Young Children's Mathematical Learning From Intelligent Characters.

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ID: 94167
2019
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Abstract
Children's math learning (N = 217; M  = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015-10/2017), children's parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children's parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.
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calvert2019youngchild Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Calvert, Sandra L;Putnam, Marisa M;Aguiar, Naomi R;Ryan, Rebecca M;Wright, Charlotte A;Liu, Yi Hui Angella;Barba, Evan;
Journal child development
Year 2019
DOI 10.1111/cdev.13341
URL
Keywords
secondary prevention amyloid alzheimer's disease outcome research clinical meaningfulness clinical trials methodology preclinical

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