Journal
JOURNAL OF CHILDREN AND MEDIA
Volume 10, Issue 3, Pages 321-340Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/17482798.2016.1162184
Keywords
Educational media; learning; trust; identification; social realism; early childhood; curriculum-based media
Categories
Funding
- University of California Academic Senate Committee on Research, Riverside
- National Science Foundation Graduate Research Fellowship
- National Science Foundation Collaborative Research [DRL-1252146]
- Direct For Education and Human Resources
- Division Of Research On Learning [1252121] Funding Source: National Science Foundation
- Division Of Research On Learning
- Direct For Education and Human Resources [1252146, 1252113] Funding Source: National Science Foundation
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The current study examined the relations between children's perceptions of character social realism, identification with characters, trust of characters as knowledgeable informants, and learning from media characters. Thirty-six 31/2 -to 6-year-old children watched a short clip of an animated educational television program about a preschool-aged boy who enjoys learning about science. Participants provided ratings of the character's social realism, their identification with the character, and their trust in the character as a knowledgeable informant. Participants were asked to solve problems based on information in the video clip. Findings revealed character trust was the strongest indicator of learning from the character. Results are discussed in the context of the different factors that influence learning from curriculum-based media for young children.
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