<scp>AI</scp> robots promote South Korean preschoolers' AI literacy and computational thinking

摘要

ABSTRACT Objective Using a mixed‐methods approach, we explored the role of AI humanoid robots in the development of child AI literacy and computational thinking. We also examined teachers' and parents' experiences and perceptions of AI robots. Background The rapid development of AI has fundamentally transformed the way families live, learn, and work. Thus, it is crucial to examine the experiences of young children and their families with AI. Method The study involved 73 five‐year‐old children from low‐income, rural areas in South Korea, along with their teachers and parents. Children were divided into two groups: one exposed to an AI robot for 6 months and the other for 18 months. Data were collected through assessments of children's AI literacy and computational thinking, as well as interviews with eight teachers and eight parents. Results The initial exposure group showed an improvement on the perceived intelligence dimension of AI literacy. Children in both initial exposure and extended exposure groups increased computational thinking over time. Teachers and parents noted that interactions with AI robots promoted cognitive skills and knowledge, such as problem‐solving and technology familiarity. However, they also expressed concerns about the potential impacts of AI on holistic development. Conclusion This study highlights the developmental benefits and challenges of AI robots in early childhood education for underserved populations. Implications Such efforts are essential to ensure equitable opportunities for all children, contributing to school success and preparing them for a future society where AI is prevalent in daily life.