All 100 20 20 20 20 20 41 Vol. 3 · Issue 1 · Independence · Theoretical synthesis and developmental research agenda
How can I support responsible AI use while leaving meaningful decisions with my child?
Yaoyao Fan; Xue Li; Renyuan Zhang · 2026-09-11 · Frontiers in Psychology
Children/adolescents discussed; most underlying studies involve university students CC BY 4.0 Generative AI/LLM; theoretical synthesis Family implications
Read & explore ↗ 42 Vol. 3 · Issue 1 · Independence · Curriculum development and mixed-methods workshop evaluation
What would an AI activity look like if my child built, questioned and explained the technology?
Randi Williams; Safinah Ali; Nisha Devasia; Daniella DiPaola; Jenna Hong; Stephen P Kaputsos; Brian Jordan; Cynthia Breazeal · 2022-08-01 · International Journal of Artificial Intelligence in Education
Middle-school youth CC BY 4.0 AI literacy curriculum; machine learning/GANs/robotics Child-facing evidence
Read & explore ↗ 43 Vol. 3 · Issue 1 · Independence · Systematic scoping review
How can AI prompt my child’s creativity while preserving their own ideas?
Tianyue Niu; Huiying Liu; Patrick Pang; Yiming Taclis Luo; Ting Liu · 2026-09-14 · Frontiers in Psychology
Children and adolescents; approximately 5–18 across contexts CC BY 4.0 Generative AI/LLM and multimodal tools; scoping review Child-facing evidence
Read & explore ↗ 44 Vol. 3 · Issue 1 · Independence · Small within-subjects school field experiment
Does a robot help my child take responsibility, or create more need for adult assistance?
Sofia Serholt; Sara Ekström; Dennis Küster; Sara Ljungblad; Lena Pareto · 2022-02-21 · Frontiers in Robotics and AI
Tutor children 12–13; child tutees approximately 9–10 CC BY 4.0 Autonomous social robot; programmed dialogue and speech recognition Child-facing evidence
Read & explore ↗ 45 Vol. 3 · Issue 1 · Independence · Exploratory controlled robot-mediated disagreement study
Can my teenager explain why an AI answer is wrong even when the system sounds confident?
Pablo González-Oliveras; Olov Engwall; Ali Reza Majlesi · 2026-09-10 · Frontiers in Robotics and AI
Mean age 16.5 years CC BY 4.0 Social robot; human-operated/Wizard-of-Oz Child-facing evidence
Read & explore ↗ 46 Vol. 3 · Issue 1 · Independence · Counterbalanced within-child music-practice experiment
Would my child benefit more from evaluation or supportive company during practice?
Heqiu Song; Emilia I. Barakova; Panos Markopoulos; Jaap Ham · 2021-10-01 · Frontiers in Robotics and AI
9–12 years CC BY 4.0 Social robot; human-operated/Wizard-of-Oz Child-facing evidence
Read & explore ↗ 47 Vol. 3 · Issue 1 · Independence · School-based comparative robot-system evaluation
Can an AI companion encourage my child to think instead of simply giving answers?
Jauwairia Nasir; Barbara Bruno; Pierre Dillenbourg · 2024-08-22 · Frontiers in Robotics and AI
9–14 years CC BY (version not stated) Adaptive social robot; real-time engagement models Child-facing evidence
Read & explore ↗ 48 Vol. 3 · Issue 1 · Independence · Qualitative interaction analysis of classroom video
How can my child recognize a technology failure without blaming themselves?
Sofia Serholt; Lena Pareto; Sara Ekström; Sara Ljungblad · 2020-04-09 · Frontiers in Robotics and AI
8 and 10 years CC BY (version not stated) Autonomous social robot; programmed dialogue/speech interface Child-facing evidence
Read & explore ↗ 49 Vol. 3 · Issue 1 · Independence · Mixed-methods quasi-experimental pretest–posttest controlled study
Can my child decide when a simple rule works better than AI?
Ahmet Akif Erbaş; Tolga Topçubaşı · 2026-10-12 · Journal of Intelligence
Third-grade children CC BY 4.0 AI literacy curriculum; machine learning versus rule-based robotics Child-facing evidence
Read & explore ↗ 50 Vol. 3 · Issue 1 · Independence · Cross-sectional secondary survey and cluster analysis
What does confident AI use reveal—and fail to reveal—about my teenager’s independent learning?
