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Taiwan Survey Reveals 92% of Children Use AI, Rising Isolation and Academic Stress
In a fresh three‑year longitudinal study released yesterday, 92 % of Taiwanese children aged six to 15 report using artificial intelligence in some form—an astonishing reach that includes 20 % who interact with AI daily or almost daily. Yet only 9 % turn to the technology for homework, with 6 % of elementary students and 11 % of junior‑high students citing it as a study aid. The findings suggest that while AI tools are widely accessed, they have not yet become a primary academic resource.
The survey, conducted by Parenting.com.tw and unveiled at a Taipei news conference, also paints a worrisome picture of social isolation. Thirty‑six percent of respondents admit they haven’t gone out with friends in a month, 29 % feel they have no one in real life who truly understands them, and 24 % describe social interactions as a burden. A sharp rise is evident in the 23 % who say they have no one to rely on—a jump from 6 % in the 2024 edition.
When confronted with sadness or secrets, only 34 % would confide in a real‑life friend, 5 % would turn to a chatbot, and a mere 4 % would speak to a father or 1 % to a teacher. Among junior‑high girls, 73 % would talk to a chatbot when depressed—a figure 2.8 times higher than those who would seek help from teachers. Likewise, 54 % of junior‑high girls use AI to resolve interpersonal conflict, compared with 47 % who would consult teachers.
Academic pressure has intensified over the past three years. The proportion of children reporting high stress climbed to 47 % from 36 %, while those who dislike school rose to 43 % from 31 %. Forty‑three percent of students worry about exams, 38 % are concerned about grades, and 25 % feel anxious about lacking future plans. Exam‑related anxiety shows a steady increase with grade level: 29 % of fifth‑graders, 35 % of sixth‑graders, 46 % of seventh‑graders, 55 % of eighth‑graders, and 64 % of ninth‑graders report fears about tests.
Together, the survey underscores a dual trend: AI’s near‑ubiquitous presence in children’s daily lives and a mounting sense of isolation and academic strain. The data call on educators, parents, and policymakers to scrutinize how AI tools are woven into learning environments and to devise strategies that safeguard students’ mental health and social development.
The survey, conducted by Parenting.com.tw and unveiled at a Taipei news conference, also paints a worrisome picture of social isolation. Thirty‑six percent of respondents admit they haven’t gone out with friends in a month, 29 % feel they have no one in real life who truly understands them, and 24 % describe social interactions as a burden. A sharp rise is evident in the 23 % who say they have no one to rely on—a jump from 6 % in the 2024 edition.
When confronted with sadness or secrets, only 34 % would confide in a real‑life friend, 5 % would turn to a chatbot, and a mere 4 % would speak to a father or 1 % to a teacher. Among junior‑high girls, 73 % would talk to a chatbot when depressed—a figure 2.8 times higher than those who would seek help from teachers. Likewise, 54 % of junior‑high girls use AI to resolve interpersonal conflict, compared with 47 % who would consult teachers.
Academic pressure has intensified over the past three years. The proportion of children reporting high stress climbed to 47 % from 36 %, while those who dislike school rose to 43 % from 31 %. Forty‑three percent of students worry about exams, 38 % are concerned about grades, and 25 % feel anxious about lacking future plans. Exam‑related anxiety shows a steady increase with grade level: 29 % of fifth‑graders, 35 % of sixth‑graders, 46 % of seventh‑graders, 55 % of eighth‑graders, and 64 % of ninth‑graders report fears about tests.
Together, the survey underscores a dual trend: AI’s near‑ubiquitous presence in children’s daily lives and a mounting sense of isolation and academic strain. The data call on educators, parents, and policymakers to scrutinize how AI tools are woven into learning environments and to devise strategies that safeguard students’ mental health and social development.
