Investigating the Effects of Interactive Features for Preschool Television Programming
Elizabeth Carter, Jennifer Hyde, Jessica Hodgins
Proceedings of the 2017 Conference on Interaction Design and Children (June 27-30, 2017)
teaser

As children begin to watch more television programming on systems that allow for interaction, such as tablets and videogame systems, there are different opportunities to engage them. For example, the traditional pseudo-interactive features that cue young children's participation in television viewing (e.g., asking a question and pausing for two seconds to allow for an answer) can be restructured to include correct response timing by the program or eventually even feedback. We performed three studies to examine the effects of accurate program response times, repeating unanswered questions, and providing feedback on the children's likelihood of response. We find that three- to five-year-old children are more likely to verbally engage with programs that wait for their response and repeat unanswered questions. However, providing feedback did not affect response rates for children in this age range.

Elizabeth Carter, Jennifer Hyde, Jessica Hodgins (June 27-30, 2017). Investigating the Effects of Interactive Features for Preschool Television Programming. Proceedings of the 2017 Conference on Interaction Design and Children.

@article{Hodgins:2017:DOE,
author={Elizabeth Carter, Jennifer Hyde and Jessica Hodgins},
title={Investigating the Effects of Interactive Features for Preschool Television Programming},
journal={Proceedings of the 2017 Conference on Interaction Design and Children},
year={June 27-30, 2017},
links={http://delivery.acm.org/10.1145/3080000/3079717/p97-carter.pdf?ip=128.2.194.73&id=3079717&acc=ACTIVE%20SERVICE&key=A792924B58C015C1%2E5A12BE0369099858%2E4D4702B0C3E38B35%2E4D4702B0C3E38B35&CFID=820395678&CFTOKEN=87271471&__acm__=1508353444_c3f77e83951fc8ec72931a640b9d156b}