<![CDATA[The advancement of artificial intelligence has driven a significant transformation in education, particularly through interaction-based systems designed to boost children's engagement in the learning process. These systems employ interactive approaches such as real-time responses, engaging visualizations, and content adaptation tailored to the user's abilities. However, the effectiveness of educational artificial intelligence systems depends not only on technological sophistication but also on the user experience perceived by children, the primary users. Issues arise when interface interaction designs do not fully align with children's cognitive and emotional characteristics, potentially hindering the learning process. Therefore, this study aims to evaluate the user experience of Duolingo, an AI-based language learning application, using elementary school students as a case study. The research employs a qualitative descriptive approach grounded in Child-Computer Interaction principles. Data collection involved observing task success and conducting probing interviews supported by visual instruments (such as the Smileyometer) and child-friendly evaluation guidelines. The findings are expected to provide design recommendations for educational artificial intelligence systems that are more effective, child-friendly, and capable of supporting technology-based learning.]]>
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