Dialogic Reading With a Chatbot Promotes Chinese Kindergarteners’ Story Comprehension and Word Learning

• In Event: Learning and Teaching With AI

Abstract

This study examined the efficacy of a chatbot in promoting story comprehension and word learning for Chinese kindergarteners from less advantaged backgrounds. We used a 2 (reading technique: dialogic or non-dialogic) x 2 (reading partner: chatbot or human) factorial design with 148 children (83 girls, Mage = 70.07 months, SD = 7.64) from a district featuring migrant families in Beijing, China. Results showed the chatbot provided comparable dialogic reading support to the human partner, improving story comprehension and word learning. Critically, the chatbot's effect on story comprehension was moderated by children's language proficiency rather than age or reading ability. This demonstrates chatbots can facilitate dialogic reading and highlights the importance of considering children's language skills when implementing chatbot dialogic interventions.

Authors

• Xi Cheng, Tsinghua University

• Li Yin, Tsinghua University

• Chaochao Lin, Beijing Institute of Technology

• Zhaoning Shi, Beijing Institute of Technology

• Hanxiao Zheng, Beijing Institute of Technology

• Leqi Zhu, Beijing Institute of Technology

• Xiabi Liu, Beijing Institute of Technology

• Keran Chen, Tsinghua University

• Rui Dong, Tsinghua University