This paper aims to critically review the intersection of searching and learning among children in the context of voice-based conversational agents (VCAs). This study presents the opportunities and challenges around reconfiguring current VCAs for children to facilitate human learning, generate diverse data to empower VCAs, and assess children’s learning from voice search interactions.
The scope of this paper includes children’s use of VCAs for learning purposes with an emphasis on conceptualizing their VCA use from search as learning perspectives. This study selects representative works from three areas of literature: children’s perceptions of digital devices, children’s learning and searching, and children’s search as learning. This study also includes conceptual papers and empirical studies focusing on children from 3 to 11 because this age spectrum covers a vital transitional phase in children’s ability to understand and use VCAs.
This study proposes the concept of child-centered voice search systems and provides design recommendations for imbuing contextual information, providing communication breakdown repair strategies, scaffolding information interactions, integrating emotional intelligence, and providing explicit feedback. This study presents future research directions for longitudinal and observational studies with more culturally diverse child participants.
This paper makes important contributions to the field of information and learning sciences and children’s searching as learning by proposing a new perspective where current VCAs are reconfigured as conversational voice search systems to enhance children’s learning.
