ABSTRACT
As children begin to watch more television programming on systems that allow for interaction, such as tablets and videogame systems, there are different opportunities to engage them. For example, the traditional pseudo-interactive features that cue young children's participation in television viewing (e.g., asking a question and pausing for two seconds to allow for an answer) can be restructured to include correct response timing by the program or eventually even feedback. We performed three studies to examine the effects of accurate program response times, repeating unanswered questions, and providing feedback on the children's likelihood of response. We find that three- to five-year-old children are more likely to verbally engage with programs that wait for their response and repeat unanswered questions. However, providing feedback did not affect response rates for children in this age range.
- Hennie Brugman and Albert Russel. 2004. Annotating Multi-media/Multi-modal Resources with ELAN. In LREC, Fourth International Conference on Language Resources and Evaluation.Google Scholar
- Sandra L Calvert, Bonnie L Strong, Eliza L Jacobs, and Emily E Conger. 2007. Interaction and participation for young Hispanic and Caucasian girls' and boys' learning of media content. Media Psychology 9, 2 (2007), 431--445.Google ScholarCross Ref
- Alisha M Crawley, Daniel R Anderson, Alice Wilder, Marsha Williams, and Angela Santomero. 1999. Effects of repeated exposures to a single episode of the television program "Blue's Clues" on the viewing behaviors and comprehension of preschool children. Journal of Educational Psychology 91, 4 (1999), 630.Google ScholarCross Ref
- Sylvia MJ Hains and Darwin W Muir. 1996. Effects of stimulus contingency in infant-adult interactions. Infant Behavior and Development 19, 1 (1996), 49--61.Google ScholarCross Ref
- Dade Hayes. 2008. Anytime Playdate: Inside the Preschool Entertainment Boom, or, How Television Became My Baby's Best Friend. Simon and Schuster.Google Scholar
- Alice Ann Howard Gola, Melissa N Richards, Alexis R Lauricella, and Sandra L Calvert. 2013. Building meaningful parasocial relationships between toddlers and media characters to teach early mathematical skills. Media Psychology 16, 4 (2013), 390--411.Google ScholarCross Ref
- Marina Krcmar. 2010. Can social meaningfulness and repeat exposure help infants and toddlers overcome the video deficit? Media Psychology 13, 1 (2010), 31--53.Google ScholarCross Ref
- Alexis R Lauricella, Alice Ann Howard Gola, and Sandra L Calvert. 2011. Toddlers' learning from socially meaningful video characters. Media Psychology 14, 2 (2011), 216--232.Google ScholarCross Ref
- Deborah L Linebarger and Dale Walker. 2005. Infants' and toddlers' television viewing and language outcomes. American Behavioral Scientist 48, 5 (2005), 624--645.Google ScholarCross Ref
- Michael Cohen Group and USDOE. 2011. Young Children, Apps and iPad. Michael Cohen Group.Google Scholar
- Lauren J Myers, Rachel B LeWitt, Renee E Gallo, and Nicole M Maselli. 2016. Baby FaceTime: Can toddlers learn from online video chat? Developmental Science (2016).Google Scholar
- Mark Nielsen, Gabrielle Simcock, and Linda Jenkins. 2008. The effect of social engagement on 24-month-olds' imitation from live and televised models. Developmental Science 11, 5 (2008), 722--731.Google ScholarCross Ref
- Jessica Taylor Piotrowski. 2014. Participatory cues and program familiarity predict young children's learning from educational television. Media Psychology (2014), 311--331.Google Scholar
- Sarah Roseberry, Kathy Hirsh-Pasek, and Roberta M Golinkoff. 2014. Skype me! Socially contingent interactions help toddlers learn language. Child Development 85, 3 (2014), 956--970.Google ScholarCross Ref
- Jennifer Tam, Elizbeth Carter, Sara Kiesler, and Jessica Hodgins. 2012. Video increases the perception of naturalness during remote interactions with latency. In CHI'12 Extended Abstracts on Human Factors in Computing Systems. ACM, 2045--2050. Google ScholarDigital Library
- Ron Tamborini and Dolf Zillmann. 1985. Effects of questions, personalized communication style, and pauses for reflection in children's educational programs. The Journal of Educational Research 79, 1 (1985), 19--26.Google ScholarCross Ref
- Georgene L Troseth, Megan M Saylor, and Allison H Archer. 2006. Young children's use of video as a source of socially relevant information. Child Development 77, 3 (2006), 786--799.Google ScholarCross Ref
Index Terms
- Investigating the Effects of Interactive Features for Preschool Television Programming
Recommendations
PBS KIDS mathematics transmedia suites in preschool homes
IDC '13: Proceedings of the 12th International Conference on Interaction Design and ChildrenThere is growing evidence that economically disadvantaged preschool children have less extensive mathematical knowledge than their middle-income peers [14, 37]. This study addresses a program to foster low-income parents' support for their preschool ...
The Interactive Show: A Conversational Companion for Young Children and Childcare Assistant for Parents
HAI '20: Proceedings of the 8th International Conference on Human-Agent InteractionAdvances in the fields of natural language processing, machine learning and speech recognition have led to the increasing adoption of conversational agents in a variety of domains. However, the use of conversational agents as a childcare assistant for ...
ROBIN - Designing a ROBot for Interactive Narratives to engage preschool children
FabLearn Europe / MakeEd 2022: 6th FabLearn Europe / MakeEd Conference 2022Following a series of interviews with parents and teachers, and a cycle of collaborative design sessions with children aged 4-6 years old, this work in progress presents the design of an interactive storytelling robot able to engage preschool children ...
Comments