More Like this

1. “Elinor’s Talking to Me!”:Integrating Conversational AI into Children’s Narrative Science Programming

   https://doi.org/10.1145/3491102.3502050  

   Xu, Ying ; Vigil, Valery ; Bustamante, Andres S. ; Warschauer, Mark ( April 2022 , Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems)

   Video programs are important, accessible educational resources for young children, especially those from an under-resourced backgrounds. These programs’ potential can be amplified if children are allowed to socially interact with media characters during their video watching. This paper presents the design and empirical investigation of interactive science-focused videos in which the main character, powered by a conversational agent, engaged in contingent conversation with children by asking children questions and providing responsive feedback. We found that children actively interacted with the media character in the conversational videos and their parents spontaneously provided support in the process. We also found that the children who watched the conversational video performed better in the immediate, episode-specific science assessment compared to their peers who watched the broadcast, non-interactive version of the same episode. Several design implications are discussed for using conversational technologies to better support child active learning and parent involvement in video watching. 

   more » « less
2. Study on U.S. Parents' Divisions of Labor During COVID-19, Waves 1-2

   https://doi.org/10.3886/E183142V2  

   Carlson, Daniel L. ; Petts, Richard J. ( January 2022 , ICPSR - Interuniversity Consortium for Political and Social Research)

   The COVID-19 pandemic has dramatically altered family life in the United States. Over the long duration of the pandemic, parents had to adapt to shifting work conditions, virtual schooling, the closure of daycare facilities, and the stress of not only managing households without domestic and care supports but also worrying that family members may contract the novel coronavirus. Reports early in the pandemic suggest that these burdens have fallen disproportionately on mothers, creating concerns about the long-term implications of the pandemic for gender inequality and mothers’ well-being. Nevertheless, less is known about how parents’ engagement in domestic labor and paid work has changed throughout the pandemic, what factors may be driving these changes, and what the long-term consequences of the pandemic may be for the gendered division of labor and gender inequality more generally.
   
   The Study on U.S. Parents’ Divisions of Labor During COVID-19 (SPDLC) collects longitudinal survey data from partnered U.S. parents that can be used to assess changes in parents’ divisions of domestic labor, divisions of paid labor, and well-being throughout and after the COVID-19 pandemic. The goal of SPDLC is to understand both the short- and long-term impacts of the pandemic for the gendered division of labor, work-family issues, and broader patterns of gender inequality.
   
   Survey data for this study is collected using Prolifc (www.prolific.co), an opt-in online platform designed to facilitate scientific research. The sample is comprised U.S. adults who were residing with a romantic partner and at least one biological child (at the time of entry into the study). In each survey, parents answer questions about both themselves and their partners. Wave 1 of SPDLC was conducted in April 2020, and parents who participated in Wave 1 were asked about their division of labor both prior to (i.e., early March 2020) and one month after the pandemic began. Wave 2 of SPDLC was collected in November 2020. Parents who participated in Wave 1 were invited to participate again in Wave 2, and a new cohort of parents was also recruited to participate in the Wave 2 survey. Wave 3 of SPDLC was collected in October 2021. Parents who participated in either of the first two waves were invited to participate again in Wave 3, and another new cohort of parents was also recruited to participate in the Wave 3 survey. This research design (follow-up survey of panelists and new cross-section of parents at each wave) will continue through 2024, culminating in six waves of data spanning the period from March 2020 through October 2024. An estimated total of approximately 6,500 parents will be surveyed at least once throughout the duration of the study.
   
