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Conceptual Framework of Common Misconceptions Regarding Generative AI in Elementary School Students Using Concurrent Think-Aloud Protocols

Primary research

#405

T1digested
Topic
AI Pedagogy and Assessment
First seen
2026-07-16 23:33:02
Last seen
2026-07-16 23:33:02

Source raw items (1)

  • Semantic Scholar2026-07-16 23:31:52
    Conceptual Framework of Common Misconceptions Regarding Generative AI in Elementary School Students Using Concurrent Think-Aloud Protocols

    Education about AI, including its opportunities and limitations, is essential for responsible academic development. It helps students, teachers, parents, researchers and practitioners understand both the strengths and the limitations of generative AI and ensures that it is applied in ways that are ethical and socially responsible. Without this knowledge, there is a risk that generative AI will be misused or misunderstood, reducing its potential benefits. This study evaluates an educational game designed to integrate generative AI in elementary education (in art lessons), aiming to create awareness regarding the limitations of generative AI. Data was collected from 204 game sessions in two primary education schools in Greece, using serious games for art education, while the accuracy of AI outputs and the usability and level of user satisfaction were recorded. Following these tasks, researchers used the concurrent think-aloud (CTA) protocol to identify specific usability issues and responses of elementary students in biased, incomplete or inaccurate AI results. Experimental findings from this small-scale exploratory pilot study (16 students) indicated that combining RTA with serious games in art courses successfully reveal how children understand AI outputs and evaluate them based on their initial expectations.