<< Background >>We observe the abundance of smart toys, adaptive learning applications, and digital assistants for schoolchildren on the market. These products are artificial intelligence (AI) based conversational agents that can communicate using natural language. The current pandemic challenge probably plays an important role in promoting their adoption. The truth is, however inconvenient, that we still do not know much about how schoolchildren harness these AI-based conversational agents for their benefits. Because of the way they are designed (i.e., real touchable physique versus digital character), schoolchildren may have different kinds of interaction and experience with them. Moreover, they may be perceived differently because of their appearances (i.e., pet-like and human-like characteristics). This project addresses a discussion that is likely to become more glaring in the next years, due to the increasing adoption of in AI-based conversational agents for learning and leisure activities. We focus on 11 to 13 years old schoolchildren in Liechtenstein, Germany, and France. In this age group, they begin to learn abstract reasoning (Jean Piaget’s concreate and formal operational stage) and develop belief in their own ability to solve tasks together with a sense of identity in relation to their social others (Erik Erikson’s stages 4 and 5 of psychosocial development). We also take into account the concerns about digital divide between schoolchildren and their caregivers, a cultural gap between digital natives and digital immigrants. By understanding how schoolchildren perceive and interact with conversational agents, we can equip parents and teachers with hands-on know-how in guiding schoolchildren to develop a mindful and healthy interaction with AI-based conversational agents.Ultimately, we wish to join ongoing European-wide initiatives that aim to provide a better and safer digital space for children. Examples of these initiatives are Better Internet for Kids (https://www.betterinternetforkids.eu/policy/safer-internet-forum) and Eurochild (https://www.eurochild.org). We would also like to contribute to the broader discourse on artificial intelligence and children, joining the missions of UNICEF's (https://www.unicef.org/globalinsight/media/661/file). Finally, we also learn from the European Union Agency for Fundamental Rights (FRA)'s (https://fra.europa.eu/en/project/2018/artificial-intelligence-big-data-and-fundamental-rights) discussion about artificial intelligent and the fundamental rights.In comparison to other ongoing Erasmus+ projects on the subject matter, our focus is on the social and cogntivie consequences of AI-enabled CA use for schoolschildren and not on how to teach AI to children (e.g., Generation AI - Grant 275440, Internship of ‘Artificial Intelligence and Coding’ appliations in the light of EU knowledge - Grant 55756).<< Objectives >>Responding to the problematisation, we pursue two main objectives in this project:•To explore and understand how schoolchildren interact with different types of AI-based conversational agents and how they perceive these conversational agents compared to their existing social others (such as family, friends, and teachers). This objective is addressed in work packages 1 (conceptual development) as well as 2 and 3 (field study).•To equip schoolchildren as digital natives and their caregivers with hands-on knowledge in dealing with the rapid advancement of smart technologies, especially those that appear to be social and human-like in either appearance or intelligence. This objective is addressed in work package 4 (project blog and a collection of short stories).<< Implementation >>We divide our main project activities into four work packages (WPs):1.WP 1 - Conceptual development. We will analyze available AI-based conversational agents on the market that specifically target schoolchildren and dig deeper into their design purpose, working mechanisms, and potential pros and contras. We will develop a typology of these conversational agents.2.WP 2 - First field study. We will interview 11-13 years old schoolchildren to explore how they perceive and interact with AI-based conversational agents. 3.WP 3 - Second field study. We will investigate the implications of the new learning strategies that schoolchildren develop when using AI-based conversational agents, compared to the more traditional learning strategies.4.WP 4 - Dissemination to a wide audience. We will share the insights directly to participating parents and teachers. We will also use the storytelling approach in disseminating them on a dedicated blog.<< Results >>Result 1 - A typology of conversational agents for schoolchildren. This project result will be delivered upon the completion of WP 1.Result 2 - Insights on how schoolchildren perceive and interact with AI-based conversational agents. This project result will be delivered upon the completion of WP 2. Result 3 - Insights on schoolchildren’s learning strategies with AI-based conversational agents. This project result will be delivered upon the completion of WP 3.Result 4 - Dissemination to a wide audience. We will share the insights directly to participating parents and teachers. We will also use the storytelling approach in disseminating them on a dedicated blog. This project result is addressed in WP 4.