Abstract
This study investigates the implementation of Intelligent Virtual Tutors (IVTs) in early childhood literacy education through a multimodal social semiotics lens. Whilst IVTs promise personalised learning experiences through artificial intelligence and adaptive algorithms, their effectiveness in supporting diverse literacy development remains understudied. The research employs a qualitative case study approach, examining three children aged 4-6 in South and Mid-East England. Data was collected through semi-structured interviews with parents and teachers between October and December 2024, focusing on the children’s engagement with IVT platforms and their literacy development across multiple modes of representation. The investigation explores how IVTs address the complex nature of early literacy development, encompassing traditional reading and writing skills alongside the interpretation of various semiotic resources including gestures, images, and sounds. Key areas of analysis include parent’s and teachers’ perspectives of IVTs’ capacity to accurately assess learning styles, maintain engagement, and ensure developmental appropriateness. Initial findings suggest varying levels of engagement and effectiveness across different modes of literacy learning, with particular insights into the role of human-computer interaction in fostering intrinsic motivation. Initial findings also highlights the quality of dialogic interactions and the ability of IVTs to support meaning-making across multiple modes of representation. Overall, this study aims to contribute to the discourse on technology integration in early years by providing empirical insights into the potential and limitations of IVTs. With full analysis expected to be finalised in mid-February, the findings aim to inform educators, researchers, and designers about the responsible integration of these emerging technologies.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Intelligent virtual tutors, Early literacy development, AI, Multimodal Social Semiotics
