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Understanding how African‐American and Latinx youth evaluate their experiences with digital assistants
Author(s) -
Yi Siqi,
Slota Stephen C.,
Bailey Jakki O.,
Watkins S. Craig,
Fleischmann Kenneth R.
Publication year - 2020
Publication title -
proceedings of the association for information science and technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.193
H-Index - 14
ISSN - 2373-9231
DOI - 10.1002/pra2.405
Subject(s) - digital literacy , african american , usability , digital native , socioeconomic status , key (lock) , literacy , psychology , internet privacy , developmental psychology , sociology , computer science , pedagogy , world wide web , population , human–computer interaction , computer security , ethnology , demography
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.

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