تحلیل کیفی نگرش کودکان مقطع ابتدایی نسبت به دروغ، صداقت و اعتماد در تعامل با هوش مصنوعی

علی آقازیارتی

Authors

Ali Aghaziarati Assistant Professor, Department of Psychology and Counseling Education, Farhangian University, Tehran, Iran. Corresponding author https://orcid.org/0000-0001-6110-9729

Keywords:

Chatbot, Artificial Intelligence, Honesty, Lying, Trust, Digital Ethics, Elementary school Children

Abstract

This study aimed to qualitatively explore elementary school children’s moral perceptions of lying, honesty, and trust in their interactions with AI chatbots. qualitative phenomenological design was employed. Twenty-one children aged 8–12 years from elementary schools in Tehran, Iran, participated through purposive sampling. All participants had experience interacting with chatbots such as ChatGPT, Google Assistant, or Siri. Data were collected through semi-structured individual interviews and analyzed thematically using NVivo 14 software. Open, axial, and selective coding procedures were used to identify categories and themes, with theoretical saturation achieved after the 21st interview. Four major themes emerged: (1) Moral understanding of lying in AI, (2) Honesty as a communicative expectation, (3) Formation and loss of trust in AI, and (4) Moral conceptualization of the human–machine relationship. Children tended to interpret chatbot errors as technical faults rather than deliberate deceit, viewed honesty as equivalent to intelligence and reliability, and based trust on consistency and friendliness of interaction. Many also attributed human-like traits—such as emotion, intent, and conscience—to AI systems. The findings indicate that children interpret moral concepts in AI interactions through an anthropocentric lens. Ethically informed chatbot design and the inclusion of digital moral literacy in education are essential to prevent misconceptions about honesty and trust in AI systems.

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