{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,23]],"date-time":"2026-04-23T07:55:58Z","timestamp":1776930958516,"version":"3.51.2"},"publisher-location":"New York, NY, USA","reference-count":73,"publisher":"ACM","funder":[{"name":"Virginia Tech\u00a0Institute for Society, Culture and Environment (ISCE)"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2026,4,13]]},"DOI":"10.1145\/3772318.3791550","type":"proceedings-article","created":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T06:44:21Z","timestamp":1776062661000},"page":"1-16","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["When Less Can Be More: Evaluating the Impact of Animated and Interactive Demonstrations in Voice-Assisted Counting Games for Young Children"],"prefix":"10.1145","author":[{"ORCID":"https:\/\/orcid.org\/0009-0004-8640-4387","authenticated-orcid":false,"given":"Sulakna","family":"Karunaratna","sequence":"first","affiliation":[{"name":"Virginia Tech, Blacksburg, Virginia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9015-2328","authenticated-orcid":false,"given":"Daniel","family":"Vargas-Diaz","sequence":"additional","affiliation":[{"name":"Computer Science, Virginia Tech, Blacksburg, Virginia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6726-0611","authenticated-orcid":false,"given":"Jisun","family":"Kim","sequence":"additional","affiliation":[{"name":"Human Development and Family Science, Virginia Polytechnic Institute & State University (Virginia Tech), BLACKSBURG, Virginia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8350-7656","authenticated-orcid":false,"given":"Jinjing (Jenny)","family":"Wang","sequence":"additional","affiliation":[{"name":"Rutgers University - New Brunswick, Piscataway, New Jersey, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1026-315X","authenticated-orcid":false,"given":"Sang Won","family":"Lee","sequence":"additional","affiliation":[{"name":"Virginia Tech, Blacksburg, Virginia, USA and NAVER AI Lab, Seongnam, Republic of Korea"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7906-459X","authenticated-orcid":false,"given":"Koeun","family":"Choi","sequence":"additional","affiliation":[{"name":"Human Development and Family Science, Virginia Tech, Blacksburg, Virginia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"320","published-online":{"date-parts":[[2026,4,13]]},"reference":[{"key":"e_1_3_3_1_2_2","doi-asserted-by":"crossref","unstructured":"Fashina Alad\u00e9 Alexis\u00a0R Lauricella Leanne Beaudoin-Ryan and Ellen Wartella. 2016. Measuring with Murray: Touchscreen technology and preschoolers\u2019 STEM learning. Computers in human behavior 62 (2016) 433\u2013441.","DOI":"10.1016\/j.chb.2016.03.080"},{"key":"e_1_3_3_1_3_2","doi-asserted-by":"crossref","unstructured":"Daniel\u00a0R Anderson Aletha\u00a0C Huston Kelly\u00a0L Schmitt Deborah\u00a0L Linebarger John\u00a0C Wright and Reed Larson. 2001. Early childhood television viewing and adolescent behavior: The recontact study. Monographs of the society for Research in Child Development 66 1 (2001) i\u2013154.","DOI":"10.1111\/1540-5834.00124"},{"key":"e_1_3_3_1_4_2","doi-asserted-by":"publisher","DOI":"10.1145\/2396636.2396671"},{"key":"e_1_3_3_1_5_2","doi-asserted-by":"crossref","unstructured":"ET Aronen Virve Vuontela M-R Steenari Juha Salmi and Synn\u00f6ve Carlson. 