Abstract
In this exploratory paper, we study the usage of recommendations by and for children (ages 9 to 11) in an educational setting. From our preliminary analysis, it becomes apparent that recommender systems (RS) could provide extra support to and help children successfully complete inquiry tasks. Nonetheless, children have difficulty in recognizing the role of RS, in terms of aiding information discovery for classroom assignments. Findings from our study set a foundation that can inform future design and development of RS for children that support classroom-related work.
| Original language | English |
|---|---|
| Pages (from-to) | 61-65 |
| Number of pages | 5 |
| Journal | CEUR Workshop Proceedings |
| Volume | 2431 |
| Publication status | Published - 2019 |
| Externally published | Yes |
| Event | 2019 ACM Conference on Recommender Systems Late-breaking Results, ACM RecSys LBR 2019 - Copenhagen, Denmark Duration: 16 Sept 2019 → 20 Sept 2019 |
Keywords
- Authority
- Children
- Classroom
- Peer suggestions
- Recommender systems
- Trust
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