This shortish paper (18 page MS-Word Document) describes research in which children are instructed using an interactive version of a television show, Elinor Wonders Why. "The results showed that offering children opportunities to interact with the media character led to better learning outcomes than having children watch the non- interactive videos." The authors also tested whether simply pausing and generating a generic response (the pseudo-interactive condition) and found that "merely asking children questions and allowing them time to respond (as was done in the pseudo-interactive videos) might not be sufficient to promote learning."
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