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As voice-based Conversational Assistants (CAs), including Alexa, Siri, GoogleHome, have become commonly embedded in households, many children now routinelyinteract with Artificial Intelligence (AI) systems. It is important to researchchildren's experiences with consumer devices which use AI techniques becausethese shape their understanding of AI and its capabilities. We conducted amixed-methods study (questionnaires and interviews) with primary-schoolchildren aged 6-11 in Scotland to establish children's understanding of howvoice-based CAs work, how they perceive their cognitive abilities, agency andother human-like qualities, their awareness and trust of privacy aspects whenusing CAs and what they perceive as appropriate verbal interactions with CAs.Most children overestimated the CAs' intelligence and were uncertain about thesystems' feelings or agency. They also lacked accurate understanding of dataprivacy and security aspects, and believed it was wrong to be rude toconversational assistants. Exploring children's current understanding ofAI-supported technology has educational implications; such findings will enableeducators to develop appropriate materials to address the pressing need for AIliteracy.

"Alexa doesn't have that many feelings": Children's understanding of AI through interactions with smart speakers in their homes