The impact of familiarity with pedagogical agents on 3- and 5-year-old children’s learning of scientific knowledge
Dados Bibliográficos
| ID | 21190878 |
|---|---|
| Autores | Siyi Liu (0000-0002-5879-6422, Central China Normal University), Zihui Li (0000-0003-0865-4634, Central China Normal University), Xudong Jin (Central China Normal University), Yanan Chen (0000-0002-6346-6372, China Three Gorges University), Hui Li (0000-0001-9355-1116, Central China Normal University, autor correspondente) |
| Ano | 2025 |
| Páginas | 1-16 |
| Data de publicação | 2025-11-24 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Children and Media (JOURNAL) |
| Identificadores do periódico | ISSN: 1748-2798 • E-ISSN: 1748-2801 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17482798.2025.2588171 |
| OpenAlex | W4416612953 |
| Idioma | EN |
| Referências citadas | 50 |
This study examined whether familiarity with pedagogical agents supports preschoolers’ learning of scientific knowledge from video. Using a 2 (age: 3, 5 years) × 3 (agent condition: familiar, unfamiliar, none) mixed design, 30 3-year-olds and 32 5-year-olds watched three anthropomorphic animal videos and completed factual memory, anthropomorphic memory, and anthropomorphic generalization tasks, as well as parasocial relationship and role authenticity measures. Familiar agents enhanced factual and anthropomorphic learning relative to unfamiliar and no-agent conditions for 3-year-olds only; 5-year-olds learned equally well across conditions. Five-year-olds outperformed 3-year-olds on factual and anthropomorphic memory, whereas 3-year-olds showed higher anthropomorphic generalization and stronger parasocial relationships and reality beliefs about agents. Results indicate that familiarity benefits younger but not older preschoolers, and that developmental differences in anthropomorphism and parasocial attachment underlie the varying effectiveness of familiar agents across age groups
Experiential learning · Knowledge level · Knowledge production · Sociology of scientific knowledge · Child and Animal Learning Development · Science Education and Pedagogy · Visual and Cognitive Learning Processes
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| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |