Personalized interactive characters for toddlers' learning of seriation from a video presentation

Calvert, Sandra L.; Richards, Melissa N.; Kent, Courtney C.

doi:10.1016/j.appdev.2014.03.004

Cited by 43 publications

(33 citation statements)

References 30 publications

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“…A third study involving toddlers under 2 years of age found that familiar media characters can convey personalized messages to promote early learning experiences compared with non‐personalized messages or no characters . Future research is needed to understand the shopping and eating experiences of children in food‐retail and restaurant settings.…”

Section: Discussionmentioning

confidence: 99%

Influence of food companies' brand mascots and entertainment companies' cartoon media characters on children's diet and health: a systematic review and research needs

2014

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Reducing the extent and persuasive power of marketing unhealthy foods to children worldwide are important obesity prevention goals. Research is limited to understand how brand mascots and cartoon media characters influence children's diet. We conducted a systematic review of five electronic databases (2000–2014) to identify experimental studies that measured how food companies' mascots and entertainment companies' media characters influence up to 12 diet-related cognitive, behavioural and health outcomes for children under 12 years. Eleven studies met the inclusion criteria. Studies used 21 unique popular media characters, but no brand mascots. Results suggest that cartoon media character branding can positively increase children's fruit or vegetable intake compared with no character branding. However, familiar media character branding is a more powerful influence on children's food preferences, choices and intake, especially for energy-dense and nutrient-poor foods (e.g. cookies, candy or chocolate) compared with fruits or vegetables. Future research should use a theoretically grounded conceptual model and larger and more diverse samples across settings to produce stronger findings for mediating and moderating factors. Future research can be used to inform the deliberations of policymakers, practitioners and advocates regarding how media character marketing should be used to support healthy food environments for children.

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Section: Discussionmentioning

confidence: 99%

Influence of food companies' brand mascots and entertainment companies' cartoon media characters on children's diet and health: a systematic review and research needs

2014

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“…In both games, Murray is introduced as a zookeeper who needs help with the zoo animals. Since character interaction can have great effects on children's experiences with a program (Calvert, Richards, & Kent, 2014;Gola, Richards, Lauricella, & Calvert, 2013;Hoffner, 1996;Wainwright & Linebarger, 2007), we felt it important to keep the main character consistent across conditions. Second, in both games, children are interacting with animals (either measuring or cleaning them), keeping the secondary characters in the game consistent as well.…”

Section: Stimulimentioning

confidence: 99%

Measuring with Murray: Touchscreen technology and preschoolers' STEM learning

Aladé

Lauricella

Beaudoin‐Ryan

et al. 2016

Computers in Human Behavior

162

101

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American students rank well below international peers in the disciplines of science, technology, engineering, and mathematics (STEM). Early exposure to STEM-related concepts is critical to later academic achievement. Given the rise of tablet-computer use in early childhood education settings, interactive technology might be one particularly fruitful way of supplementing early STEM education. Using a between-subjects experimental design, we sought to determine whether preschoolers could learn a fundamental math concept (i.e., measurement with nonstandard units) from educational technology, and whether interactivity is a crucial component of that technology. Participants who either played an interactive tablet-based game or viewed a noninteractive video demonstrated greater transfer of knowledge than those assigned to a control condition. Interestingly, interactivity contributed to better performance on near transfer tasks, while participants in the non-interactive condition performed better on far transfer tasks. Our findings suggest that, while preschool-aged children can learn early STEM skills from educational technology, interactivity may only further support learning in certain contexts.

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“…However, a primary limitation of such experimental studies is that they do not examine how repeated media use displaces other activities, and they do not examine longer-term outcomes. For example, in the study by Calvert and colleagues, 25 children randomly assigned to the group that did not receive the interactive toy for 3 months actually scored better in terms of language development at 21 months of age.…”

Section: At What Age Can Infants and Toddlers Learn From Screens?mentioning

confidence: 99%

“…Calvert et al 25 showed that, after 3 months of playing with a personalized interactive toy, 21-month-olds could learn how to stack cups from a video demonstration by the same character, suggesting that building an emotional bond with an on-screen character improves learning potential. However, a primary limitation of such experimental studies is that they do not examine how repeated media use displaces other activities, and they do not examine longer-term outcomes.…”

Section: At What Age Can Infants and Toddlers Learn From Screens?mentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

845

530

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Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identifi ed health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefi ts and risks to the health of children and teenagers. Evidence-based benefi ts identifi ed from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confi dentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www. healthychildren. org/ MediaUsePlan) that is individualized for a specifi c child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

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Personalized interactive characters for toddlers' learning of seriation from a video presentation

Cited by 43 publications

References 30 publications

Influence of food companies' brand mascots and entertainment companies' cartoon media characters on children's diet and health: a systematic review and research needs

Influence of food companies' brand mascots and entertainment companies' cartoon media characters on children's diet and health: a systematic review and research needs

Measuring with Murray: Touchscreen technology and preschoolers' STEM learning

Children and Adolescents and Digital Media

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