AI HAS BECOME COMMON AMONG CZECH CHILDREN; ITS MOST FREQUENT USE IS RELATED TO SCHOOL
Czech children and adolescents most often use generative artificial intelligence for schoolwork, specifically for writing essays or reports (42%) and for summarising or explaining longer texts (39%). Daily use is common, and approximately one third of Czech children and adolescents use generative AI to obtain recommendations. They ask AI what they should do, watch, listen to, or what things they should buy (29.5%). These findings come from a research report published in connection with today’s Safer Internet Day by experts from the Faculty of Social Studies at Masaryk University. The results are based on more than 2,600 responses from children and adolescents aged 9–17.
“Generative artificial intelligence as a companion or adviser is used by roughly one fifth of children and adolescents to seek advice or to talk about their concerns (22%). Communication about physical health and fitness is also very common (20.8%),” said Marie Jaroň Bedrošová from the IRTIS research team. Creative uses involving the creation of images or videos were reported by 23.4% of children and adolescents. Only a small minority (4.2%) stated that they create so-called deepfake photos or videos, meaning content that appears to show someone doing or saying something that never actually happened.
“Use increases with age across almost all activities. Differences between boys and girls are generally very small, but girls more often use AI to talk about their concerns and to seek advice, while boys are slightly more attracted to creating images or videos, including deepfake photos or videos,” Jaroň Bedrošová added.
COOKING, SPORTS AND HAIR COLOUR
In addition to the questionnaire data, researchers conducted 16 semi-structured interviews last year with children and adolescents aged 13–17. They explored ways generative AI is used in everyday life, asking about attitudes toward these technologies, trust in AI outputs, the level of AI literacy, the role of adults and schools, as well as perceived risks, ethical issues and expectations related to the development of GenAI.
“The findings show that children and adolescents use generative AI in very diverse ways, especially as a support tool in learning. Many children perceive AI as a starting point and then further edit, expand or combine the resulting content with their own work. The main motivations include saving time and reducing the burden of routine tasks,” said Vojtěch Dvořák from the Department of Media Studies and Journalism at the Faculty of Social Studies, Masaryk University.
Among Czech children and adolescents, AI also has a wide range of practical everyday uses, for example in cooking, planning sports training, improving physical fitness or in matters of appearance (for instance choosing a hair colour). Young people perceive creative experimentation with generating images, videos or music as entertainment, and some children are very capable of reflecting on the boundaries of authorship and originality.
“The interviews also show that children are often aware of the possible risks associated with GenAI, and some approach them with a high level of critical thinking and ethical intuition. They repeatedly mentioned that excessive reliance on AI may weaken their own thinking and learning. Many therefore emphasised that they want to use AI as a supportive tool rather than a replacement for their own thinking,” Dvořák added.
PARENTS ALSO NEED TO IMPROVE
The research also showed that the level of AI literacy may vary considerably among children. While some participants described systematic verification of information and attempts to recognise false or misleading content, others tended to trust answers if they appeared convincing. Regardless of age, Czech children emphasise the need for education, guidance and support from adults.
Children are also aware that teachers and parents may struggle to understand GenAI and stress that the development of AI literacy should also involve adults so that they can guide children meaningfully rather than simply restrict them. As for the future, children can still imagine life without AI, but they also realistically and rather optimistically perceive that the ability to navigate GenAI will become increasingly important, especially in education and working life.
The widespread use of AI began on 30 November 2022, when OpenAI launched the first large public conversational model, ChatGPT. Since then, AI has become a global phenomenon. It reached one million users within five days and surpassed 100 million active users within two months. The number has since increased exponentially.
Link to the research report: http://irtis.muni.cz/aktuality/clanky-pro-verejnost/eukoaireport
Additional sources can be found on the EUKO website: www.eukidsonline.net
