This as-told-to essay draws from a discussion with Michele Ragon, a 46-year-old employee communications business partner at LinkedIn in the Bay Area. It has been condensed and clarified for readability.

My son, who is 11 and just completed fifth grade, received diagnoses of ADHD, dyslexia, and dysgraphia earlier this year. These conditions make it difficult for him to recall sequences and structure his ideas clearly.

For Christmas, I gave him a new computer with access to Copilot. Our initial joint use of AI involved gathering details for a school report on hurricanes.

We kept Copilot active alongside his notes, allowing him to query the tool repeatedly. This interactive approach gave him deeper insights into the topic than traditional methods alone.

Weeks afterward, I noticed him focused on his screen one evening. Only after inquiring did I realize he was constructing a video game entirely with AI assistance.

He appreciates how straightforward AI makes the process. No coding expertise is required, which lets his ideas flow freely. This shows AI enhancing rather than diminishing human ingenuity.

It took my son less than 8 hours total to build a video game with Copilot

He often browses Steam for free game demos, though he lacks a paid membership there. After reading Mrs. Frisby and the Rats of NIMH in class, he connected it to a civilization-style game he admired on the platform.

He began prompting Copilot with his concept, asking for guidance on turning the idea into a playable experience. The AI responded with step-by-step instructions.

He estimated the effort spanned four days, with one to two hours daily of collaboration until a functional prototype emerged.

He said AI never gets mad at him

A key advantage, according to him, is the tool's endless patience. It rephrases explanations without irritation when he repeats questions.

His go-to prompt is asking what an error means. He pastes codes back into the system for breakdowns, requesting simplifications if needed. Voice input helps when typing feels cumbersome.

The main frustration arises when an issue persists unsolved by either him or the AI. He is still learning to adjust approaches rather than repeating the same steps.

When stuck, he shifts focus or adapts elements, such as replacing rats with smiley faces to prevent crashes.

I have worries about his AI use, but the creative benefits are huge

The game project seemed low-risk with little chance of unsuitable material appearing. Still, I question whether he can always detect inaccuracies in AI outputs.

I also consider the open nature of platforms like Steam, where anyone can upload content.

We encourage independent exploration followed by sharing discoveries, yet I wonder if sufficient safeguards are in place for online activities and creations.

Ultimately, the game was his concept, made possible only through AI since he lacks programming skills. The tool boosted his motivation by delivering tangible results he could enjoy.

I think schools should teach kids how to use AI appropriately

Institutions that skip AI instruction miss a vital chance to prepare students. Even outside tech fields, people apply these tools daily, from interview practice to quick research summaries.

AI advances rapidly, so failing to guide children on responsible use leaves them unprepared.

When I asked about future projects, his excitement shone through as he described new game concepts. Witnessing this enthusiasm as a parent is truly rewarding.