View in EDS

OK Google, help me learn: an exploratory study of voice-activated artificial intelligence in the classroom.

Saved in:
Bibliographic Details
Title: OK Google, help me learn: an exploratory study of voice-activated artificial intelligence in the classroom.
Authors: Butler, Laura1 laura.butler@vuw.ac.nz, Starkey, Louise1
Source: Technology, Pedagogy & Education. Apr2024, Vol. 33 Issue 2, p135-148. 14p.
Subject Terms: *Artificial intelligence, *Primary schools, *Education & society, Intelligent personal assistants, Technology Acceptance Model
Abstract: Artificial intelligence (AI) will be in the future lives of children at school today. Voice-activated intelligent personal assistant devices are used in the home and could be useful in the classroom. This article explores how two groups of New Zealand children aged 7–12 engaged with Google Home devices in their classroom. Interactions recorded through the devices were analysed to evaluate how the devices were used, how easy they were to use and how the use aligns with the purposes of education. A framework for analysis was developed from Davis's Technology Acceptance Model and Biesta's three functions of education. The children used the devices across the three functions of education. They anthropomorphised the device, talking respectfully, sharing jokes and asking for its opinion. Use was influenced by the social context of the classroom and teacher beliefs about education, and limited as the devices were not designed for the classroom. [ABSTRACT FROM AUTHOR]
Copyright of Technology, Pedagogy & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Artificial intelligence (AI) will be in the future lives of children at school today. Voice-activated intelligent personal assistant devices are used in the home and could be useful in the classroom. This article explores how two groups of New Zealand children aged 7–12 engaged with Google Home devices in their classroom. Interactions recorded through the devices were analysed to evaluate how the devices were used, how easy they were to use and how the use aligns with the purposes of education. A framework for analysis was developed from Davis's Technology Acceptance Model and Biesta's three functions of education. The children used the devices across the three functions of education. They anthropomorphised the device, talking respectfully, sharing jokes and asking for its opinion. Use was influenced by the social context of the classroom and teacher beliefs about education, and limited as the devices were not designed for the classroom. [ABSTRACT FROM AUTHOR]
ISSN:1475939X
DOI:10.1080/1475939X.2024.2311779