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Preschoolers’ attention to and learning from on-screen characters that vary by effort and efficiency: An eye-tracking study

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dc.contributor.authorChoi, Koeunen
dc.contributor.authorSchlesinger, Molly A.en
dc.contributor.authorFranchak, John M.en
dc.contributor.authorRichert, Rebekah A.en
dc.date.accessioned2023-01-30T19:20:18Zen
dc.date.available2023-01-30T19:20:18Zen
dc.date.issued2022-12-15en
dc.date.updated2023-01-29T19:14:23Zen
dc.description.abstractPrior findings are mixed regarding the extent to which children understand others’ effort in early childhood. Especially, little is known about how character effort impacts children’s selective attention and learning. This study examined preschoolers’ visual attention to and learning from two on-screen characters: One character exerting high effort with low efficiency and another character exerting low effort with high efficiency in solving problems successfully. Children between 3.5 and 6.5 years of age (N = 70) watched a video of the two on-screen characters successfully solving problems. Children’s eye movements were recorded during viewing. Each of the two on-screen characters consistently displayed either high effort/low efficiency or low effort/high efficiency to solve four problems (familiarization). For the final problem (testing), the two characters exerted the same level of effort as each other and used unique solutions to solve the problem. Children then solved the final problem themselves using real objects. Children could selectively use either character’s solution demonstrated in the video. Lastly, children explicitly judged how good the characters were at solving problems. Younger children were more likely to use the solution demonstrated by the character with high effort/low efficiency, whereas older children were more likely to use the solution provided by another character with low effort/high efficiency. Younger children allocated more attention to the high effort/low efficiency character than the low effort/high efficiency character, but this pattern was modified by age such that children’s gaze to the low effort/high efficiency character increased with age. Children’s explicit credibility judgments did not differ by character or child age. The findings are discussed with respect to preschoolers’ understanding of effort and implications for children’s learning from screen media.en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2022.1011172en
dc.identifier.eissn1664-1078en
dc.identifier.issn1664-1078en
dc.identifier.orcidChoi, Koeun [0000-0001-7906-459X]en
dc.identifier.otherPMC9798126en
dc.identifier.pmid36591107en
dc.identifier.urihttp://hdl.handle.net/10919/113565en
dc.identifier.volume13en
dc.language.isoenen
dc.publisherFrontiersen
dc.relation.urihttps://www.ncbi.nlm.nih.gov/pubmed/36591107en
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectefficiencyen
dc.subjectefforten
dc.subjecteye-trackingen
dc.subjectmedia charactersen
dc.subjectselective social learningen
dc.subjectvisual attentionen
dc.subjectClinical Researchen
dc.subjectPediatricen
dc.titlePreschoolers’ attention to and learning from on-screen characters that vary by effort and efficiency: An eye-tracking studyen
dc.title.serialFrontiers in Psychologyen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherJournal Articleen
dcterms.dateAccepted2022-11-21en
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/Human Development and Family Scienceen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

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