Document Type

Conference Proceeding

Publication Date

2019

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.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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