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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 0000-0001-8671-5098), Brayden Condie, Jasmine Sutton, Sharmin Saba, Ashleigh Blackwell, Faiza Humaira, Rakhshinda Shoaib, David Arness (ORCID 0000-0003-2334-0641), Tomas Trescak
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
FullText Text:
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  Data: Can Infants Perceive and Learn New Information from Extended Reality?
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  Data: <searchLink fieldCode="AR" term="%22Liquan+Liu%22">Liquan Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8671-5098">0000-0001-8671-5098</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brayden+Condie%22">Brayden Condie</searchLink><br /><searchLink fieldCode="AR" term="%22Jasmine+Sutton%22">Jasmine Sutton</searchLink><br /><searchLink fieldCode="AR" term="%22Sharmin+Saba%22">Sharmin Saba</searchLink><br /><searchLink fieldCode="AR" term="%22Ashleigh+Blackwell%22">Ashleigh Blackwell</searchLink><br /><searchLink fieldCode="AR" term="%22Faiza+Humaira%22">Faiza Humaira</searchLink><br /><searchLink fieldCode="AR" term="%22Rakhshinda+Shoaib%22">Rakhshinda Shoaib</searchLink><br /><searchLink fieldCode="AR" term="%22David+Arness%22">David Arness</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2334-0641">0000-0003-2334-0641</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tomas+Trescak%22">Tomas Trescak</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Science%22"><i>Developmental Science</i></searchLink>. 2026 29(2).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tone+Languages%22">Tone Languages</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1111/desc.70111
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  Data: 1363-755X<br />1467-7687
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1498354
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Tone Languages
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