Introduction
There is a growing body of research looking at the potential positive and negative impacts of generative AI and its associated risks. However, there is a lack of research that considers the potential impacts of these technologies on children, even though generative AI is already being deployed within many products and systems that children engage with, from games to educational platforms. Children have particular needs and rights that must be accounted for when designing, developing, and rolling out new technologies, and more focus on children’s rights is needed.
The Alan Turing Institute's Children and AI and AI for Public Services teams are exploring the perspectives of children, parents, carers and teachers on generative AI technologies. Our research is guided by the framework for children’s online wellbeing established by the UNICEF project 'Responsible Innovation in Technology for Children' (an initiative funded by the LEGO Foundation) and seeks to examine the potential impacts of generative AI on children's wellbeing.
The project consists of two workstreams, comprising survey research on opinions of children, their carers and teachers, and school-based workshops, which will explore children’s thoughts and perspectives around generative AI with a focus on multi-modal generative AI tools such as ChatGPT and Dall-E. Through these workstreams, we will provide recommendations about future approaches for the safe and responsible design, development, and deployment of generative AI technologies that support the promotion of children’s wellbeing, and hope to contribute to a body of evidence on the opinions of critically important stakeholders, as well as the potential impacts of generative AI on children and their online lives.
Project aims
This research will be used to support the emerging policy and regulatory landscape around generative AI, as well as inform industry practices relating to the design, development, and deployment of generative AI that may be accessed by children. There is currently a major gap in research literature related to children’s thoughts and opinions on this technology, and the insights from this project will serve to inform decision-making around how to ensure that generative AI supports the wellbeing of children.
Outputs will also help within educational settings, to inform the development of lesson plans to support teachers in discussing the benefits and limitations of generative AI.
Who we’re working with
The project is funded by the LEGO Group, a company with an over 90-year history delivering responsible play experiences for kids. The mission of the LEGO Group is to inspire and develop the builders of tomorrow, a pursuit that extends beyond physical play into the increasingly complex digital world. As generative AI technologies continue to be integrated into child-facing products and utilised by children of all ages, the LEGO Group wants to ensure businesses and policymakers have the resources to design these services in a way that supports the wellbeing of children and enhances their creativity.
We are also working closely with Children’s Parliament to deliver this research. Children’s Parliament are dedicated to the realisation of children’s human rights in Scotland, bringing skills and expertise in children’s rights-based participatory methods, combined with an established network of contacts with primary schools across Scotland. More on our two-year collaboration with Children’s Parliament can be found here.
Project Workstreams
Survey of children, parents and teachers focused on generative AI
The AI for Public Services team is conducting foundational survey research to explore the extent to which children are exposed to generative AI in their daily lives, and the contexts in which children are already using these tools. The workstream also aims to address existing concerns held by children, parents and carers, and teachers by gathering opinions on the positive and negative uses of generative AI technology.
The survey research will also seek to understand parents’ and teachers’ viewpoints on the impacts they perceive generative AI might have on several dimensions of children’s wellbeing, including their creativity, self-expression, and critical thinking.
School-based engagements, in collaboration with Children’s Parliament
The Children and AI team, working with Children’s Parliament, are delivering a series of in-school workshops with children aged 8-12 across Scotland. These workshops will explore how children feel about generative AI technologies, how these technologies could impact their wellbeing, and how they would like to see them be developed and/or used in the future.
The workshops will introduce children to the topic of children’s rights, seek to understand the extent of current exposure to various forms of generative AI, and facilitate discussions reflecting on their experiences, as well as the opportunities and risks of using this technology.
Our Partners
Organisers
Dr Mhairi Aitken
Senior Ethics FellowResearchers and collaborators
Morgan Briggs
Senior Research Associate
Youmna Hashem
Researcher
Sabeehah Mahomed
Researcher, Ethics & Responsible Innovation
Saba Esnaashari
Data ScientistContact info
If you have any questions about the partnership between Turing and the LEGO Group, please contact Jonathan Bright, Head of AI for Public Services and Online Safety ([email protected]) or Mhairi Aitken, Senior Ethics Fellow ([email protected]).