孩子把AI玩具当伙伴，却因互动失败转为对抗式玩耍。
Toys that listen, talk, and play: Understanding Children's Sensemaking and Interactions with AI Toys
- 8名6-11岁儿童参与设计实验，测试三款AI玩具的社交互动。
- 玩具常因响应错误或外形局限，打破孩子对智能体的期待。
- 适合关注儿童与AI交互、教育科技设计的研究者阅读。
生成式AI正越来越多地融入儿童日常，不仅通过屏幕，也通过所谓的“无屏”AI玩具。这些玩具能模拟情感、个性化回应并回忆过往互动，营造出持续社交关系的假象。这引发了关于儿童如何理解边界、主体性及人际关系的重要问题。我们通过两次参与式设计活动，让8名6-11岁儿童与三款AI玩具在游戏、探索和反思间切换。研究发现，孩子们以真实好奇心对待这些玩具，并将其视为有社会性的存在。然而，频繁的互动故障及智能表现与玩具形态间的不匹配，破坏了游戏预期，导致对抗性玩耍行为。论文最后提出设计启示，呼吁以更透明、符合发展规律且负责任的方式引导儿童与AI玩具的互动。
原文摘要 · Abstract (English)
Generative AI (genAI) is increasingly being integrated into children's everyday lives, not only through screens but also through so-called "screen-free" AI toys. These toys can simulate emotions, personalize responses, and recall prior interactions, creating the illusion of an ongoing social connection. Such capabilities raise important questions about how children understand boundaries, agency, and relationships when interacting with AI toys. To investigate this, we conducted two participatory design sessions with eight children ages 6-11 where they engaged with three different AI toys, shifting between play, experimentation, and reflection. Our findings reveal that children approached AI toys with genuine curiosity, profiling them as social beings. However, frequent interaction breakdowns and mismatches between apparent intelligence and toy-like form disrupted expectations around play and led to adversarial play. We conclude with implications and design provocations to navigate children's encounters with AI toys in more transparent, developmentally appropriate, and responsible ways.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。