2005. Working memory psychiatric symptoms and academic performance at school. Neurobiology of learning and memory 83 1 (2005) 33\u201342.","DOI":"10.1016\/j.nlm.2004.06.010"},{"key":"e_1_3_3_1_6_2","doi-asserted-by":"crossref","unstructured":"Zahra Ashktorab Q\u00a0Vera Liao Casey Dugan James Johnson Qian Pan Wei Zhang Sadhana Kumaravel and Murray Campbell. 2020. Human-ai collaboration in a cooperative game setting: Measuring social perception and outcomes. Proceedings of the ACM on Human-Computer Interaction 4 CSCW2 (2020) 1\u201320.","DOI":"10.1145\/3415167"},{"key":"e_1_3_3_1_7_2","first-page":"721","volume-title":"2013 science and information conference","author":"Aziz Nor Azah\u00a0Abdul","year":"2013","unstructured":"Nor Azah\u00a0Abdul Aziz, Firat Batmaz, Roger Stone, and Paul Wai\u00a0Hing Chung. 2013. Selection of touch gestures for children\u2019s applications. In 2013 science and information conference. IEEE, IEEE, London, United Kingdom, 721\u2013726."},{"key":"e_1_3_3_1_8_2","doi-asserted-by":"publisher","DOI":"10.1002\/9781444302752.ch7"},{"key":"e_1_3_3_1_9_2","doi-asserted-by":"crossref","unstructured":"Rachel Barr. 2010. Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice. Developmental review 30 2 (2010) 128\u2013154.","DOI":"10.1016\/j.dr.2010.03.001"},{"key":"e_1_3_3_1_10_2","doi-asserted-by":"crossref","unstructured":"Rachel Barr and Heather Kirkorian. 2023. Reexamining models of early learning in the digital age: Applications for learning in the wild. Journal of Applied Research in Memory and Cognition 12 4 (2023) 457\u2013472.","DOI":"10.1037\/mac0000132"},{"key":"e_1_3_3_1_11_2","doi-asserted-by":"crossref","unstructured":"Talia Berkowitz Dominic\u00a0J Gibson and Susan\u00a0C Levine. 2021. Parent math anxiety predicts early number talk. Journal of Cognition and Development 22 4 (2021) 523\u2013536.","DOI":"10.1080\/15248372.2021.1926252"},{"key":"e_1_3_3_1_12_2","doi-asserted-by":"crossref","unstructured":"Alexandra Blitz-Raith and Jianxin Liu. 2017. Interactivity in educational apps for young children: a multimodal analysis. International Journal of Instruction 10 4 (2017) 237\u2013254.","DOI":"10.12973\/iji.2017.10414a"},{"key":"e_1_3_3_1_13_2","doi-asserted-by":"crossref","unstructured":"Elizabeth\u00a0M Brannon Sara Abbott and Donna\u00a0J Lutz. 2004. Number bias for the discrimination of large visual sets in infancy. Cognition 93 2 (2004) B59\u2013B68.","DOI":"10.1016\/j.cognition.2004.01.004"},{"key":"e_1_3_3_1_14_2","doi-asserted-by":"crossref","unstructured":"Sandra\u00a0L Calvert Marisa\u00a0M Putnam Naomi\u00a0R Aguiar Rebecca\u00a0M Ryan Charlotte\u00a0A Wright Yi\u00a0Hui\u00a0Angella Liu and Evan Barba. 2020. Young children\u2019s mathematical learning from intelligent characters. Child development 91 5 (2020) 1491\u20131508.","DOI":"10.1111\/cdev.13341"},{"key":"e_1_3_3_1_15_2","doi-asserted-by":"crossref","unstructured":"Sandra\u00a0L Calvert Bonnie\u00a0L Strong and Lizann Gallagher. 2005. Control as an engagement feature for young children\u2019s attention to and learning of computer content. American Behavioral Scientist 48 5 (2005) 578\u2013589.","DOI":"10.1177\/0002764204271507"},{"key":"e_1_3_3_1_16_2","doi-asserted-by":"crossref","unstructured":"Jenny Yun-Chen Chan and Mich\u00e8le\u00a0MM Mazzocco. 