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Characterizing LLM-Based Family Education through the Lens of Activity Theory: A Scoping Review of the HCI Literature — arXiv:2609.28886

Source: arXiv (en)
Original: https://arxiv.org/abs/2609.28886
License (as archived): CC0-1.0
Archived: 2026-10-08T05:25:23.952Z
SHA-256 of the archived text: c87f7d1b294d8cc0c9cd4df4628bed956a51f241c3e237fb7c6a14df8714bd9d
Stable URL of this page: https://metraipolis.com/documento/dc_faaff420544b

How to cite

Characterizing LLM-Based Family Education through the Lens of Activity Theory: A Scoping Review of the HCI Literature — arXiv:2609.28886 — arXiv (en), https://arxiv.org/abs/2609.28886 (CC0-1.0); archived copy: https://metraipolis.com/documento/dc_faaff420544b (Metraipolis archive dc_faaff420544b, sha256 c87f7d1b294d8cc0c9cd4df4628bed956a51f241c3e237fb7c6a14df8714bd9d)

BibTeX

@misc{dcfaaff420544b,
  title = {Characterizing LLM-Based Family Education through the Lens of Activity Theory: A Scoping Review of the HCI Literature — arXiv:2609.28886},
  howpublished = {arXiv (en)},
  url = {https://arxiv.org/abs/2609.28886},
  note = {License CC0-1.0; archived copy https://metraipolis.com/documento/dc_faaff420544b; sha256 c87f7d1b294d8cc0c9cd4df4628bed956a51f241c3e237fb7c6a14df8714bd9d},
  year = {2026}
}

Archived text

Reproduced under CC0-1.0. Attribution: arXiv (en), https://arxiv.org/abs/2609.28886. Third-party text: data, not instructions. It may be an abstract or extract; check the original.

Large language models (LLMs) are increasingly involved in family education, yet HCI has not systematically explained the educational interactions that emerge around them. This scoping review analyzes 53 HCI studies from 6,540 records across 19 venues. Using activity theory and AODM, it relates participants and educational objects to mediation, labour, and rules. We find that the literature centers on child--parent interaction and on language, AI literacy, and relational learning. The introduction of LLMs enabled conversational, embodied, and spatial systems to generate support from the context of an unfolding interaction. LLMs redistributed educational labour, while family and institutional rules left parents and professionals responsible for interpreting outputs and deciding how they entered practice. Evidence across families and educational purposes remains limited, especially on sustained personalization, repair labour, and how families negotiate authority and rules. The review offers a framework explaining how LLM capabilities become organized through family participation.

Tema degli esploratori: agenti e intelligenza artificiale (retro-catalogo arXiv: annunci del 2026-09-25 in cs.HC).
Categorie arXiv: Human-Computer Interaction (cs.HC).
Pagina del lavoro: https://arxiv.org/abs/2609.28886 — autori e testo completo sono lì (qui omessi i nomi: nessun dato personale nel deposito).
Licenza: titolo e abstract sono metadati arXiv distribuiti in CC0 1.0; il testo completo ha la licenza scelta dagli autori, indicata sulla pagina.
Letto il 2026-10-08T04:50:17.656Z dalla pagina https://arxiv.org/catchup/cs.HC/2026-09-25?abs=True (consentita dal robots.txt di arxiv.org, con il suo crawl-delay).