来自屏幕的纽带：视频聊天与儿童发展
随着近几年视频聊天的兴起, 越来越多的研究者开始探索视频聊天对儿童发展的影响。相较于传统通讯技术, 视频聊天具备了视听结合与即时互动的特征; 但同时, 作为数字媒体, 视频聊天仍然保持了传统屏幕媒体二维性的特征。汇总以往视频聊天与儿童学习的实证研究发现, 与录制视频教学比较, 视频聊天在婴幼儿词汇学习(d = 0.33)和动作学习(d = 0.90)上的教学效果更佳; 同时, 视频聊天也能够使婴幼儿在教学过程中保持较高的注意水平(d = 0.90)。视频聊天对儿童远距离亲子关系和同伴关系上均有一定的促进作用。视频聊天也可以作为一种辅助治疗手段应用于特殊儿童的干预中。未来研究仍需关注扩大视频聊天学习中儿童被试的年龄范围、共同观看者的不同支持行为对儿童视频聊天学习的效果产生的影响。
信息传播、知识传播教育通信
视频聊天儿童发展学习关联性共同观看
王福兴,曹馨允,李卉,童钰.来自屏幕的纽带：视频聊天与儿童发展[EB/OL].(2023-03-28)[2025-09-23].https://chinaxiv.org/abs/202303.09745.点此复制
In recent years, with the growing popularity of internet-based devices, children are increasing exposed to various applications, especially video chat. Researchers begin to explore the potential influence of video chat on children's development. It was found that compared with traditional communication technology, video chat had the feature of audio-visual combination and real-time interaction. However, video chat still maintains the two-dimensional feature as traditional screen media. By summarizing current research focused on video chat and children's learning, it is found that compared with yoked video learning, video chat had a positive effect on children's vocabulary learning (d = 0.33) and movement learning (d = 0.90). Moreover, video chat helped children to maintain a high level of attention in the learning process (d = 0.90). Compared with traditional video learning, the advantage of video chat learning lies in that it can provide children with two different kinds of social cues: the relevance feedback provided by on-screen teachers and other social cues provided by the co-viewer in the scene, which can effectively improve the occurrence of video deficit to a certain extent and help children transfer the knowledge learned on the screen to the real world. At present, researches on video chat and childrens social development mainly focuses on the long-distance parent-child relationship and peer relationship. It is found that video chat has the potential to maintain or form secure attachment for children who are experiencing parent-child separation, and can promote the long-distance parent-child relationship to some extent. Meanwhile, studies found children can successfully carry out a series of free games with a long-distance partner through video chat. The remote interactive environment of mutual gaze created by video chat can also improve the sense of presence and mutual understanding between children and their partners in remote games. In addition to helping normal children with learning and social development, video chat can be used as an adjunctive therapy for intervention of children with disorders (e.g., ASD, Obesity), to help them improve their health and social skills. Future research might focus on expanding the age range of children in video chat learning, the influence of childrens previous experience with media and the different supportive behaviors of co-viewers on childrens video chat learning. Future research should also further explore the impact of video chat on childrens social development under the condition of long-term separation. And whether childrens video chats with other family members can help strengthen family bonds and encourage distant family members to become more involved in each other's lives, thus promoting childrens development.
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