Children's Expectations, Engagement, and Evaluation of an LLM-enabled Spherical Visualization Platform in the Classroom

This paper presents a classroom study evaluating an LLM-augmented spherical visualization platform used with Swedish primary school children (ages 9-10) to explore Earth-related datasets through spoken natural language queries and coordinated visual-verbal responses. The study examines children's expectations, engagement patterns, and evaluations of the system in a formal educational context.

We present our first stage results from deploying an LLM-augmented visualization software in a classroom setting to engage primary school children with earth-related datasets. Motivated by the growing interest in conversational AI as a means to support inquiry-based learning, we investigate children's expectations, engagement, and evaluation of a spoken LLM interface with a shared, immersive visualization system in a formal educational context. Our system integrates a speech-capable large langua

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