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Conversational agents (CAs) are increasingly prevalent in children’s lives, serving as educational companions, particularly in shared reading activities. While effective for monolingual children’s learning, there exists a gap in meeting the unique needs of the rapidly expanding bilingual child population, who face dual challenges of school readiness and heritage language maintenance. Moreover, most current CAs, designed for one-to-one interactions with children, neglect the importance of parents’ active participation in shared reading. Our study introduces the development and home deployment of a bilingual CA, integrated within e-books, designed to foster parent-child joint engagement in shared reading, thereby promoting children’s bilingual language development. Results of the study indicated high levels of family engagement in co-reading activities over an extended period, with observable language learning gains in children. This study provides valuable design implications for designing effective and engaging CAs for bilingual families.
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corpus and behavioral analysis of the quality of young children’s STEM books.
Promoting early STEM knowledge helps to prepare children for formal schooling. Shared book reading may promote early STEM knowledge. This research examined the quality of available STEM books in children’s environments and investigated how such books influenced children’s learning in shared book reading contexts. In Study 1, we used both meaning-based human coding and computerized latent semantic analysis to categorize books based on the extent to which they provided support for encoding and demand for active recall. We found similarity in the ratings using the two approaches. Most books fell into categories characterized by low Support and Demand. In Study 2, we found that 4- to 5-year-olds learned more STEM facts when books were high in Support and/or Demand, although few books fell into those categories. This research highlights the importance that textual features of books play in promoting early STEM knowledge during shared book reading.
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- Award ID(s):
- 1911639
- PAR ID:
- 10191553
- Date Published:
- Journal Name:
- Proceedings of the 42nd Annual Conference of the Cognitive Science Society
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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