Understanding how African‐American and Latinx youth evaluate their experiences with digital assistants

Abstract

As artificial intelligence (AI)‐driven devices play an increasingly important role in children's lives, there is a need for research considering how socioeconomic and cultural differences shape children's engagement with digital assistants. This paper reports results from 10 interviews, including five African‐American or Latinx parent/child dyads about how they use and evaluate digital assistants. We identified three key themes resulting from these interviews: usability, privacy, and digital literacy. We conclude that further study is needed to ensure that digital assistants are aligned with the values of children from underrepresented populations.