An analysis on the structural relationships among young children’s social competence, self-regulation and play immersion in using artificial intelligence

Objectives The purpose of this study is to explore the relationship among young children’s social competence, self-regulation and play immersion in using artificial intelligence(AI). Methods The research subjects are 238 young children who are 3, 4, and 5 years olds and attending preschools located in G city. Data about the characteristics of young children were collected through related questionnaires by their preschool teachers. The data were analyzed through descriptive analysis, correlation analysis, regression analysis, factor analysis, and structural equation model analysis. Results The research results were as follows; first, there were significant correlations among young children’s social competence, self-regulation, and play immersion in using AI. Second, young children’s social competence directly affected on play immersion in using AI and indirectly gave an influence on play immersion in using AI by a mediation of self-regulation. In accordance, there was a significant partial mediating effects of young children’s self-regulation on the relationship between their social competence and play immersion in using AI. Conclusions In conclusion, these findings suggest that, for supporting child-centered and play-directed AI education with young children, teachers and parents should acknowledge the importance of educational supports to promote young children’s meaningful play immersion in using AI.