AI technologies have become increasingly embedded in children’s lives. While there are many frameworks for designing AI technologies for children’s well-being, few have been tested against the tensions children experience when using AI across different global contexts. This workshop explores how to design AI technologies that enhance children’s digital well-being in accordance with various developmental and child-computer interaction frameworks, as well as what developers and designers should consider as they do so. Our goal is to convene an interdisciplinary international community to pave the way for future research and practice that seeks to design AI technologies with children’s well-being in mind.

Schoolchildren in the United States are increasingly exposed to Educational Technologies (EdTech) , many of which are or will be infused with AI. Despite this growing integration, there is limited understanding of the current perceptions and attitudes toward EdTech with AI among parents, teachers, and teens. To address this gap, we conducted a mixed-method study involving an A/B experiment through an online survey with 3,051 participants and complemented by focus group discussions with 80 participants. Providing a comprehensive snapshot of AI perception in education in 2024, our findings indicate that participants, particularly teachers, may hold more negative perceptions of our AI-powered EdTech mock-up compared to the one powered by human tutors. Based on these insights, we discuss the future of EdTech regarding the current perceptions. This research contributes to an empirical understanding of the perceptions and attitudes toward AI in K-12 education, providing valuable insights through a comprehensive national survey and in-depth focus group sessions.

Artificial intelligence's (AI) increasing presence in children's daily lives requires careful consideration of its impacts on children's digital well-being.This workshop aims to examine different contexts where children are interacting with AI to explore design guidelines that support youth digital well being, and ways educators and caregivers could identify these supportive tools.Our goal is to convene an interdisciplinary community of researchers, industry professionals, and experts in AI and child well-being to pave the way for future research and practice that seeks to design AI technologies with children's well-being in mind.

"TogetherTales RPG" is an augmented reality (AR) platform designed for children aged 4 to 6, aiming to foster prosocial behavior through interactive and collaborative role-playing. TogetherTales RPG is inspired by children’s design ideas related to technology supported social inclusion and prosocial skill development, a theme prevalent in children’s submissions in light of pandemic socialization restrictions. TogetherTales RPG integrates classic tabletop role-playing game mechanics with advanced AI and AR technologies to immerses children in a narrative-driven world where their personalized avatars interact with virtual elements and collaborate with peers to solve challenges. This blend of imaginative role-play and real-world social interaction facilitates prosocial skill development in a fun, engaging, and developmentally appropriate way.

Harassment is a persistent problem in contemporary online environments, with women disproportionately experiencing its most severe forms. While critical scholars posit that online gender harassment may be linked to men's anxieties about fulfilling normative masculine gender roles, this relationship has not been examined by empirical research. We survey 264 young men between the ages of 18-24 about their masculinity anxieties and their perceptions of harassment directed at a woman on Twitter. We find that men who perceive themselves as less masculine than average men report higher endorsement of harassment. Further, we find that the relationship between masculinity anxieties and harassment endorsement is mediated by men's adherence to masculine norms and toxic disinhibition. We interpret these results through the lens of social media's specific affordances, and we discuss their implications for technology designers and other practitioners who wish to better detect, prevent, and remediate online harassment by accounting for the role of gender.