   SPDLC data will be released to the public two years after data is collected; Waves 1 and 2 are currently publicly available. Wave 3 will be publicly available in October 2023, with subsequent waves becoming available yearly. Data will be available to download in both SPSS (.sav) and Stata (.dta) formats, and the following data files will be available: (1) a data file for each individual wave, which contains responses from all participants in that wave of data collection, (2) a longitudinal panel data file, which contains longitudinal follow-up data from all available waves, and (3) a repeated cross-section data file, which contains the repeated cross-section data (from new respondents at each wave) from all available waves. Codebooks for each survey wave and a detailed user guide describing the data are also available. Response Rates: Of the 1,157 parents who participated in Wave 1, 828 (72%) also participated in the Wave 2 study. Presence of Common Scales: The following established scales are included in the survey:
   

   • Self-Efficacy, adapted from Pearlin's mastery scale (Pearlin et al., 1981) and the Rosenberg self-esteem scale (Rosenberg, 2015) and taken from the American Changing Lives Survey
   • Communication with Partner, taken from the Marriage and Relationship Survey (Lichter & Carmalt, 2009)
     
   • Gender Attitudes, taken from the National Survey of Families and Households (Sweet & Bumpass, 1996)
     
   • Depressive Symptoms (CES-D-10)
   • Stress, measured using Cohen's Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983)
     

   Full details about these scales and all other items included in the survey can be found in the user guide and codebook
   The second wave of the SPDLC was fielded in November 2020 in two stages. In the first stage, all parents who participated in W1 of the SPDLC and who continued to reside in the United States were re-contacted and asked to participate in a follow-up survey. The W2 survey was posted on Prolific, and messages were sent via Prolific’s messaging system to all previous participants. Multiple follow-up messages were sent in an attempt to increase response rates to the follow-up survey. Of the 1,157 respondents who completed the W1 survey, 873 at least started the W2 survey. Data quality checks were employed in line with best practices for online surveys (e.g., removing respondents who did not complete most of the survey or who did not pass the attention filters). After data quality checks, 5.2% of respondents were removed from the sample, resulting in a final sample size of 828 parents (a response rate of 72%).
   
   In the second stage, a new sample of parents was recruited. New parents had to meet the same sampling criteria as in W1 (be at least 18 years old, reside in the United States, reside with a romantic partner, and be a parent living with at least one biological child). Also similar to the W1 procedures, we oversampled men, Black individuals, individuals who did not complete college, and individuals who identified as politically conservative to increase sample diversity. A total of 1,207 parents participated in the W2 survey. Data quality checks led to the removal of 5.7% of the respondents, resulting in a final sample size of new respondents at Wave 2 of 1,138 parents.
   
   In both stages, participants were informed that the survey would take approximately 20 minutes to complete. All panelists were provided monetary compensation in line with Prolific’s compensation guidelines, which require that all participants earn above minimum wage for their time participating in studies.
   To be included in SPDLC, respondents had to meet the following sampling criteria at the time they enter the study: (a) be at least 18 years old, (b) reside in the United States, (c) reside with a romantic partner (i.e., be married or cohabiting), and (d) be a parent living with at least one biological child. Follow-up respondents must be at least 18 years old and reside in the United States, but may experience changes in relationship and resident parent statuses. Smallest Geographic Unit: U.S. State

   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. In accordance with this license, all users of these data must give appropriate credit to the authors in any papers, presentations, books, or other works that use the data. A suggested citation to provide attribution for these data is included below:            
   
   Carlson, Daniel L. and Richard J. Petts. 2022. Study on U.S. Parents’ Divisions of Labor During COVID-19 User Guide: Waves 1-2.  

   To help provide estimates that are more representative of U.S. partnered parents, the SPDLC includes sampling weights. Weights can be included in statistical analyses to make estimates from the SPDLC sample representative of U.S. parents who reside with a romantic partner (married or cohabiting) and a child aged 18 or younger based on age, race/ethnicity, and gender. National estimates for the age, racial/ethnic, and gender profile of U.S. partnered parents were obtained using data from the 2020 Current Population Survey (CPS). Weights were calculated using an iterative raking method, such that the full sample in each data file matches the nationally representative CPS data in regard to the gender, age, and racial/ethnic distributions within the data. This variable is labeled CPSweightW2 in the Wave 2 dataset, and CPSweightLW2 in the longitudinal dataset (which includes Waves 1 and 2). There is not a weight variable included in the W1-W2 repeated cross-section data file.
    

