AI Integration Study into Family Education Guided by Symbolic Interaction Theory: Exemplified by Tmall Genie and Duer in Families of Children Aged 6 to 12

摘要

Currently, artificial intelligence robots, which are designed for educational purposes, has gradually been noticed by more and more parents. Thus, an increasing number of AI robots begin to be used as an educational assistant for parents or a companion and teacher for children. Generally, interactions between children and AI have two benefits for children. One is learning specific knowledge, and the other one relates to the influence that robots have on the socialization process of children through interactions. This article shows that the family who use the educational AI Duer and Tmall Genie can enable the instrumental knowledge symbols to be better delivered to children, but the contextual knowledge symbols can cause children to have the consciousness that “self” or “AI” is not human, due to the relative difference between the characteristics of different knowledge symbols and the speed of children's cognition and internalization. Through the utility of educational AI, the psychological control chain of the family has also been changed.