OK Google, help me learn: an exploratory study of voice-activated artificial intelligence in the classroom
Laura Butler, Louise Starkey
Abstract
Artificial intelligence (AI) will be in the future lives of children at school today. Voice-activated intelligent personal assistant devices are used in the home and could be useful in the classroom. This article explores how two groups of New Zealand children aged 7–12 engaged with Google Home devices in their classroom. Interactions recorded through the devices were analysed to evaluate how the devices were used, how easy they were to use and how the use aligns with the purposes of education. A framework for analysis was developed from Davis’s Technology Acceptance Model and Biesta’s three functions of education. The children used the devices across the three functions of education. They anthropomorphised the device, talking respectfully, sharing jokes and asking for its opinion. Use was influenced by the social context of the classroom and teacher beliefs about education, and limited as the devices were not designed for the classroom.