   more » « less
3. Relations between parent–child interaction and children’s engagement and learning at a museum exhibit about electric circuits

   https://doi.org/10.1111/desc.13057  

   Sobel, David M. ; Letourneau, Susan M. ; Legare, Cristine H. ; Callanan, Maureen ( November 2020 , Developmental Science)

   Play is critical for children's learning, but there is significant disagreement over whether and how parents should guide children's play. The objective of the current study was to examine how parent–child interaction affected children's engagement and problem‐solving behaviors when challenged with similar tasks. Parents and 4‐ to 7‐year‐old children in the U.S. (N = 111 dyads) played together at an interactive electric circuit exhibit in a children's museum. We examined how parents and children set and accomplished goals while playing with the exhibit materials. Children then participated in a set of challenges that involved completing increasingly difficult circuits. Children whose parents set goals for their interactions showed less engagement with the challenge task (choosing to attempt fewer challenges), and children whose parents were more active in completing the circuits while families played with the exhibit subsequently completed fewer challenges on their own. We discuss these results in light of broader findings on the role of parent–child interaction in museum settings.

    

   more » « less
4. The Lived Experience of Child-Owned Wearables: Comparing Children's and Parents’ Perspectives on Activity Tracking

   https://doi.org/10.1145/3411764.3445376  

   Oygür, Iþil ; Su, Zhaoyuan ; A. Epstein, Daniel ; Chen, Yunan ( May 2021 , Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems)

   null (Ed.)

   Children are increasingly using wearables with physical activity tracking features. Although research has designed and evaluated novel features for supporting parent-child collaboration with these wearables, less is known about how families naturally adopt and use these technologies in their everyday life. We conducted interviews with 17 families who have naturally adopted child-owned wearables to understand how they use wearables individually and collaboratively. Parents are primarily motivated to use child-owned wearables for children's long-term health and wellbeing, whereas children mostly seek out entertainment and feeling accomplished through reaching goals. Children are often unable to interpret or contextualize the measures that wearables record, while parents do not regularly track these measures and focus on deviations from their children's routines. We discuss opportunities for making naturally-occurring family moments educational to positively contribute to children's conceptual understanding of health, such as developing age-appropriate trackable metrics for shared goal-setting and data reflection. 

   more » « less
5. Parents, friends and immigrant youths' academic engagement: A mediation analysis

   https://doi.org/10.1002/ijop.12672  

   Smith, Naila A. ; Brown, Joshua L. ; Tran, Tran ; Suárez‐Orozco, Carola ( April 2020 , International Journal of Psychology)

   Parents and friends can help facilitate the academic engagement of newcomer immigrant youth during the early post‐migration years. Using an accelerated longitudinal design and the integrative risk and resilience framework, we examined how parent home involvement and friendships were directly and indirectly associated with the development of newcomer immigrant youths' academic engagement. We used data from three waves (Years 3–5) of the Longitudinal Immigrant Student Adaptation study where a culturally diverse group of immigrant youth (N = 354, ages 10–17,M_timeinUS = 3.98 years,SD = 1.39) in the United States reported on their perceptions of parent home involvement (educational values and communication) and friendship (educational values and academic support) in Year 3 and on their academic engagement (behavioural and emotional) across 3 years. Findings showed high‐stable behavioural and emotional engagement and direct positive associations between perceptions of parent home involvement and initial levels of behavioural and emotional engagement and between perceptions of friend educational values and initial levels of emotional engagement. Additionally, perceptions of parents' educational values indirectly contributed to initial levels of emotional engagement through positive associations with perceptions of friends' educational values. These findings can inform family–school partnerships and school‐interventions targeting newcomer immigrant youths' engagement.

    

   more » « less