2017. Competing features influence children\u2019s attention to number. Journal of experimental child psychology 156 (2017) 62\u201381.","DOI":"10.1016\/j.jecp.2016.11.008"},{"key":"e_1_3_3_1_17_2","doi-asserted-by":"crossref","unstructured":"Michelene\u00a0TH Chi. 2009. Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in cognitive science 1 1 (2009) 73\u2013105.","DOI":"10.1111\/j.1756-8765.2008.01005.x"},{"key":"e_1_3_3_1_18_2","doi-asserted-by":"crossref","unstructured":"Koeun Choi. 2023. Understanding early learning in an evolving digital media landscape. Journal of Applied Research in Memory and Cognition 12 4 (2023) 476\u2013479.","DOI":"10.1037\/mac0000146"},{"key":"e_1_3_3_1_19_2","doi-asserted-by":"crossref","unstructured":"Koeun Choi and Heather\u00a0L Kirkorian. 2016. Touch or watch to learn? Toddlers\u2019 object retrieval using contingent and noncontingent video. Psychological Science 27 5 (2016) 726\u2013736.","DOI":"10.1177\/0956797616636110"},{"key":"e_1_3_3_1_20_2","doi-asserted-by":"crossref","unstructured":"Koeun Choi Heather\u00a0L Kirkorian and Tiffany\u00a0A Pempek. 2021. Touchscreens for whom? Working memory and age moderate the impact of contingency on toddlers\u2019 transfer from video. Frontiers in Psychology 12 (2021) 621372.","DOI":"10.3389\/fpsyg.2021.621372"},{"key":"e_1_3_3_1_21_2","doi-asserted-by":"crossref","unstructured":"Adele Diamond Meredith\u00a0B Prevor Glenda Callender and Donald\u00a0P Druin. 1997. Prefrontal cortex cognitive deficits in children treated early and continuously for PKU. Monographs of the society for research in child development 62 4 (1997) i\u2013206.","DOI":"10.2307\/1166208"},{"key":"e_1_3_3_1_22_2","doi-asserted-by":"publisher","DOI":"10.1145\/3078072.3084330"},{"key":"e_1_3_3_1_23_2","doi-asserted-by":"crossref","unstructured":"Leanne Elliott and Heather\u00a0J Bachman. 2018. SES disparities in early math abilities: The contributions of parents\u2019 math cognitions practices to support math and math talk. Developmental Review 49 (2018) 1\u201315.","DOI":"10.1016\/j.dr.2018.08.001"},{"key":"e_1_3_3_1_24_2","doi-asserted-by":"crossref","unstructured":"Lisa Feigenson Stanislas Dehaene and Elizabeth Spelke. 2004. Core systems of number. Trends in cognitive sciences 8 7 (2004) 307\u2013314.","DOI":"10.1016\/j.tics.2004.05.002"},{"key":"e_1_3_3_1_25_2","doi-asserted-by":"publisher","DOI":"10.4159\/9780674037533"},{"key":"e_1_3_3_1_26_2","doi-asserted-by":"crossref","unstructured":"Raychel Gordon Nicole\u00a0R Scalise and Geetha\u00a0B Ramani. 2021. Give yourself a hand: The role of gesture and working memory in preschoolers\u2019 numerical knowledge. Journal of Experimental Child Psychology 208 (2021) 105145.","DOI":"10.1016\/j.jecp.2021.105145"},{"key":"e_1_3_3_1_27_2","doi-asserted-by":"crossref","unstructured":"Theresa\u00a0A Graham. 1999. The role of gesture in children\u2019s learning to count. Journal of Experimental Child Psychology 74 4 (1999) 333\u2013355.","DOI":"10.1006\/jecp.1999.2520"},{"key":"e_1_3_3_1_28_2","doi-asserted-by":"crossref","unstructured":"Elizabeth\u00a0A Gunderson and Susan\u00a0C Levine. 2011. Some types of parent number talk count more than others: Relations between parents\u2019 input and children\u2019s cardinal-number knowledge. Developmental science 14 5 (2011) 1021\u20131032.","DOI":"10.1111\/j.1467-7687.2011.01050.x"},{"key":"e_1_3_3_1_29_2","doi-asserted-by":"crossref","unstructured":"Kathy Hirsh-Pasek Jennifer\u00a0M Zosh Roberta\u00a0Michnick Golinkoff James\u00a0H Gray Michael\u00a0B Robb and Jordy Kaufman. 