Questions + answers + agency: Interactive touchscreens and Children's learning from a socio-emotional TV story

Peebles, Alanna; Bonus, James Alex; Mares, Marie‐Louise

doi:10.1016/j.chb.2018.03.039

Cited by 25 publications

(10 citation statements)

References 48 publications

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“…When examining vocalizations, as expected, dialogic reading resulted in significantly higher levels of narrativerelevant vocalization. This suggests that children were receptive to dialogic reading, as demonstrated repeatedly from studies in both face-to-face settings and computerbased environments (e.g., Calvert et al, 2019;Peebles et al, 2018). Interestingly, it appeared that dialogic reading also reduced the instances of irrelevant vocalizations that may be an indicator of distraction (Reich et al, 2019).…”

Section: Discussionmentioning

confidence: 63%

Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement

Aubele

Vigil

et al. 2021

Child Development

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Dialogic reading, when children are read a storybook and engaged in relevant conversation, is a powerful strategy for fostering language development. With the development of artificial intelligence, conversational agents can engage children in elements of dialogic reading. This study examined whether a conversational agent can improve children's story comprehension and engagement, as compared to an adult reading partner. Using a 2 (dialogic reading or non-dialogic reading) × 2 (agent or human) factorial design, a total of 117 three-to six-year-olds (50% Female, 37% White, 31% Asian, 21% multi-ethnic) were randomly assigned into one of the four conditions. Results revealed that a conversational agent can replicate the benefits of dialogic reading with a human partner by enhancing children's narrative-relevant vocalizations, reducing irrelevant vocalizations, and improving story comprehension.

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Section: Discussionmentioning

confidence: 63%

Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement

Aubele

Vigil

et al. 2021

Child Development

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“…More research is needed on the types and levels of interactivity that could act as "digital adult" in supporting ToM development. It is also possible that contingent interactivity may be sufficient to promote other social-emotional skills, such as emotion recognition and social skill literacy (Craig et al, 2016;Peebles et al, 2018), emotion regulation (Craig et al, 2016;Rasmussen et al, 2019), prosocial behaviors (Shoshani et al, 2022) and social self-efficacy (Craig et al, 2016), but not ToM, given the importance of active use of the mental state language for ToM development found in some studies (Grazzani and Ornaghi, 2011;Ornaghi et al, 2011;Guajardo et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Flynn et al (2019), applied play framework by Zosh et al (2018) to digital spaces and theorized that when design affords a specific type of interactivity, a game can assume the role of a "digital adult" and, in turn, may provide the benefits of adult-child co-engagement. One such type is contingent interactivity, also known as full interactivity in some studies (Peebles et al, 2018), which involves meaningful reciprocal exchanges between the player and the system and includes turntaking, responsive contingent feedback, and device control. In contingent interactivity, the game assumes the role of a "digital adult" and initiates some activities within the game or directs the play.…”

Section: Digital Games As Social Partnersmentioning

confidence: 99%

Teaching Preschoolers Theory of Mind Skills With Mobile Games

et al. 2022

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This single-case research study examined whether interactive touch screen apps enriched with Theory of Mind (ToM)—enhancing language would promote ToM skills in preschoolers. Six typically developing girls between the ages of 46- and 52- months participated in multiple sessions across the three phases of the study: In baseline, participants played games without voice-overs; in the original treatment phase, participants played games with embedded voice-overs; finally, in the modified treatment phase, participants first played games with embedded voice-overs, then engaged in the researcher-led conversation. All sessions across the three phases concluded with ToM assessments: two measures based on a continuous scale. The first measure included three tasks targeting earlier-developing ToM skills (diverse desires, diverse beliefs, and knowledge access), and the other measure had two tasks that assessed a later-developing ToM competency, false belief understanding. Results showed that apps with ToM-embedded language improved children’s earlier-developing ToM skills (i.e., understanding that people can have different desires, beliefs, and knowledge access) in the phase where an adult-led conversation also followed voice-over-enriched app play. Apps with ToM-embedded language without a follow-up discussion were only marginally effective in promoting the earlier-emerging ToM skills. Across the conditions, apps were not effective in promoting children’s later-developing ToM skills—false belief understanding. Our findings indicate that incorporating ToM conducive language in mobile apps can promote ToM development in preschoolers, especially when supplemented by an adult-led conversation.

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“…For example, active mediation has been shown to reduce the effect of news exposure to a violent event on younger children's emotional reactions (Buijzen et al, 2007). Although some evidence suggests that interactive programming may aid emotion recognition among preschoolers (Peebles et al, 2018), research has yet to examine how parental mediation of media use affects a child's emotional skills. Further, though evidence indicates that parents of 6-14-year-olds engage in a high degree of active mediation of their child's online activities, which opens the door to both opportunities and risks online (Livingstone et al, 2017), the links to emotional experience and skill development are as yet unaddressed.…”

Section: Parental Mediationmentioning

confidence: 99%

Does Digital Media Use Harm Children’s Emotional Intelligence? A Parental Perspective

Nabi

Wolfers

2022

MaC

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Emotional intelligence (EI) is comprised of a set of critical life skills that develop, in part, through practice in social interaction. As such, some have expressed concern that the heavy screen media diet of today’s youth threatens the development of those crucial abilities. This research assesses how the media diet of children and the media use of their parents relates to child EI levels to assess what, if any, specific patterns exist. Four hundred parents of children aged 5–12 reported on, among other variables, their child’s EI, empathy, and emotional regulation skills along with their child’s various digital and non-digital media use, and non-media activities. Parental EI, screen use, media emotional mediation, and media co-use with their children were also assessed. Analyses revealed no significant relationships between child EI and screen use of any kind, though reading positively associated with child EI. Especially interesting, children whose parents used their mobile device more frequently in the presence of their child had lower EI, and parents who engaged in emotional mediation around their child’s media use reported higher EI levels in their children. These findings suggest that concerns about children’s digital media usage are perhaps overblown in terms of impeding emotional skill development. Further, and especially critical, parents’ own media-related behaviors around their children could have significant impact on child EI development.

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Questions + answers + agency: Interactive touchscreens and Children's learning from a socio-emotional TV story

Cited by 25 publications

References 48 publications

Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement

Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement

Teaching Preschoolers Theory of Mind Skills With Mobile Games

Does Digital Media Use Harm Children’s Emotional Intelligence? A Parental Perspective

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