Feiwen Xiao, Ellen Wenting Zou, Jiaju Lin, Zhaohui Li, Dandan Yang
{"title":"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","authors":"Feiwen Xiao, Ellen Wenting Zou, Jiaju Lin, Zhaohui Li, Dandan Yang","doi":"10.1111/bjet.13615","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"1784-1813"},"PeriodicalIF":8.1000,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13615","citationCount":"0","resultStr":"{\"title\":\"Parent-led vs. AI-guided dialogic reading: Evidence from a randomized controlled trial in children's e-book context\",\"authors\":\"Feiwen Xiao, Ellen Wenting Zou, Jiaju Lin, Zhaohui Li, Dandan Yang\",\"doi\":\"10.1111/bjet.13615\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 5\",\"pages\":\"1784-1813\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2025-07-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13615\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13615\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13615","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Parent-led vs. AI-guided dialogic reading: Evidence from a randomized controlled trial in children's e-book context
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.
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.