020.1741118. source
    • cites [28] 28. Wei Xu, Marvin J. Dainoff, Liezhong Ge, and Zaifeng Gao. 2022. Transi- tioning to Human Interaction with AI Systems: New Challenges and Op- portunities for HCI Professionals to Enable Human-Centered AI. Interna- tional Journal of Human-Computer Interaction 0, 0 (April 2022), 1-25. https: //doi.org/10.1080/10447318.2022.2041900 Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/10447318.2022.2041900. source

  • Probably not a substantial claim: may not pass S1 (asserted).

    Findingown data

    According to parents, AI hinders children's ability to think or make independent decisions because automatic generation creates everything by itself, leaving a lack of space for thinking.

    “According to parents, AI hinders children's ability to think or make independent decisions because the 'automatic generation' creates everything by itself in which there is a lack of space for thinking.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    AI researchers pointed out that AI systems can unintentionally perpetuate existing biases and stereotypes if they are trained on biased data or designed without considering diverse perspectives.

    “AI researchers pointed out AI systems can unintentionally perpetuate existing biases and stereotypes if they are trained on biased data or designed without considering diverse perspectives.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    The process of visual storytelling activities can be confusing due to the distinct websites they need to navigate around like ChatGPT and Dall.E 2.

    “Secondly, from the teachers' point of view, the current AI app's interfaces and use cases are not intuitive for young learners as well as the process of visual storytelling activities can be confusing due to the distinct websites they need to navigate around like ChatGPT and Dall.E 2.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Parents care more about the processes of making rather than the quality of the result.

    “They care more about the processes of making rather than the quality of the result.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Parents expressed interest in utilizing ChatGPT for themselves to create educational materials for their children instead of giving it to their children to use directly.

    “Parents expressed interest in utilizing it for themselves to create educational materials for their children instead of giving it to their children to use directly.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

    Findingown data

    One parent recalls current AI art generators (Dall.E 2, Midjourney) are not educational because of limited open-ended exploration options.

    “To be more specific, one of the parents recalls the current AI arts generators (i.e., Dall.E 2, Midjourney) are not educational as much because of the limited open-ended exploration options.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    Teachers desired to find a website that offered domain-specific features for visual storytelling activities and AI that is safeguarded for children.

    “Teachers desired to find a website that offered domain-specific features for visual storytelling activities and AI that is safeguarded for children.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Parents wanted the system to be playful, which would benefit from gamification features (e.g., rewards) and personalized interfaces (e.g., culturally relevant).

    “Lastly, parents wanted the system to be playful, which would benefit from gamification features (e.g., rewards) and personalized interfaces (e.g., culturally relevant).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    AI researchers suggested designing the agent by fine-tuning (training) the GPT-3 model to guide users more safely and easily to make visual stories with seamless interaction.

    “In order to create a safe AI environment, AI researchers suggested designing the agent by fine-tuning (training) the GPT-3 model to guide users more safely and easily to make visual stories with seamless interaction [6].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [6] 6. ChatGPT. 2022. ChatGPT: Optimizing Language Models for Dialogue. https: //openai.com/blog/chatgpt/

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Findingown data

    Teachers highlight developing an app integrating pedagogical principles (constructionist approach, scaffolding, apprenticeship model) and linguistic competency to support open-ended exploration for youth to boost their creative expression.

    “Further, they highlight developing an app integrating pedagogical principles (i.e., constructionist approach, scaffolding, apprenticeship model) and linguistic competency to support open-ended exploration for youth to boost their creative expression.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Parents showed concerns over the authorship and originality of AI art generator outputs.

    “Regarding the parents' view on AI art generators, they showed concerns over the authorship and originality of the outputs.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Educators suggest adding personalized ways to save and share their creations with others.

    “From the pedagogical approach to designing the app to be more engaging, educators suggest adding personalized ways to save and share their creations with others.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    From the teachers' point of view, the current AI app's interfaces and use cases are not intuitive for young learners.

    “Secondly, from the teachers' point of view, the current AI app's interfaces and use cases are not intuitive for young learners as well as the process of visual storytelling activities can be confusing due to the distinct websites they need to navigate around like ChatGPT and Dall.E 2.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    There is a lack of visual storytelling tools that supports diversity.