2015. Putting education in \u201ceducational\u201d apps: Lessons from the science of learning. Psychological Science in the Public Interest 16 1 (2015) 3\u201334.","DOI":"10.1177\/1529100615569721"},{"key":"e_1_3_3_1_30_2","doi-asserted-by":"publisher","DOI":"10.1145\/3025453.3025765"},{"key":"e_1_3_3_1_31_2","doi-asserted-by":"publisher","DOI":"10.1145\/3469595.3469604"},{"key":"e_1_3_3_1_32_2","doi-asserted-by":"crossref","unstructured":"Claire Hughes. 1998. Finding your marbles: Does preschoolers\u2019 strategic behavior predict later understanding of mind? Developmental psychology 34 6 (1998) 1326.","DOI":"10.1037\/0012-1649.34.6.1326"},{"key":"e_1_3_3_1_33_2","unstructured":"AC Huston DS Bickham JH Lee and JC Wright. 2007. From attention to comprehension: How children watch and learn from television. in n. Pecora J. Murray & EA Wartella (Eds.) Children and television: Fifty years of research (pp. 41\u201364)."},{"key":"e_1_3_3_1_34_2","volume-title":"Grouping gestures promote children\u2019s effective counting strategies by adding a layer of meaning through action","author":"Jamalian Azadeh","year":"2014","unstructured":"Azadeh Jamalian. 2014. Grouping gestures promote children\u2019s effective counting strategies by adding a layer of meaning through action. Columbia University, New York, NY, United States."},{"key":"e_1_3_3_1_35_2","doi-asserted-by":"crossref","unstructured":"Melissa\u00a0M Kibbe and Jessica\u00a0B Applin. 2022. Tracking what went where across toddlerhood: Feature-location bound object representations in 2-to 3-year-olds\u2019 working memory. Child Development 93 6 (2022) 1713\u20131726.","DOI":"10.1111\/cdev.13813"},{"key":"e_1_3_3_1_36_2","doi-asserted-by":"crossref","unstructured":"Heather\u00a0L Kirkorian. 2018. When and how do interactive digital media help children connect what they see on and off the screen? Child development perspectives 12 3 (2018) 210\u2013214.","DOI":"10.1111\/cdep.12290"},{"key":"e_1_3_3_1_37_2","doi-asserted-by":"crossref","unstructured":"Heather\u00a0L Kirkorian Koeun Choi and Tiffany\u00a0A Pempek. 2016. Toddlers\u2019 word learning from contingent and noncontingent video on touch screens. Child development 87 2 (2016) 405\u2013413.","DOI":"10.1111\/cdev.12508"},{"key":"e_1_3_3_1_38_2","doi-asserted-by":"crossref","unstructured":"Jacqueline\u00a0M Kory\u00a0Westlund Sooyeon Jeong Hae\u00a0W Park Samuel Ronfard Aradhana Adhikari Paul\u00a0L Harris David DeSteno and Cynthia\u00a0L Breazeal. 2017. Flat vs. expressive storytelling: Young children\u2019s learning and retention of a social robot\u2019s narrative. Frontiers in human neuroscience 11 (2017) 295.","DOI":"10.3389\/fnhum.2017.00295"},{"key":"e_1_3_3_1_39_2","doi-asserted-by":"crossref","unstructured":"Natalia Kucirkova. 2014. iPads in early education: separating assumptions and evidence. Frontiers in psychology 5 (2014) 98273.","DOI":"10.3389\/fpsyg.2014.00715"},{"key":"e_1_3_3_1_40_2","doi-asserted-by":"publisher","DOI":"10.1145\/3311927.3323150"},{"key":"e_1_3_3_1_41_2","doi-asserted-by":"crossref","unstructured":"Marie-Louise Mares and Zhongdang Pan. 2013. Effects of Sesame Street: A meta-analysis of children\u2019s learning in 15 countries. Journal of Applied Developmental Psychology 34 3 (2013) 140\u2013151.","DOI":"10.1016\/j.appdev.2013.01.001"},{"key":"e_1_3_3_1_42_2","doi-asserted-by":"publisher","unstructured":"Melis Muradoglu Joseph\u00a0R Cimpian and Andrei Cimpian. 