Me, Myself, and (A)I: The Confessions of Teenagers

• In Event: Multiple Selves in Educational Contact Zones: East Asian Academic Experiences Through Dialogical Self Theory

Abstract

This collaborative autoethnography explores relationships between East Asian teenagers and Artificial Intelligence (AI), examining how cultural and social factors influence AI connections. The research investigates how AI interactions destabilize and reshape identity formation, while analyzing societal factors driving AI dependence within academic environments. The objective of this research is to challenge polarized perspectives on AI in educational contexts by revealing relationship complexities between students and AI technologies, particularly regarding cultural and social influences. Through vulnerability-centered inquiry, the study reveals AI’s role in adolescent identity negotiations.

The research employs Dialogical Self Theory’s “society of mind” concept, examining complex interactions between multiple I-positions at social and cultural intersections (Hermans & Gieser, 2012). This framework enables exploration of how I-positions engage in dialogue and conflict during AI interactions. Vulnerability theory provides the methodological lens through which personal identity conflicts become meaningful via purposeful exposure (Ellis, 2007), transforming perceived weaknesses into pathways for heightened self-awareness and emotional understanding (Ellis & Bochner, 2010).

The collaborative autoethnographic methodology investigates AI usage through analysis of deeply personal narratives within social and cultural contexts. Each researcher independently wrote personal narratives focusing on AI experiences, then engaged in iterative dialogue sessions examining story resonances and identifying common themes. Analysis incorporated DST’s attention to I-positions and meta-positions, tracing dialogue between identity aspects while focusing on tension moments and transformative possibilities (Hermans & Hermans-Konopka, 2010).

Data collection involved drafting personal narratives documenting vulnerable AI experiences from three East Asian teenagers’ perspectives over six-month periods. Recorded Zoom sessions captured analytical discussions and experience sharing, with revision and analysis occurring simultaneously during conversations. An online collaborative whiteboard facilitated secure data analysis, providing space for free idea expression while propelling collaborative analytical processes across multiple iterative cycles.

Analysis revealed four recurring dimensions regarding AI relationships. First, distinct East Asian cultural factors shaped AI perceptions, influencing participants’ understanding of their technological “relationships.” Second, AI usage decisions created vulnerability as socially prescribed identities conflicted with self-defined positions (Füssel, 2007). Third, AI interactions facilitated new I-position development, transforming conflicted “society of mind” states into meta-positions demonstrating growth through vulnerability recognition and acceptance.Fourth, AI affected our lives socially by fostering unique identities that challenged our socially prescribed roles. Although this led to a disconnection from others, we were able overcome this conflict through promoter positions, which helped us resolve the tension between our I-positions and stimulate transformation.

This study advocates for educational environments emphasizing mutual vulnerability over competitive dynamics, recognizing that peer connections among students often prove more transformative than individual pursuits for academic achievement. These insights inform educational practices supporting authentic engagement with AI tools while honoring diverse cultural approaches to technological integration. As AI tools are continuously growing and advancing in the world today and that of the future, this study provides new perspectives on what can and should be done to enhance the connections made between humans and AI.

Authors

• Justin Lee, Think & Write

• Khloe Hong, THINK & WRITE

• Lilian Zhou, Think & Write