Youth perspectives on technology ethics: analysis of teens' ethical reflections on AI in learning activities
Durall Gazulla, Eva; Hirvonen, Noora; Sharma, Sumita; Hartikainen, Heidi; Jylhä, Ville; Iivari, Netta; Kinnula, Marianne; Baizhanova, Aizhan (2024-05-14)
Taylor & Francis
14.05.2024
Durall Gazulla, E., Hirvonen, N., Sharma, S., Hartikainen, H., Jylhä, V., Iivari, N., … Baizhanova, A. (2024). Youth perspectives on technology ethics: analysis of teens’ ethical reflections on AI in learning activities. Behaviour & Information Technology, 44(5), 888–911. https://doi.org/10.1080/0144929X.2024.2350666.
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© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202406124421
https://urn.fi/URN:NBN:fi:oulu-202406124421
Tiivistelmä
Abstract
The integration of AI technologies in all domains of life raises ethical debates. Children and young people are not exempt from these discussions since AI is also an increasing part of their lives. This study explores teenagers’ (aged 13 to 16 years) views on AI with a focus on ethical thinking. This is a retrospective empirical study in which data from three cases involving young people in technology learning activities have been analysed to answer the following research questions: (i) What ethical challenges around AI do young people reflect upon and (ii) what ethical dimensions do these reflections connect to? We have adapted an existing framework outlining dimensions of ethical thinking to identify young people’s ethical reflections on AI in various learning activities. Our findings show how young people reflect on AI ethics, even without dedicated teaching on it and are able to consider various dimensions and make connections to everyday uses of AI raising ethical issues. Based on our findings, we advocate for an integrated approach of AI and ethics in learning activities about technology. We believe the framework presented in this study can be a valuable tool to inform further research and practice.
The integration of AI technologies in all domains of life raises ethical debates. Children and young people are not exempt from these discussions since AI is also an increasing part of their lives. This study explores teenagers’ (aged 13 to 16 years) views on AI with a focus on ethical thinking. This is a retrospective empirical study in which data from three cases involving young people in technology learning activities have been analysed to answer the following research questions: (i) What ethical challenges around AI do young people reflect upon and (ii) what ethical dimensions do these reflections connect to? We have adapted an existing framework outlining dimensions of ethical thinking to identify young people’s ethical reflections on AI in various learning activities. Our findings show how young people reflect on AI ethics, even without dedicated teaching on it and are able to consider various dimensions and make connections to everyday uses of AI raising ethical issues. Based on our findings, we advocate for an integrated approach of AI and ethics in learning activities about technology. We believe the framework presented in this study can be a valuable tool to inform further research and practice.
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