A Review of Research on Parental Attitudes Toward Artificial Intelligence Use in Education

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Perspectives on Policy and Practice With Technology and AI Tools (Table 5)

Abstract

This study examined parental attitudes toward artificial intelligence in education (AIED) for school-aged children. Building on theories of AI literacy and parental mediation theory, a literature search of six academic databases and two journals and citation tracing was used to identify relevant works. The analysis revealed a growing body of research, with a focus on primary-aged children and higher-income parents. Parents appreciated AIED’s potential for learning and engagement, but they had concerns about child data privacy with variation in attitudes depending on child age. The study highlights the need for more research with parents of older children and diverse demographics. The findings have implications for school-home communication and parental engagement in the AI age.

Author

• Karen Moran Jackson, Soka University of America