2023. Mixed-effects models for cognitive development: A practical introduction and tutorial. Journal of Cognition and Development 24 2 (2023) 163\u2013186. 10.1080\/15248372.2023.2176856","DOI":"10.1080\/15248372.2023.2176856"},{"key":"e_1_3_3_1_43_2","doi-asserted-by":"crossref","unstructured":"Kate Nussenbaum and Dima Amso. 2016. An attentional Goldilocks effect: An optimal amount of social interactivity promotes word learning from video. Journal of Cognition and Development 17 1 (2016) 30\u201340.","DOI":"10.1080\/15248372.2015.1034316"},{"key":"e_1_3_3_1_44_2","doi-asserted-by":"crossref","unstructured":"Laura\u00a0A Outhwaite Marc Faulder Anthea Gulliford and Nicola\u00a0J Pitchford. 2019. Raising early achievement in math with interactive apps: A randomized control trial. Journal of educational psychology 111 2 (2019) 284.","DOI":"10.1037\/edu0000286"},{"key":"e_1_3_3_1_45_2","doi-asserted-by":"crossref","unstructured":"Alanna Peebles James\u00a0Alex Bonus and Marie-Louise Mares. 2018. Questions+ answers+ agency: Interactive touchscreens and Children\u2019s learning from a socio-emotional TV story. Computers in Human Behavior 85 (2018) 339\u2013348.","DOI":"10.1016\/j.chb.2018.03.039"},{"key":"e_1_3_3_1_46_2","doi-asserted-by":"crossref","unstructured":"Jessica\u00a0Taylor Piotrowski. 2014. Participatory cues and program familiarity predict young children\u2019s learning from educational television. Media Psychology 17 3 (2014) 311\u2013331.","DOI":"10.1080\/15213269.2014.932288"},{"key":"e_1_3_3_1_47_2","doi-asserted-by":"crossref","unstructured":"Silvia Pixner Christina Kraut Verena Dresen et\u00a0al. 2017. Early predictors for basic numerical and magnitude competencies in preschool children\u2014are they the same or different regarding specific subgroups? Psychology 8 02 (2017) 271.","DOI":"10.4236\/psych.2017.82016"},{"key":"e_1_3_3_1_48_2","doi-asserted-by":"crossref","unstructured":"Tasha Posid and Sara Cordes. 2015. Verbal counting moderates perceptual biases found in children\u2019s cardinality judgments. Journal of Cognition and Development 16 4 (2015) 621\u2013637.","DOI":"10.1080\/15248372.2014.934372"},{"key":"e_1_3_3_1_49_2","doi-asserted-by":"crossref","unstructured":"Glenda Revelle. 2013. Applying developmental theory and research to the creation of educational games. New directions for child and adolescent development 2013 139 (2013) 31\u201340.","DOI":"10.1002\/cad.20029"},{"key":"e_1_3_3_1_50_2","first-page":"355","volume-title":"The development of memory in infancy and childhood","author":"Reznick J\u00a0Steven","year":"2008","unstructured":"J\u00a0Steven Reznick. 2008. Working memory in infants and toddlers. In The development of memory in infancy and childhood. Psychology Press, London, England, United Kingdom, 355\u2013378."},{"key":"e_1_3_3_1_51_2","doi-asserted-by":"crossref","unstructured":"Mabel\u00a0L Rice Aletha\u00a0C Huston Rosemarie Truglio and John\u00a0C Wright. 