理解家长对AI用于儿童假装游戏的复杂看法
Understanding Parents' Complex Views of AI for Children's Pretend Play
- Drexel University（德雷塞尔大学）
- Rowan University（罗文大学）
机构由 AI 辅助整理，请以论文原文为准。
AI总结：
本研究通过访谈10位美国家长，揭示他们对AI支持儿童假装游戏的矛盾看法：既看到潜力，又担忧其影响，强调需技术保障和家长控制，并呼吁纵向研究。
AI中文摘要：
AI可以支持儿童的假装游戏，但也可能代替儿童主导游戏。AI是否应在儿童生活中扮演角色是有争议的，因为其对儿童的影响仍不确定。我们对10位美国家长进行了半结构化访谈，每位家长至少有一个4-15岁的孩子。访谈中，我们描述了AI支持的假装游戏概念，并向参与者提供了两个边界案例故事板。我们通过编码本主题分析对访谈数据进行分析，使用归纳编码和围绕研究问题组织的亲和图，然后使用定性系统映射来检查主题内部及主题之间的关系。我们发现，AI的相同特征，例如扮演角色的能力、响应性和适应性，被家长视为既有潜在用处又令人担忧。家长设想AI可以使基于角色的游戏对所有儿童可及，或帮助家长参与家庭游戏。然而，他们反对在对其工作原理及其对孩子的长期影响缺乏清晰理解的情况下将AI用于儿童游戏。家长担心孩子失去想象力和创造力、对AI的情感依恋、人际互动减少、AI和/或儿童的不当行为，以及他们无法管理孩子的AI使用。家长不仅将AI视为游戏工具，还视为社会行动者和现有家庭动态中可能的干扰因素。因此，AI和儿童-AI互动的适当性成为AI在儿童假装游戏中的要求，此外还有技术保障和家长控制。我们提供了家长相互依赖判断的综合描述，并强调需要对儿童及其多元家庭进行纵向研究。
英文摘要：
AI could support children's pretend play, but it could also direct the play on behalf of children. Whether AI should have roles in children's lives is controversial because its influence on children remains uncertain. We conducted semi-structured interviews with 10 U.S. parents, each with at least one child aged 4-15. During the interview, we described the concept of AI-supported pretend play and provided participants with two boundary-case storyboards. We analyzed the interview data through codebook thematic analysis, using inductive coding and affinity diagramming organized around the research questions, and then used qualitative systems mapping to examine relationships within and across themes. We found that the same characteristics of AI, e.g., ability to assume characters, responsiveness, and adaptability, were seen by parents as potentially useful but also concerning. Parents imagined that AI could make role-based play accessible to all children or help parents participate in family play. However, they opposed the idea of AI for children's play without a clear understanding of how it works and its long-term influence on their children. Parents worried about children's loss of imagination and creativity, emotional attachment to AI, reduced human interaction, inappropriate behavior by AI and/or children, and their inability to manage children's AI use. Parents viewed AI not only as a play tool but also as a social actor and a possible perturbation in the existing family dynamics. The appropriateness of AI and child--AI interactions therefore emerged as a requirement for AI in children's pretend play, in addition to technical safeguards and parental control. We contribute an integrated account of parents' interdependent judgments and emphasize the need for longitudinal research with children and their diverse families.
