Peer Reviewed

Video programs are important, accessible educational resources for young children, especially those from an under-resourced backgrounds. These programs’ potential can be amplified if children are allowed to socially interact with media characters during their video watching. This paper presents the design and empirical investigation of interactive science-focused videos in which the main character, powered by a conversational agent, engaged in contingent conversation with children by asking children questions and providing responsive feedback. We found that children actively interacted with the media character in the conversational videos and their parents spontaneously provided support in the process. We also found that the children who watched the conversational video performed better in the immediate, episode-specific science assessment compared to their peers who watched the broadcast, non-interactive version of the same episode. Several design implications are discussed for using conversational technologies to better support child active learning and parent involvement in video watching.