Conversations with Media Characters Promote Children’s Science Learning From Television Watching

• In Event: The Impact of Socially Interactive Technologies on Parent-Child Interactions and Young Children’s Learning

Abstract

Video programs are important educational resources, and their potential can be amplified
if children are allowed to interact with media characters during their video watching. Such contingent interaction may be particularly important for science-oriented videos. Studies have suggested that through dialogic interaction, children are exposed to scientific language, and verbal engagement and exchanges that lead to active, mindful, and reflective learning experiences (Alper et al., 2018).

In this project, we partnered with PBS KIDS and developed interactive science videos based on a popular show, Elinor Wonder Why. In these videos, the main character, Elinor, powered by a conversational agent, engaged children in conversation by asking children questions and providing responsive feedback (Figure 1). To examine the impacts these conversational videos have on children’s learning, we conducted two experiments involving a total of 330 children, illuminating the feasibility and effectiveness of using conversational technologies to maximize the educational benefits of television watching.

In the first RCT, we randomly assigned 77 children into either 1) watching one conversational episode or 2) watching the broadcast version of the episode without any interaction (same as it is aired on PBS KIDS). Immediately after video watching, children’s episode-specific science learning was assessed using a 12-item questionnaire. In the second RCT, we extended the first study by adding a third condition: 3) a pseudo-interactive format where the media character asked children the same questions as the conversational video but did not register children’s responses and only gave generic feedback. A total of 240 children were assigned into one of the three conditions for a total of two episodes, after each of which they received immediate posttest.

Results are summarized in Figure 2. Across both studies, the agent was able to satisfactorily decipher and interpret children's responses. In the first RCT, children who watched the conversational video scored 0.33 standard deviations (SD) higher than those who watched the non-interactive, broadcast video (p < 0.05). Post-hoc analysis suggested that those who primarily spoke a language other than English at home benefited more (SD = 0.58) than their counterparts In the second RCT, children who watched the conversational video scored 0.46 SD higher than those who watched the broadcast video (p < 0.001), and 0.25 SD higher than those who watched the semi-interactive version (p < 0.05).

As the time that children spend watching videos increases and the mode of watching shifts to Internet-connected devices, it is imperative to investigate how new forms of video watching may better support learning. While studies have recognized the benefits of educational video programs, video programming is traditionally a one-way transmission medium that does not allow for the kind of contingent interaction known to be vital for children's engagement and learning (Roseberry et al., 2014; Troseth et al., 2006). Our study demonstrated that conversations with media characters can promote children’s science learning from television watching. Research and design communities should take advantage of evolving conversational technologies to maximize the educational benefit of children's screen time.

Authors

• Ying Xu, University of Michigan - Ann Arbor
  Presenting Author

• Valery Vigil, University of California, Irvine

• Daniel Ritchie, University of California - Irvine

• Julian Levine, University of California - Irvine