评估对话代理的可用性,以增强亲子共享阅读互动

Q1 Social Sciences
Kathryn A. Leech , Grace Lin , Sarah Pedonti , Ilana Schoenfeld , Cigdem Uz Bilgin
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引用次数: 0

摘要

互动式共享阅读——特别是当父母参与超越此时此地的非语境谈话时——是一种基于证据的方法,可以促进学龄前儿童参与故事和新兴读写能力。父母的互动阅读训练通常由经验丰富的临床医生或研究人员进行,他们可以提供个性化的“即时”指导。虽然这些方法非常有效,但它们既昂贵又耗时,往往限制了忙碌的父母的参与。在这里,我们通过一个数字工具扩展了这种方法,该工具旨在通过对话代理(CA)鼓励共享图书阅读过程中的二元交互。在本文中,我们描述了一项为期一个月的应用可用性测试的结果,测试对象是N = 20名家长和他们3- 5岁的孩子。这款应用首先为家长提供了互动阅读策略的信息。在阅读过程中,它使用人工智能技术提供交互式提示,旨在促进非语境化对话。使用CA阅读时的亲子对话几乎是不使用CA阅读时的两倍。大约一个月后,父母和孩子在使用CA阅读时的对话仍然很高。额外的分析表明,父母通常会扩展CA的提示,而不是重复它们,从而从孩子那里得到更多的口头回应。结果表明,ca有可能以已知的方式丰富围绕印刷书籍的二元互动,以促进儿童的早期读写能力。讨论了CA技术增强读写实践的可扩展性和有效性的未来方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evaluating the usability of a conversational agent to enhance parent-child shared reading interactions
Interactive shared book reading – particularly when parents engage in decontextualized talk which goes beyond the here-and-now – is an evidenced-based approach to promote preschool-aged children's engagement with a story and emergent literacy. Parental training of interactive reading often involves an experienced clinician or researcher who can provide personalized, “in-the-moment” instruction. Although such methods are highly effective, they are expensive and time-intensive, often limiting participation by busy parents. Here, we extend this approach through a digital tool designed to encourage dyadic interaction during shared book reading via a conversational agent (CA). In this paper, we describe the results of a one-month usability test of the app with N = 20 parents and their 3-to-5-year-old children. The app first provided parents with information on interactive reading strategies. During reading, it used AI technology to deliver interactive prompts aimed at promoting decontextualized conversation. Parent-child conversation while reading with the CA was nearly double that of conversation when reading without the CA. Approximately one month later, parent and child talk while reading with CA remained high. Additional analyses indicated that parents most often expanded on the CA's prompts rather than repeating them, thereby eliciting more verbal responses from children. Results indicate that CAs have the potential to enrich dyadic interactions around print books in ways known to promote children's early literacy abilities. Future directions around the scalability and efficacy of CA technologies to augment literacy practices are discussed.
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来源期刊
CiteScore
7.20
自引率
0.00%
发文量
73
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