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We are thrilled to announce our workshop on EXPLORING CHILD–AI ENTANGLEMENTS held during the 23rd annual ACM Interaction Design and Children (IDC) Conference!
Child-centred AI advocates and protects children's rights in the development and design of AI systems. Most approaches are narrowed to children’s interactions with AI. However, children develop relationships with and through AI, beyond just interacting with it. We aim to shed light on the manifold relations that children have with/through AI-enabled systems on the back of entanglement theories and philosophy of technology, for evolving our conception of child-centred AI: How do children relate to/through AI? How do these entanglements change their being, knowing, acting and growing in the world? How can our understanding of child-AI entanglements inform child-centric approaches?
When? June 17th, 2024
Where? TU Delft, NL
Agenda
9.00 Welcome & Introduction Round
9.30 Theory Background
10.00 Activity: Network/Relation Maps
10.30 Coffee Break
11.00 Activity: Fishbowl Discussion
11.45 Shared Summary
12.15 Flashlight & Future Plans
12.30 Farewell
How do children relate to/through AI? How do these entanglements change their being, knowing, acting and growing in the world?
Call for Participation
With the rise of AI and its seamless integration into everyday interaction with technology, new risks are emerging, especially for children. Research and politics call for child-centred AI to advocate and protect children's rights in the design of AI-enabled interactions. However, children do not just interact with AI, rather they develop relationships with and through AI. In this workshop, we aim to shed light on the manifold relations that children have with and through AI systems. On the back of entanglement HCI and philosophy of technology, we explore the dimensions and relevance of emerging child-AI relationships for the growth of child-centred AI and start tackling these questions: How do children relate to and through AI? How do these entanglements change their being, knowing and acting in the world? How can our understanding of child-AI entanglements inform child-centric approaches?
People from various disciplines and backgrounds (e.g., industry, academia, politics, education) are encouraged to submit a short position statement (0.5–2 pages maximum, including references) until April 15th, 2024, describing their experiences, projects, plans, or opinions regarding child-AI entanglements. You can also add pictures to your paper or build your position paper entirely on annotated pictures. No matter if you are a student, junior or senior – our workshop accommodates different levels of expertise. We particularly welcome people new to the field who bring complementary perspectives and expertise.
Please submit your position paper through the provided submission form. (closed)
We will select up to 25 participants for this workshop. Submissions will be accepted based on quality and diversity of positions, and their expected contribution. Accepted submissions will be featured on the workshop's website if the authors agree. At least one author of each accepted position paper must attend the workshop and all workshop participants must register for both the workshop and the main conference.
In short
Position statement: 0.5–2 pages of pictures/text
Deadline: 15.04.2024
Submission form: https://forms.gle/Mh9Z5ZY2RWdNaejB9 (closed)
Notification: around 01.05.2024
Workshop: 17.06.2024 (half day) @TU Delft, NL
About the organizers
Michaela Honauer is a postdoc design researcher at University of Twente (the Netherlands) investigating how humans (re)shape their relationships with/through emerging, AI-enabled technologies. Her methodological approach draws on participatory and embodied methods, speculative and performative interventions, and post-phenomenological theories. Her prior works include playful interactive designs for children, research on age-appropriate interaction design and children’s perception of AI.
Christopher Frauenberger is professor for Human-Computer Interaction at the University of Salzburg (Austria). He investigates and designs interactive digital technology in a wide range of contexts, with groups who are often marginalised in mainstream innovation landscapes, e.g., autistic children. His primary mode of scientific enquiry is through design, in particular participatory practices that seek to involve stakeholders in the imagining and creating alternative technological futures. Theoretically, he builds on philosophical perspectives related to posthumanism, to conceptualise our increasingly entangled relationships with technology, unearthing the ethical, epistemological and ontological implications for designing technology.
Image resources
All images found on Unsplash: Header image by Artem Kniaz, family with iPad by Alexander Dummer, painting child with VR glasses by Billetto Editorial, child with robot Pepper by Andy Kelly,
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