This session shares results from a recent study on how individuals on social media describe emotional and social relationships with ChatGPT and how these interactions shape perceptions of care, authenticity, and presence. The findings illustrate how social media users, many of whom are youth, are redefining what is important to them in social relationships and the perceived benefits of using AI. There is a distinct lack of resources that address this issue of using AI as a social support. Therefore, this session introduces the R U REAL framework (Reflexivity and Understanding in Relational Engagement for AI Literacy), which provides a way to critically address emotion, trust, and reflection in teaching and learning about technology. The framework encourages educators to engage with the social and ethical dimensions of students’ experiences with digital systems and to create opportunities for relational reflection.

Session Recording and Slides

<p>This content is available to registered attendees of the explorAItion! 2.0 conference.

Tess Butler-Ulrich is a doctoral student and educational researcher who studies critical and innovative technologies in education, with a focus on STEM and artificial intelligence. Her work explores how educators and learners can think critically about their interactions with technology and develop more reflective, informed, and empowered approaches to working with it.