An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video.

摘要: Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests social engagement is critical for interactivity may enhance educational quality of children's The present study examined effects increasing television on visual word learning. Three- to 5-year-old (MAge = 4;5 years, SD 9 months) children completed task in which they viewed videos an actress teaching them Swahili label on-screen image. Each child these video clips four conditions parametrically manipulated interactivity. We then tested whether each had successfully learned labels. Though were able learn words all conditions, we found there was optimal level best supported participants, defined by engaging but not distracting labeling. Our eye-tracking data indicated this condition spent more time looking at target image less actress's face as compared most interactive condition. These findings suggest promoting media up until certain point, after stimuli draw away images impair