    “The implication came from parents and educators who pointed out that there is a lack of visual storytelling tools that supports diversity, adding features (i.e., reward system, multi-model features, animated feedback) for the playful learning experience and looking into other gamification features for educational apps.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Some parents showed positive views on ChatGPT because of its interaction style (back-and-forth conversations).

    “However, even with the safety concerns (e.g., privacy), some of the parents showed positive views on ChatGPT because of its interaction style (i.e., back-and-forth conversations).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Manipulations of settings, characters, and narratives promote decision-making, vocabulary, and divergent thinking.

    “The manipulations of settings, characters, and narratives empower children's literacy development and support agencies for young learners [15] and promote decision-making, vocabulary, and divergent thinking [11].”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [11] 11. Daniel Fasko. 2001. Education and Creativity. Creativity Research Journal 13, 3-4 (Oct. 2001), 317-327. https://doi.org/10.1207/S15326934CRJ1334_09 source

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    Children can feel more ownership over their creations and learn from the process.

    “Thus, children can feel more ownership over their creations and learn from the process.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    These findings shed light on the necessity of understanding different stakeholders' needs and integrating them into the development cycles.

    “These findings shed light on the necessity of understanding different stakeholders' needs and integrating them into the development cycles.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Visual narrative activities promote critical literacy and creative expression as learners actively construct visual messages through encoding and decoding visual elements.

    “The visual narrative activities promote critical literacy and creative expression as learners actively construct visual messages through encoding and decoding visual elements for their messages [27].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [27] 27. Wendy R. Williams. 2019. Attending to the visual aspects of visual sto- rytelling: using art and design concepts to interpret and compose narra- tives with images. Journal of Visual Literacy 38, 1-2 (April 2019), 66-82. https://doi.org/10.1080/1051144X.2019.1569832 Publisher: Routledge _eprint: https://doi.org/10.1080/1051144X.2019.1569832. source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Robot interaction enhances creative idea extraction and advances creative expression in design activities.

    “[14] examined how interactive humanoid robots stimulate creative thinking.They studied how the conversation with robots supports idea generation.The result showed that robot interaction enhances creative idea extraction and advances creative expression in design activities.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [14] 14. Peter H. Kahn, Takayuki Kanda, Hiroshi Ishiguro, Brian T. Gill, Solace Shen, Jolina H. Ruckert, and Heather E. Gary. 2016. Human creativity can be facilitated through interacting with a social robot. In 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). 173-180. https://doi.org/10.1109/ HRI.2016.7451749 ISSN: 2167-2148. source

  • May combine two claims.

    Interpretationreasoning

    Parents value co-creation systems, exploration, and customization options as visual storytelling tools.

    “It suggests that parents value co-creation systems, exploration, and customization options as visual storytelling tools.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Generative AI tools such as Stable Diffusion, Midjourney, and ChatGPT make it possible for people to write creative stories, images, videos, and animations using these AI systems.

    “The recent emergence of generative AI tools such as Stable Diffusion, Midjourney and ChatGPT makes it possible for people to write creative stories, images, videos, and animations using these AI systems [1,8,18].”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites [1] 1. Open AI. 2023. OpenAI API. https://platform.openai.com

      Not checked in the free run.

    • cites [8] 8. Stable Diffusion. 2023. Stable Diffusion Public Release. https://stability.ai/blog/ stable-diffusion-public-release

      Not checked in the free run.

    • cites [18] 18. Midjourney. 2023. Midjourney. https://www.midjourney.com/app/

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Generative AI tools afford easier and faster ways of producing creative content (e.g., music, animation, story, visual arts), which can be effective in the creative processes for creators.

    “These generative AI tools afford easier and faster ways of producing creative content (e.g., music, animation, story, and visual arts), which can be effective in the creative processes for creators [25].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [25] 25. James Vincent. 2022. Anyone can use this AI art generator -that's the risk -The Verge. https://www.theverge.com/2022/9/15/23340673/ai-image-generation- stable-diffusion-explained-ethics-copyright-data

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    Ultimately, the study found the necessity of understanding different stakeholders' needs and integrating them into the development cycles.

