Towards Understanding Human MediaInteraction:The Effect of the Computeras Answer UntilCorrect(AUC) vs. Knowledge of Result (KR)Task Feedback on Young Usersa BehavioralInteraction Development through a DigitalPlaygroundA(r)
The present study was mainly conducted to explore the effect of the computer's Answer Until Correct (AUC) vs. computer's Knowledge of Result (KR) task feedback on children's speech use (compulsory interaction) manifested innerinteraction, task performance and satisfaction during learning tasks with forty preschool children. The effect was explored through a special computer based methodology that completely relied on special Digital Playground(r) The Digital Playground(r) was essentially used to control the entire experiment without any sign of Human Human Interaction (HHI) either before, during, or after the progression. Technically, no instructor, teacher, parents, experimenter, caregiver, or any other human's external regulator was engaged as no previous training was offering to the young users on how to use the environment or what should they do either before, during, or after the experiment. It was hypothesized that the effect of computer's AUC on the young users' interaction behavioral development will outperform computer's KR in the verbalization intensity (compulsory interaction) manifested self regulation (inner interaction) and the degree of satisfaction. Despite the results were not confirmed the hypothesis, the results generated by the game were consistent with the statistical results in which this consistency increases, to a great extent, the reliability of the interaction measurements used in the present study. However, the results were not confirmed Vygotsky's view or Piaget's view of self regulation (inner interaction) development as the results concluded that thinking aloud (spontaneous interaction) and self regulation (inner interaction) have a reverse relationship. Therefore, thinking aloud (spontaneous interaction) per se, can be used to explore various and different problems that the young users may not agree to talk about. Importantly, the main message that we aimed to send to each single researcher including us, is to stop using different English terminologies to describe the same phenomenon because this will not lead to a real revolution to help our children.