Young children’s mathematics learning from same-gender and other-gender intelligent character prototypes.

Abstract

An experiment examined how U.S. preschool-aged children's (N = 113; 53% girls; M age = 4.44 years, SD = .35) math-related parasocial interactions (e.g., math talk) with a same-or other-gender intelligent character prototype impacted their performance on add-1 math problems in a virtual math game and subsequent transfer task with physical objects. The interactive intelligent character prototype was controlled with a Wizard of Oz approach and was not autonomous. Children who engaged in more math talk, particularly with a same-gender intelligent character prototype, demonstrated better performance on the math task during the virtual game and in the transfer task compared to children who engaged in less math talk. Children also reported that they liked same-gender media characters more than children that reported how much they liked other-gender media characters. The results suggest that engaging in contingent interactions about math and sharing a salient aspect of identity with intelligent characters, in this case gender, can facilitate children's learning of foundational math skills. Intelligent characters who teach science, technology, engineering, and mathematics skills through digital media to young children hold promise as remote education tools that can provide individualized educational support to children.