Can Infants Perceive and Learn New Information from Extended Reality?
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| Title: | Can Infants Perceive and Learn New Information from Extended Reality? |
|---|---|
| Language: | English |
| Authors: | Liquan Liu (ORCID |
| Source: | Developmental Science. 2026 29(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Infants, Mandarin Chinese, Second Language Learning, Tone Languages, In Person Learning, Interaction, Computer Mediated Communication, Video Technology, Age Differences, Difficulty Level, Foreign Countries, Auditory Stimuli, Visual Stimuli |
| Geographic Terms: | Australia |
| DOI: | 10.1111/desc.70111 |
| ISSN: | 1363-755X 1467-7687 |
| Abstract: | As global societies increasingly embrace digital technologies, their integration into early childhood education becomes crucial for achieving United Nations sustainable developmental goals. The present study investigates whether extended reality (XR) environments effectively support infants' perception and learning capabilities. A total of 144 Australian infants aged 6-12 and 18-24 months were tested on their abilities to discriminate and learn non-native Mandarin tones under one of the three conditions, Live (face-to-face interaction), XR-Live (real-time virtual interaction), and XR-Recorded (pre-recorded virtual interaction). Infants successfully discriminated the tone contrast, with perception outcomes influenced by age and condition: older infants exhibited robust discrimination in both XR conditions, and long looking time in the Live condition. In object-label association, infants learned equally well in Live and both XR conditions, influenced by age and tone complexity--older infants learned better overall, particularly the acoustically complex dipping tone. Findings highlight XR's potential to effectively support sustainable cognitive and linguistic development, underscoring its promise for future integration in early educational and developmental interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498354 |
| Database: | ERIC |
| Abstract: | As global societies increasingly embrace digital technologies, their integration into early childhood education becomes crucial for achieving United Nations sustainable developmental goals. The present study investigates whether extended reality (XR) environments effectively support infants' perception and learning capabilities. A total of 144 Australian infants aged 6-12 and 18-24 months were tested on their abilities to discriminate and learn non-native Mandarin tones under one of the three conditions, Live (face-to-face interaction), XR-Live (real-time virtual interaction), and XR-Recorded (pre-recorded virtual interaction). Infants successfully discriminated the tone contrast, with perception outcomes influenced by age and condition: older infants exhibited robust discrimination in both XR conditions, and long looking time in the Live condition. In object-label association, infants learned equally well in Live and both XR conditions, influenced by age and tone complexity--older infants learned better overall, particularly the acoustically complex dipping tone. Findings highlight XR's potential to effectively support sustainable cognitive and linguistic development, underscoring its promise for future integration in early educational and developmental interventions. |
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| ISSN: | 1363-755X 1467-7687 |
| DOI: | 10.1111/desc.70111 |
