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Can Infants Perceive and Learn New Information from Extended Reality?

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Can Infants Perceive and Learn New Information from Extended Reality?
Συγγραφείς: Liu L; Graduate School of Health, University of Technology Sydney, Sydney, Australia.; School of Psychology, Western Sydney University, Sydney, Australia.; MARCS Institute for Brain and Behaviour, Western Sydney University, Sydney, Australia.; Center for Multilingualism in Society Across the Lifespan, University of Oslo, Oslo, Norway.; Centre of Excellence for the Dynamics of Language, Australian Research Council, Canberra, Australia., Condie B; School of Psychology, Western Sydney University, Sydney, Australia., Sutton J; Graduate School of Health, University of Technology Sydney, Sydney, Australia.; School of Psychology, Western Sydney University, Sydney, Australia., Saba S; Graduate School of Health, University of Technology Sydney, Sydney, Australia., Blackwell A; Graduate School of Health, University of Technology Sydney, Sydney, Australia., Humaira F; Graduate School of Health, University of Technology Sydney, Sydney, Australia., Shoaib R; Graduate School of Health, University of Technology Sydney, Sydney, Australia., Arness D; Graduate School of Health, University of Technology Sydney, Sydney, Australia., Trescak T; MARCS Institute for Brain and Behaviour, Western Sydney University, Sydney, Australia.; School of Computer, Data and Mathematical Sciences, Western Sydney University, Sydney, Australia.
Πηγή: Developmental science [Dev Sci] 2026 Mar; Vol. 29 (2), pp. e70111.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print Cited Medium: Internet ISSN: 1467-7687 (Electronic) Linking ISSN: 1363755X NLM ISO Abbreviation: Dev Sci Subsets: MEDLINE
Imprint Name(s): Original Publication: Oxford, UK ; Malden, MA, USA : Wiley-Blackwell, c1998-
Ιατρικοί όροι (MeSH): Learning*/physiology , Speech Perception*/physiology , Language Development* , Virtual Reality*, Child Development/physiology ; Humans ; Infant ; Male ; Female ; Child, Preschool
Περίληψη: 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. SUMMARY: Second-year infants demonstrated enhanced perceptual discrimination of non-native speech after targeted exposure in XR environments. Second-year infants showed robust attention to non-native speech following face-to-face interaction with a native speaker of that language. Second-year infants demonstrated equivalent learning of non-native speech across XR and face-to-face conditions, highlighting XR's potential to support early language development. Infants showed stronger learning of the acoustically complex dipping tone than the rising tone, with older infants outperforming their younger counterparts.
(© 2026 The Author(s). Developmental Science published by John Wiley & Sons Ltd.)
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Grant Information: 20311.86565 Vice-Chancellor Professional Development Scholarships (2023); Start-Up Grant; 20311.87608 Early Career Researcher; 798658 European Union's Horizon 2020 research and innovationprogram under the Marie Sklodowska-Curie; Forest Hill Foundation, the Foundation of Graduates in Early Childhood Studies
Entry Date(s): Date Created: 20260106 Date Completed: 20260106 Latest Revision: 20260926
Update Code: 20260926
PubMed Central ID: PMC12771272
DOI: 10.1111/desc.70111
PMID: 41492823
Βάση Δεδομένων: MEDLINE
Περιγραφή
ISSN:1467-7687
DOI:10.1111/desc.70111