Abstract:

The integration of artificial intelligence (AI) into the everyday life of society is constantly growing and has significant impacts on various age groups, including younger school children. This study, conducted in the Czech Republic, examines the influence and use of AI technologies among children aged 9 to 12 years.

Data were collected through pilot focus group interviews with 50 children, a pilot questionnaire completed by 100 pupils, and a quantitative survey in the form of a questionnaire sent to primary schools in the Czech Republic addressed to 5th-grade students, with 2209 respondents from primary schools participating.

The research investigated whether children have noticed the term "artificial intelligence," the sources from which they learned about its existence, the occasions on which they encounter AI in their lives, and the domains of human activity in which they believe AI is currently being used. It also examined how they define artificial intelligence (AI), their understanding of the concept, and the most common misconceptions. Furthermore, the study explored whether children have any idea how AI works, if they know why AI is used, and who creates it.

Additionally, the study investigated whether children in this age group tend to fear artificial intelligence or perceive it as, for example, a helper. According to preliminary results, 88.8 % of questionnaire respondents had noticed the existence of AI, and 71% cited the internet as their source of information. AI is most commonly understood as a robot or a smart computer. 63.1 % of pupils believe that AI can make mistakes, and 76.3% assume that AI could be dangerous.

This research contributes to a meaningful direction in the overall framework of AI education for this specific age group, offering insight into their perceptions of AI and their level of understanding of this complex concept. The findings can support the responsible integration of AI education in primary school curricula and its application in the educational process, ensuring that the next generation is prepared for an increasingly digital world.

Keywords:

Artificial intelligence, younger school children, educational technology, cognitive development, digital divide, ethics of AI in education.