    “Ultimately, we found the necessity of understanding different stakeholders' needs and integrating them into the development cycles.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    It is necessary to incorporate educators, parents, and children's perspectives into the design process in order to elicit participants' perceptions and strategies in their domain.

    “It is necessary to incorporate educators, parents, and children's perspectives into the design process in order to elicit participants' perceptions and strategies in their domain.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Integration of generative AIs into educational settings remains unclear.

    “Even with the possible benefits of using generative AIs, their integration into educational settings remains unclear [1].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [1] 1. Open AI. 2023. OpenAI API. https://platform.openai.com

      Not checked in the free run.

30 of 30

  • The paper relies on this without support.

    AI systems can unintentionally perpetuate existing biases and stereotypes if they are trained on biased data or designed without considering diverse perspectives.

    “AI researchers pointed out AI systems can unintentionally perpetuate existing biases and stereotypes if they are trained on biased data or designed without considering diverse perspectives.”

  • The paper relies on this without support.

    Fine-tuning the GPT-3 model can guide users more safely and easily to make visual stories with seamless interaction.

    “In order to create a safe AI environment, AI researchers suggested designing the agent by fine-tuning (training) the GPT-3 model to guide users more safely and easily to make visual stories with seamless interaction [6].”
2 of 2

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • In the reviewed literature, a small number of studies explicitly expressed concerns about AI tools being opaque, with children and adults asking about the origin of AI-generated information, the reasons for particular outputs, or the system's decision process.

    “In our review, a few papers [2,6,23,30] explicitly raised concerns about the opaque nature of AI tools, with children and adults questioning where the AI-generated information comes from, why certain outputs were created, or how the system made decisions.”

    From Child-AI Co-Creation: A Review of the Current Research Landscape and a Proposal for Six Design Considerations (2025) · cites this paper as [23]

  • There is a significant risk of GAI producing inaccurate or biased information, discouraging independent thought among children, and threatening user privacy.

    “There is also a significant risk of GAI producing inaccurate or biased information, discouraging independent thought among children, and threatening user privacy [27, 28, 69].”

    From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [27]

  • Many parents prefer using GAI to create educational materials tailored to their children's needs, rather than granting children direct access to these tools.

    “Many parents also prefer using GAI to create educational materials tailored to their children's needs, rather than granting children direct access to these tools [27].”

    From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [27]

  • Many parents are skeptical about the role of AI in their children's academic processes, concerned about the accuracy of AI-generated content, and worry that over-reliance on AI could stifle independent thinking.

    “Many parents are skeptical about the role of AI in their children's academic processes, concerned about the accuracy of AI-generated content, and worry that over-reliance on AI could stifle independent thinking [27].”

    From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [27]

  • In primary school education, pupils can receive assistance in learning reading, vocabulary, writing, and counting from the very early stages, as well as more advanced topics like writing styles, grammar, and text interpretation from generative AI.

    “In primary school education, pupils can receive assistance in learning reading, vocabulary, writing, and counting from the very early stages, as well as more advanced topics like writing styles, grammar, and text interpretation [10,12,16,32,34].”

    From Generative AI and ChatGPT in School Children’s Education: Evidence from a School Lesson (2023) · cites this paper as [12]

Cites

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Research works printed but not linked: 1

  1. 10.18653/v1 · DOI

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Related

Authors
Han, A., & Cai, Z.
Affiliations
University of California, Irvine (US)
ORCID
Venue
Proceedings of the 22nd Annual ACM Interaction Design and Children Conference
Publisher
ACM
Published
2023-06-19
Pages
470-474
DOI
10.1145/3585088.3593867
OpenAlex
W4380479516
Cited by
127
References
23
Citations by year
2026: 27 · 2025: 50 · 2024: 43 · 2023: 7
FWCI
32.66
Type
conference paper
Language
en
Open access
Licence
www.acm.org/publications/policies/copyright_policy#Background (vor)
Locations
ACM International Conference on Interaction Design and Children (IDC) (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Computer Graphics and Computer-Aided Design › Digital Media and Visual Art
  • Health Sciences › Health Professions › Speech and Hearing › Digital Storytelling and Education
Keywords
generative AI, visual narrative, young learners, children's literacy development, creative expression, AI tools in education, stakeholder perspectives

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