1990. Words from\" Sesame Street\": Learning vocabulary while viewing. Developmental psychology 26 3 (1990) 421.","DOI":"10.1037\/0012-1649.26.3.421"},{"key":"e_1_3_3_1_52_2","unstructured":"Victoria Rideout and Michael\u00a0B. Robb. 2020. The Common Sense Census: Media Use by Kids Age Zero to Eight 2020. https:\/\/www.commonsensemedia.org\/sites\/default\/files\/uploads\/research\/2020_zero_to_eight_census_final_web.pdf. Common Sense Media San Francisco CA. Accessed 2025-09-11."},{"key":"e_1_3_3_1_53_2","doi-asserted-by":"crossref","unstructured":"Colleen Russo-Johnson Georgene Troseth Charlotte Duncan and Almaz Mesghina. 2017. All tapped out: Touchscreen interactivity and young children\u2019s word learning. Frontiers in psychology 8 (2017) 578.","DOI":"10.3389\/fpsyg.2017.00578"},{"key":"e_1_3_3_1_54_2","doi-asserted-by":"publisher","DOI":"10.1093\/acprof:oso\/9780190467630.003.0009"},{"key":"e_1_3_3_1_55_2","doi-asserted-by":"crossref","unstructured":"Elizabeth\u00a0L Schroeder and Heather\u00a0L Kirkorian. 2016. When seeing is better than doing: Preschoolers\u2019 transfer of STEM skills using touchscreen games. Frontiers in Psychology 7 (2016) 1377.","DOI":"10.3389\/fpsyg.2016.01377"},{"key":"e_1_3_3_1_56_2","doi-asserted-by":"crossref","unstructured":"Alex\u00a0M Silver and Melissa\u00a0E Libertus. 2022. Environmental influences on mathematics performance in early childhood. Nature reviews psychology 1 7 (2022) 407\u2013418.","DOI":"10.1038\/s44159-022-00061-z"},{"key":"e_1_3_3_1_57_2","doi-asserted-by":"crossref","unstructured":"Emily\u00a0B Slusser and Barbara\u00a0W Sarnecka. 2011. Find the picture of eight turtles: A link between children\u2019s counting and their knowledge of number word semantics. Journal of experimental child psychology 110 1 (2011) 38\u201351.","DOI":"10.1016\/j.jecp.2011.03.006"},{"key":"e_1_3_3_1_58_2","doi-asserted-by":"publisher","DOI":"10.1145\/3311927.3323149"},{"key":"e_1_3_3_1_59_2","doi-asserted-by":"crossref","unstructured":"Firat Soylu Frank\u00a0K Lester\u00a0Jr and Sharlene\u00a0D Newman. 2018. You can count on your fingers: The role of fingers in early mathematical development. Journal of Numerical Cognition 4 1 (2018) 107\u2013135.","DOI":"10.5964\/jnc.v4i1.85"},{"key":"e_1_3_3_1_60_2","doi-asserted-by":"crossref","unstructured":"Jayne\u00a0M Standley and Clifford\u00a0K Madsen. 1990. Comparison of infant preferences and responses to auditory stimuli: Music mother and other female voice. Journal of music therapy 27 2 (1990) 54\u201397.","DOI":"10.1093\/jmt\/27.2.54"},{"key":"e_1_3_3_1_61_2","doi-asserted-by":"crossref","unstructured":"Ludo Verhoeven Wolfgang Schnotz and Fred Paas. 2009. Cognitive load in interactive knowledge construction. 369\u2013375\u00a0pages.","DOI":"10.1016\/j.learninstruc.2009.02.002"},{"key":"e_1_3_3_1_62_2","doi-asserted-by":"crossref","unstructured":"Virve Vuontela Synn\u00f6ve Carlson Anna-Maria Troberg Tuija Fontell Petteri Simola Suvi Saarinen and Eeva\u00a0T Aronen. 2013. Working memory attention inhibition and their relation to adaptive functioning and behavioral\/emotional symptoms in school-aged children. Child Psychiatry & Human Development 44 (2013) 105\u2013122.","DOI":"10.1007\/s10578-012-0313-2"},{"key":"e_1_3_3_1_63_2","doi-asserted-by":"publisher","DOI":"10.1145\/3334480.3381069"},{"key":"e_1_3_3_1_64_2","doi-asserted-by":"crossref","unstructured":"Jinjing Wang and Lisa Feigenson. 