{"id":7514,"date":"2026-02-10T09:36:05","date_gmt":"2026-02-10T08:36:05","guid":{"rendered":"https:\/\/leibniz-hbi.de\/?post_type=hbi-publications&p=7514"},"modified":"2026-02-12T20:48:10","modified_gmt":"2026-02-12T19:48:10","slug":"generative-ai-from-the-perspective-of-young-people","status":"publish","type":"hbi-publications","link":"https:\/\/leibniz-hbi.de\/en\/hbi-publications\/generative-ai-from-the-perspective-of-young-people\/","title":{"rendered":"Generative AI from the Perspective of Young People"},"content":{"rendered":"

The use of generative AI, especially ChatGPT<\/em>, is now firmly established among young people online. A study by Kira Thiel<\/a>, Claudia Lampert<\/a> and Eleysa Memis explores young people’s views on generative AI, highlighting its significance in their daily lives. The study explains how young people use generative AI, the advantages and risks they perceive, their level of competence in using these technologies, and the extent to which they are supported by parents or teachers in using AI technologies.<\/p>\n

\"CoverFifteen qualitative interviews were conducted with young people between the ages of 13 and 18. Each interviewee had a different experience of AI applications.<\/p>\n

Thiel, Kira; Lampert, Claudia; Memis, Eleysa (2026): Generative KI aus Sicht von Jugendlichen. Eine qualitative Studie im Rahmen des Projekts<\/span> “EU Kids Online” [Generative AI from the Perspective of Young People. A Qualitative Study as Part of the EU Kids Online Project]. Hamburg: Verlag Hans-Bredow-Institut, February 2026, https:\/\/doi.org\/10.21241\/ssoar.108066<\/a><\/strong><\/p>\n

This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). The report documents the findings of a qualitative subproject (2024\u20132025) of the EU Kids Online research network<\/a> (http:\/\/eukidsonline.net<\/a>), of which the HBI has been a member since 2006.<\/p>\n

Summary of the Findings<\/h2>\n

In brief, the key findings can be summarized as follows:<\/p>\n

    \n
  • All of the young people surveyed had experience with AI-supported applications. Their repertoire of AI applications is generally limited to a few options, primarily ChatGPT<\/em>, though the frequency of use varies greatly. This depends on how useful they perceive it to be.<\/li>\n
  • Young people often use AI in a school context. They described a wide variety of uses, including searching for information, creating texts or presentations, summarizing content, solving tasks, providing explanations, and generating images.<\/li>\n
  • In terms of cognitive involvement, school-related usage practices can be divided into two categories: passive-delegating<\/em>, where tasks are delegated to and executed by generative AI, and supportive<\/em>, where generative AI is used to support learning processes and task completion.<\/li>\n
  • Outside of school, young people use generative AI to solve specific everyday problems and overcome individual challenges, highlighting its growing importance as a communication partner.<\/li>\n
  • In addition to the practical advantages, young people perceive various risks associated with generative AI. Key concerns include disinformation, deepfakes, erroneous results, misuse of AI-generated content (e.g., distribution of AI-generated nude photos), potential privacy violations (e.g., storage or further processing of personal data or chat histories), long-term loss of skills due to outsourcing thinking and learning processes, changes in body image or beauty ideals, and negative social consequences (e.g., changes in the labor market, geopolitical, and security policies).<\/li>\n
  • Currently, adolescents are largely exploring the possibilities of generative AI on their own. This leads to unequal experiences, levels of knowledge, and skills when it comes to dealing with AI-supported applications. Guidance, support, and preparation for use are sporadic and relate only to individual applications.<\/li>\n
  • Against the backdrop of the increasing prevalence of relational AI systems and chatbots, it is important to educate parents and educational professionals about the opportunities and risks, especially with regard to relationship-related aspects.<\/li>\n
  • It would also be beneficial to create spaces where young people can discuss their experiences with AI and reflect on its dual nature as both a practical, everyday helper and a potentially risky, harmful technology.<\/li>\n<\/ul>\n","protected":false},"featured_media":681,"template":"","tags":[398,400],"class_list":["post-7514","hbi-publications","type-hbi-publications","status-publish","has-post-thumbnail","hentry","tag-miscellaneous","tag-other-publications"],"acf":[],"yoast_head":"\nGenerative AI from the Perspective of Young People - Leibniz Institut f\u00fcr Medienforschung | Leibniz Institute for Media Research<\/title>\n<meta name=\"description\" content=\"The use of generative AI, especially ChatGPT, is now firmly established among young people online. A study by Kira Thiel, Claudia Lampert and Eleysa Memis explores young people's views on generative AI, highlighting its significance in their daily lives. 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