ABSTRACT
Educational television (TV) for preschoolers often features unrealistic (anthropomorphic and/or animated) characters, and it is unclear how children perceive such characters as sources of information. In this study, 92 3- to 5-year-olds saw images of characters and chose which would be best for learning about six topics across three domains: animal biology, human biology, and socioemotional. Children were randomized to one of three conditions in which they chose between paired images of (1) live-action humans versus animated humans (i.e., holding character type constant and varying format), (2) animated humans versus animated anthropomorphic animals (i.e., holding format constant and varying character type), or (3) live-action humans versus animated anthropomorphic animals (i.e., most realistic vs. least realistic character choices). Results indicated that children chose animated characters over live-action characters (Conditions 1 and 3). They did not choose humans significantly more often than animals even for human biology and socioemotional lessons (Conditions 2 and 3). However, in Condition 2, they chose animals significantly more often than humans for animal biology lessons. In sum, children showed little sign of prioritizing realism. The study adds children's perspectives to the literature on the effects of reality cues on early learning from educational TV.
