Child-Centered AI for Empowering Creative and Inclusive Learning Experiences
Open accessAbstract
In an era where Artificial Intelligence (AI) permeates our lives, its impact on children raises critical considerations. This workshop aims to delve into the multifaceted realm of Human-Centered AI (HCAI) for children, exploring the transformative role of AI in fostering creative expression and inclusive learning environments. Our goal is to unite diverse research expertise and methodologies, focussing on how AI can be tailored to meet diverse learning needs, enabling personalized and engaging educational experiences which support creativity. This workshop will bring together researchers, educators, technologists, and practitioners for expert talks, interactive demonstrations, and collaborative discussions,. Our goal is to foster a multidisciplinary dialogue on developing child-centered AI solutions that enhance creative learning while being mindful of inclusivity, ethical considerations and safeguarding against potential risks.
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There has been increased focus on designing child-centered AI that are developmentally appropriate and sensitive to children's needs, capabilities, and rights.
“In parallel, there has been an increased focus on designing childcentered AI that are developmentally appropriate and sensitive to children's needs, capabilities, and rights [5,44,54].”
From Child-AI Co-Creation: A Review of the Current Research Landscape and a Proposal for Six Design Considerations (2025) · cites this paper as [44]
Cites
Yang, W. (2022) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2022.100061 · Cited by 440 · see citing works
Enhancing Student Engagement: Harnessing “AIED”’s Power in Hybrid Education—A Review Analysis
Almusaed, A., Almssad, A., Yitmen, İ., & Homod, R. Z. (2023) · Education Sciences · doi:10.3390/educsci13070632 · Cited by 316 · see citing works
Children as creators, thinkers and citizens in an AI-driven future
Ali, S., DiPaola, D., Lee, I. A., Sindato, V., Kim, G., Blumofe, R., & Breazeal, C. (2021) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2021.100040 · Cited by 172 · see citing works
Self-citationA Comprehensive Study of Emotional Responses in AI-Enhanced Interactive Installation Art
Chen, X., & Ibrahim, Z. (2023) · Sustainability · doi:10.3390/su152215830 · Cited by 102 · see citing works
Generative AI and Creative Learning: Concerns, Opportunities, and Choices
Resnick, M. (2024) · An MIT Exploration of Generative AI · doi:10.21428/e4baedd9.cf3e35e5 · Cited by 50 · see citing works
Mårell-Olsson, E., Mejtoft, T., Tovedal, S., & Söderström, U. (2021) · The International Journal of Information and Learning Technology · doi:10.1108/ijilt-11-2020-0199 · Cited by 8 · see citing works
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Cai, Z., Han, A., Zhou, X., Gazulla, E. D., & Peppler, K. (2025) · Proceedings of the 24th Interaction Design and Children · doi:10.1145/3713043.3731506 · Cited by 17 · see citing works
Child Centred Ethics (CCE): A Practical Framework for Enhanced Child Participation in HCI
Read, J. C., Horton, M., Fitton, D., & Sim, G. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714248 · Cited by 9 · see citing works
Child-centered Interaction and Trust in Conversational AI
Ragone, G., Bai, Z., Good, J., Özgür, A. G., & Yadollahi, E. (2025) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3713043.3734471 · Cited by 7 · see citing works
Self-citationFamily Dynamics with Smart Voice Assistants and Implications for Child-Centered AI Design CSCW015
Huang, Y., Jia, K., Zhou, Z., & Yu, J. (2026) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3788051 · Cited by 1 · see citing works
Ozcan, S. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5384926
Andreadakis, Z. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-2637-5.ch003
Palestinian mothers’ mediation of generative AI in home learning practices a qualitative study
Hamamra, B., Khlaif, Z. N., Al-Asi, A., Daraghmeh, H., & Diak, R. A. (2026) · Discover Artificial Intelligence · doi:10.1007/s44163-026-01678-2
- Authors
- Ragone, G., Ali, S. A., Esposito, A., Good, J., Howland, K., & Presicce, C.
- Affiliations
- University of Bari Aldo Moro (IT)
- MIT Media Lab (US)
- University of Amsterdam (NL)
- University of Sussex (GB)
- Venue
- Proceedings of the 23rd Annual ACM Interaction Design and Children Conference
- Publisher
- ACM
- Published
- 2024-06-17
- Pages
- 1035-1037
- OpenAlex
- W4399668716
- Cited by
- 7
- References
- 6
- Citations by year
- 2026: 3 · 2025: 4
- FWCI
- 2.67
- Type
- conference paper
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- ACM International Conference on Interaction Design and Children (IDC) (publishedVersion)
- UvA-DARE (University of Amsterdam) (submittedVersion, other-oa)
- CINECA IRIS Institutional Research Information System (University of Bari Aldo Moro) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- human-centered AI, creative learning, inclusive learning, personalized learning, creativity, AI ethics, child online safety
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