2019. Infants recognize counting as numerically relevant. Developmental science 22 6 (2019) e12805.","DOI":"10.1111\/desc.12805"},{"key":"e_1_3_3_1_65_2","doi-asserted-by":"crossref","unstructured":"Jinjing\u00a0Jenny Wang. 2023. Does virtual counting count for babies? Evidence from an online looking time study. Developmental psychology 59 4 (2023) 669.","DOI":"10.1037\/dev0001478"},{"key":"e_1_3_3_1_66_2","doi-asserted-by":"crossref","unstructured":"Jinjing\u00a0Jenny Wang Darko Odic Justin Halberda and Lisa Feigenson. 2016. Changing the precision of preschoolers\u2019 approximate number system representations changes their symbolic math performance. Journal of Experimental Child Psychology 147 (2016) 82\u201399.","DOI":"10.1016\/j.jecp.2016.03.002"},{"key":"e_1_3_3_1_67_2","doi-asserted-by":"crossref","unstructured":"Karen Wynn. 1992. Children\u2019s acquisition of the number words and the counting system. Cognitive psychology 24 2 (1992) 220\u2013251.","DOI":"10.1016\/0010-0285(92)90008-P"},{"key":"e_1_3_3_1_68_2","doi-asserted-by":"crossref","unstructured":"Heping Xie Ji Peng Mengyuan Qin Xuzhe Huang Fei Tian and Zongkui Zhou. 2018. Can touchscreen devices be used to facilitate young children\u2019s learning? A meta-analysis of touchscreen learning effect. Frontiers in psychology 9 (2018) 2580.","DOI":"10.3389\/fpsyg.2018.02580"},{"key":"e_1_3_3_1_69_2","doi-asserted-by":"crossref","unstructured":"Fei Xu and Elizabeth\u00a0S Spelke. 2000. Large number discrimination in 6-month-old infants. Cognition 74 1 (2000) B1\u2013B11.","DOI":"10.1016\/S0010-0277(99)00066-9"},{"key":"e_1_3_3_1_70_2","doi-asserted-by":"crossref","unstructured":"Fei Xu Elizabeth\u00a0S Spelke and Sydney Goddard. 2005. Number sense in human infants. Developmental science 8 1 (2005) 88\u2013101.","DOI":"10.1111\/j.1467-7687.2005.00395.x"},{"key":"e_1_3_3_1_71_2","doi-asserted-by":"crossref","unstructured":"Ying Xu Joseph Aubele Valery Vigil Andres\u00a0S Bustamante Young-Suk Kim and Mark Warschauer. 2022. Dialogue with a conversational agent promotes children\u2019s story comprehension via enhancing engagement. Child Development 93 2 (2022) e149\u2013e167.","DOI":"10.1111\/cdev.13708"},{"key":"e_1_3_3_1_72_2","doi-asserted-by":"publisher","DOI":"10.1145\/3392063.3394418"},{"key":"e_1_3_3_1_73_2","doi-asserted-by":"publisher","DOI":"10.1145\/3613904.3642647"},{"key":"e_1_3_3_1_74_2","doi-asserted-by":"crossref","unstructured":"Zhuo Zhang Lihanjing Wu Haoxue Yu and Hui Li. 2023. The effect of cartoon images on children\u2019s touchscreen learning. Education and Information Technologies 28 10 (2023) 12845\u201312858.","DOI":"10.1007\/s10639-023-11716-6"}],"event":{"name":"CHI 2026: CHI Conference on Human Factors in Computing Systems","location":"Barcelona Spain","acronym":"CHI '26","sponsor":["SIGCHI ACM Special Interest Group on Computer-Human Interaction"]},"container-title":["Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3772318.3791550","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T08:54:45Z","timestamp":1776416085000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3772318.3791550"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,4,13]]},"references-count":73,"alternative-id":["10.1145\/3772318.3791550","10.1145\/3772318"],"URL":"https:\/\/doi.org\/10.1145\/3772318.3791550","relation":{},"subject":[],"published":{"date-parts":[[2026,4,13]]},"assertion":[{"value":"2026-04-13","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}