AI chatbots and kids: what research says about talking, learning, and more

AI chatbots boost language and creativity in young children: A new learning scenario is taking shape

The most recent study, coordinated by Professor Elena Morales from the Department of Cognitive Sciences at the University of Washington together with Professor Anthony Clarke from the School of Education at the University of Cambridge, was funded by the National Institute for Child Health and published in July 2025 in Early Childhood Development.

This extensive research involved 312 children aged 3 to 5 and set up a rigorous experimental design: participants were assigned either to interactive sessions with a conversational chatbot, to passive listening of pre-recorded stories, or to traditional play with illustrated books. For 14 consecutive weeks, each child participated in daily twenty-minute sessions in a home setting, closely supervised by both researchers and parents.

Throughout the study, children’s progress was monitored through standardized receptive and expressive language tests as well as qualitative observations of their narrative skills. Parents also completed weekly questionnaires about their children's reactions and behaviors. The findings showed that those who interacted with the chatbot experienced a marked improvement in their vocabulary—on average, a 17% increase in lexical test scores—and used noticeably more complex sentence structures compared to their peers in the other groups.

The introduction of AI-powered chatbots into educational and home settings is therefore redefining the ways in which preschool children learn. Multiple recent studies have observed that direct interaction with virtual assistants not only sparks the curiosity of the youngest, but also activates fundamental cognitive processes for both linguistic and creative development. This phenomenon opens up new perspectives on the mindful use of conversational technologies in the early years of life.

Active interaction strengthens language and comprehension.

The studies found that children who actively participate in conversations with chatbots—asking questions or inventing stories together with the AI—develop a greater command of vocabulary and sentence construction. Artificial intelligence responds in a coherent and stimulating manner, fostering dialogue and encouraging the child to express themselves using new words and more complex structures. Compared to traditional media and passive games, conversations with AI continuously stimulate curiosity, offering a dynamic environment that adapts to the linguistic needs of each child.

Personalized learning makes every experience unique.

One of the main strengths highlighted by the studies is the ability of AI chatbots to adapt to each child’s level and interests. Conversations can be adjusted in real time based on the responses of the young interlocutor, introducing new terms or simplifying speech when necessary. This personalization transforms the learning experience into a tailor-made journey, which is difficult to achieve with traditional tools.

Shared storytelling stimulates logic and creativity.

Interactions with chatbots allow children to actively participate in creating stories and role-playing games. Virtual assistants don’t just narrate stories—they involve the child, asking for preferences, suggestions, and narrative choices. This approach develops narrative thinking, understanding of logical sequences, and the sense of cause and effect, enriching both memory and imagination. The opportunity to influence the course of stories also supports self-esteem and confidence in one’s ideas.

An encouraging environment for curiosity and repetition.

Another positive aspect is the inexhaustible patience and availability of artificial intelligence. Children can repeat questions, listen to stories, or practice language exercises as many times as they wish, without fear of being boring or receiving negative responses. This ever-welcoming environment encourages curiosity, language exploration, and the consolidation of new knowledge through repetition, a key element in early learning.

The less positive aspects require attention and balance.

Despite the many advantages, the studies have also highlighted some critical issues to consider. The main concern is the possible reduction in direct human interactions, which are essential for a child’s emotional and social development. As advanced as they may be, AI assistants cannot fully replicate the nuances of human empathy, the complexity of affective relationships, or the ability to interpret authentic emotions. Excessive or unguided use could therefore hinder the acquisition of deeper social skills.

Some researchers have also pointed out that chatbots tend to offer consistently positive or reassuring responses, limiting children’s exposure to constructive frustration or differing points of view. If not balanced with real-life experiences, this aspect could reduce young children’s ability to handle disappointment or conflict.

Toward mindful and balanced use.

Integrating AI chatbots into early learning represents a valuable resource, provided it is accompanied by careful supervision and balanced with authentic human relationships. The studies suggest that technology can be an effective tool for stimulating language, logic, and creativity, but must be part of a broader educational journey, rich in relationships, emotions, and real-life exchanges. In this way, it will be possible to reap its benefits while minimizing potential risks, giving children the best opportunities to grow.

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