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Young Children’s Mathematical Learning From Intelligent Characters

Children’s math learning (N = 217; M (age) = 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 studi...

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Detalles Bibliográficos
Autores principales: Calvert, Sandra L., Putnam, Marisa M., Aguiar, Naomi R., Ryan, Rebecca M., Wright, Charlotte A., Liu, Yi Hui Angella, Barba, Evan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7818392/
https://www.ncbi.nlm.nih.gov/pubmed/31745971
http://dx.doi.org/10.1111/cdev.13341
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author Calvert, Sandra L.
Putnam, Marisa M.
Aguiar, Naomi R.
Ryan, Rebecca M.
Wright, Charlotte A.
Liu, Yi Hui Angella
Barba, Evan
author_facet Calvert, Sandra L.
Putnam, Marisa M.
Aguiar, Naomi R.
Ryan, Rebecca M.
Wright, Charlotte A.
Liu, Yi Hui Angella
Barba, Evan
author_sort Calvert, Sandra L.
collection PubMed
description Children’s math learning (N = 217; M (age) = 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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spelling pubmed-78183922021-01-29 Young Children’s Mathematical Learning From Intelligent Characters Calvert, Sandra L. Putnam, Marisa M. Aguiar, Naomi R. Ryan, Rebecca M. Wright, Charlotte A. Liu, Yi Hui Angella Barba, Evan Child Dev Empirical Articles Children’s math learning (N = 217; M (age) = 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. John Wiley and Sons Inc. 2019-11-20 2020 /pmc/articles/PMC7818392/ /pubmed/31745971 http://dx.doi.org/10.1111/cdev.13341 Text en © 2020 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
spellingShingle Empirical Articles
Calvert, Sandra L.
Putnam, Marisa M.
Aguiar, Naomi R.
Ryan, Rebecca M.
Wright, Charlotte A.
Liu, Yi Hui Angella
Barba, Evan
Young Children’s Mathematical Learning From Intelligent Characters
title Young Children’s Mathematical Learning From Intelligent Characters
title_full Young Children’s Mathematical Learning From Intelligent Characters
title_fullStr Young Children’s Mathematical Learning From Intelligent Characters
title_full_unstemmed Young Children’s Mathematical Learning From Intelligent Characters
title_short Young Children’s Mathematical Learning From Intelligent Characters
title_sort young children’s mathematical learning from intelligent characters
topic Empirical Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7818392/
https://www.ncbi.nlm.nih.gov/pubmed/31745971
http://dx.doi.org/10.1111/cdev.13341
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