Ja-Yeoung Lee · 2026-10-14 · Frontiers in Psychology
Middle- and high-school adolescents CC BY 4.0 Generative AI/LLM literacy survey Child-facing evidence
Read & explore ↗ 51 Vol. 3 · Issue 1 · Independence · Conceptual discussion of K–12 AI education
How can I choose an AI learning opportunity appropriate to my child’s age and interests?
Gerald Steinbauer; Martin Kandlhofer; Tara Chklovski; Fredrik Heintz; Sven Koenig · 2021-05-13 · Kunstliche Intelligenz
K–12; no new participant cohort CC BY 4.0 AI literacy education; conceptual discussion Child-facing evidence
Read & explore ↗ 52 Vol. 3 · Issue 1 · Independence · Theoretical integrative synthesis and model proposal
What can my child still explain and do after the AI is removed?
Çiğdem Nilüfer Umar · 2026-10-07 · Journal of Intelligence
Advanced children and adolescents; no new child cohort CC BY 4.0 Generative AI/LLM; theoretical agency model Child-facing evidence
Read & explore ↗ 53 Vol. 3 · Issue 1 · Independence · Exploratory educational robot deception experiment
How can I help my teenager question an authoritative-looking AI explanation?
Ahmed Salem; Kaoru Sumi · 2024-12-18 · Frontiers in Artificial Intelligence
14–15 years CC BY 4.0 Scripted social robot; Wizard-of-Oz elements, not live GenAI answers Child-facing evidence
Read & explore ↗ 54 Vol. 3 · Issue 1 · Independence · Cross-sectional questionnaire with qualitative reasoning analysis
What ethical reasons does my child give for accepting or refusing AI use?
Yanyan Zhang; Xin Wan; Suping Yi; Yefeng Lu · 2026-03-16 · Frontiers in Psychology
Grades 7–9 CC BY 4.0 Generative AI/LLM ethics literacy survey Child-facing evidence
Read & explore ↗ 55 Vol. 3 · Issue 1 · Independence · Descriptive qualitative metaphor analysis
When my teenager calls AI a brain or encyclopedia, what do they think it can actually do?
Özkan Özbay · 2026-05-02 · European Journal of Pediatrics
14–18 years CC BY 4.0 Generative AI/LLM; qualitative perception study Child-facing evidence
Read & explore ↗ 56 Vol. 3 · Issue 1 · Independence · Cross-sectional survey with multigroup structural equation modeling
What makes my child want to understand AI rather than merely use it?
Yuyu Gu; Bingfu Xiong; Ruxue Li; Zhehao Pan; Yipin Huang; Yingying Pan · 2026-06-23 · Frontiers in Psychology
Grades 7–9 CC BY 4.0 AI literacy/motivation survey; not a GenAI intervention Child-facing evidence
Read & explore ↗ 57 Vol. 3 · Issue 1 · Independence · Cross-sectional teacher-report study with structural equation modeling
Is AI helping my young child participate, or just showing them finished material?
Qinyu Guo; Zhenyu Gao · 2026-07-29 · Behavioral Sciences
Preschool children rated by teachers CC BY 4.0 Generative AI/LLM; teacher reports on child-facing practice Child-facing evidence
Read & explore ↗ 58 Vol. 3 · Issue 1 · Independence · Two child–robot storytelling experiments
Does an AI story partner expand my child’s ideas while leaving space for their voice?
Maha Elgarf; Hanan Salam; Christopher Peters · 2024-12-13 · Frontiers in Robotics and AI
Study 1: 5–10; Study 2: 7–9 years CC BY 4.0 LLM-driven social robot; earlier human-operated pilot Child-facing evidence
Read & explore ↗ 59 Vol. 3 · Issue 1 · Independence · Three-group quasi-experimental pretest–posttest study
Can a playful technology activity help my child participate in age-appropriate household tasks?
Ching-Fen Lee; Shain-May Tang; Matteo Fabris · 2024-10-30 · Children
Preschool children CC BY 4.0 Social robot; programmed instructional content Direct parenting evidence
Read & explore ↗ 60 Vol. 3 · Issue 1 · Independence · Within-subjects field study with video interaction analysis
What does explaining a game to a robot reveal about my child’s own understanding?
Lena Pareto; Sara Ekström; Sofia Serholt · 2022-10-31 · Frontiers in Robotics and AI
Tutors 12–13; tutees 9–10 years CC BY (version not stated) Autonomous social robot; programmed dialogue Child-facing evidence
Read & explore ↗ Study designs and age labels describe the source. Read each study’s findings and limitations before applying them to your family.