Children in the interactive condition responded to 77.94% of Elinor's questions versus 68.13% in the pseudo-interactive condition¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children in the interactive condition responded to a significantly higher proportion of questions (77.94%) than children in the pseudo-interactive condition (68.13%; t = 2.18, p = .03). → Ying Xu 2023

Evidence¶

Ying Xu 2023¶

Ying Xu, Kunlei He, Julian Levine, Daniel Ritchie, Zexuan Pan, Andres Bustamante, and Mark Warschauer. (2023). Artificial Intelligence Enhances Children's Science Learning from Television Shows. https://osf.io/j7upd

q3 · i? · causal · r3

Analysis of responses to Elinor's questions among 156 interactive (n = 79) and pseudo-interactive (n = 77) children; overall difference "statistically significant (t = 2.18, p = .03)". No effect size printed, so impact is unquantified.

"children in the interactive condition responded to 77.94% of the questions, whereas children in the pseudo-interactive condition responded only to 68.13% of the questions"

Discussion¶

Related Claims¶

• Contingent AI feedback outperformed pseudo-interactive generic feedback: interactive viewers scored 0.16 standard deviations higher than pseudo-interactive viewers on science learning — related
• Verbal engagement correlated more strongly with science learning in the interactive condition (response rate r = .485) than in the pseudo-interactive condition (r = .193) — related
• Contingent AI interaction increased children's likelihood of responding over time (OR = 1.026 per question), while pseudo-interactive interaction decreased it (OR = 0.96) — related
• Pseudo-interactive responses showed significantly more repetition: a lower type-token ratio than interactive responses (t = 3.371, p = .001) — related
• Pseudo-interactive videos also outperformed non-interactive videos by 0.16 standard deviations on science learning — related