Parent-led vs. AI-guided dialogic reading: Evidence from a randomized controlled trial in children's e-book context

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Feiwen Xiao, Ellen Wenting Zou, Jiaju Lin, Zhaohui Li, Dandan Yang
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引用次数: 0

Abstract

Large language model (LLM)-based conversational agents (CAs), with their advanced generative capabilities and human-like conversational interfaces, can serve as reading partners for children during dialogic reading and have shown promise in enhancing children's comprehension and conversational skills. However, there is limited research on the efficacy of LLM-based bilingual CAs in children's language acquisition in English as a Foreign Language (EFL) contexts. This randomized controlled trial study investigated the effectiveness of LLM-powered CAs compared with traditional parent–child shared reading in promoting engagement and improving learning outcomes among children with EFL. An interactive e-book featuring a LLM-powered CA was developed to engage children in dialogic reading through questioning and scaffolding. Sixty-seven children, aged 5 to 8, were randomly assigned to either an experimental (AI-led) group or a control (parent-led) group. The study found that children in the experimental group outperformed the control group in reading comprehension, with comparable benefits in vocabulary acquisition and story retelling, both immediately and in delayed tests. In the meantime, this study unpacks children's different engagement patterns when reading with the CA versus reading with their parents. Children reading with the CA demonstrated higher behavioural engagement and visual attention, while those in the parent-led group showed greater affective engagement and narrative-relevant vocalizations. The findings highlighted insights into the potential of LLM-powered CAs in children's language acquisition and suggested key design implications for developing better CAs for children from multilingual backgrounds.

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父母主导与人工智能引导的对话阅读:来自儿童电子书背景下的随机对照试验的证据
基于大语言模型(LLM)的对话代理(CAs)具有先进的生成能力和类似人类的对话界面,可以作为儿童在对话阅读中的阅读伙伴,并在提高儿童的理解和对话技能方面显示出前景。然而,基于法学硕士的双语ca在儿童外语习得中的效果研究有限。这项随机对照试验研究调查了llm驱动的ca与传统的亲子共享阅读在促进英语儿童参与和改善学习成果方面的有效性。开发了一种以法学硕士为动力的CA为特色的交互式电子书,通过提问和脚手架让孩子们参与对话阅读。67名5至8岁的儿童被随机分配到试验组(人工智能主导)和对照组(家长主导)。研究发现,实验组的孩子在阅读理解方面的表现优于对照组,在词汇习得和故事复述方面也有相当的好处,无论是在即时测试还是在延迟测试中。同时,本研究揭示了儿童在与CA一起阅读与与父母一起阅读时的不同参与模式。使用CA阅读的儿童表现出更高的行为参与和视觉注意力,而父母主导的儿童则表现出更高的情感参与和与叙事相关的发声。研究结果强调了llm支持的ca在儿童语言习得方面的潜力,并提出了为多语言背景的儿童开发更好的ca的关键设计建议。
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来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
期刊介绍: BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
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