<![CDATA[The development of smartphones and Artificial Intelligence (AI) has influenced family-based learning assistance practices. In practice, parents utilize smartphones and AI situationally, particularly when children experience difficulties understanding learning materials or when parents are unable to answer school assignments. Although these practices occur naturally without awareness of educational technology integration concepts, they reflect characteristics that can be analyzed through the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. This study aims to explore elementary school children’s learning assistance practices by parents through smartphones and AI from the SAMR perspective. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving parents of fourth- to sixth-grade elementary school students. The findings indicate that smartphones and AI are used adaptively according to children’s learning needs. These practices reflect the stages of SAMR, ranging from technology as a substitute for conventional learning resources to the creation of more interactive and personalized learning experiences. This study demonstrates that the SAMR model is relevant as an analytical framework in family education and contributes to the development of AI-based digital parenting studies in elementary education.]]>
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