Naomi R. Aguiar, PhD
Select Research
AI Humans
Do school age children think they can be friends with artificially intelligent humans?
Are these friendships like imaginary friendships and friendships with real people?
In this study, children learned about four different children: a real child, a real child on a video chat program, an artificially intelligent (AI) child, and an inanimate doll. They were then asked to make judgements about each, including whether they thought each child was alive, had thoughts and feelings, could be controlled, and could be their friend.
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Findings: Children viewed both the AI child and the doll in ways that were similar. Both were viewed as not alive, without feelings, and completely within their control. But children were more likely to view an inanimate doll as offering opportunities for reciprocal love and companionship.
Virtual Pets
How do preschool age children think about virtual pets?
In this study, young children interacted with both a virtual dog and a stuffed dog, and then were asked to make judgements about each.
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Findings: Children viewed both types of dogs in similar ways. When they did differientiate between the two, the stuff dog was viewed as a source of comfort, protection, and love. The virtual dog was viewed as a source of education, entertainment and annoyance.
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Learning from AI
Can preschool age children learn from AI characters in videogames?
In collaboration with Dr. Sandra Calvert, preschool age children played a digital math game with a popular media character. Children were first asked about their parasocial relationships with the media character. In an experimental game condition, the character appeared "artificially intelligent," responding to children in real time based on their answers to math questions. In the other condition, the character did not respond continently to children's responses. Children then completed a similar math game with an experimenter using real world objects.
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Findings: Children who experienced the game with the "artificially intelligent" character gave faster and more accurate responses to math questions, and performed better on a similar task with real world objects. Children with stronger parasocial relationships with the media character also performed better during the game.
Experiences in VR
How do children interact with familiar media characters in Immersive Virtual Reality?
How are their interaction different from characters on 2D screens?
In collaboration with Dr. Jakki Bailey and Dr. Jeremy Bailenson, preschool age children interacted with a popular media character either on a televison screen or in immersive virtual reality (IVR). Children played the inhibitory control game, Simon Says, and a sticker sharing task with the character. Children's approach behaviors towards the character were also measured.
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Findings: In IVR, children struggled more with the Simon Says task, but shared more stickers and were more likely to approach the media character than children who interacted with the character on a 2D screen.
Parasocial Relationships
What qualities make up preschool age children's parasocial relationships with media characters?
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Do these qualities change as children age and why do children "break up" with their favorite media characters?
In two studies with Dr. Sandra Calvert, parents were re-contacted about their children's parasocial relationships (PSRs) with favorite media characters after three years. They reported on the qualities that make up these relationships, as well as their children's experiences "breaking up" with media characters and forming new PSRs.
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Findings: The qualities that make up children's PSRs remained fairly stable over time. These qualities included attachment to and personification of the character, the human-like needs of the character, and the reality status of the character. However, when children were older, the personal characteristics of the media character also emerged, such as physical attractiveness and intelligence. Parents reported that children broke up with media characters typically because they had outgrown them. They also reported peers playing a role in their children's PSR breakups.
Mobile App Play
Do parasocial relationships with media characters motivate adults to play mobile fitness apps?
In collaboration with Marie Frolich and Dr. Sandra Calvert, adults who played the mobile fitness app, Pokemon GO, were asked to report on their childhood parasocial relationships (PSRs) with Pokemon characters, their motivations for playing the app, and the frequency of their app play.
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Findings: Adults with stronger childhood PSRs with Pokemon characters reported playing the app for nostalgia but also reported playing the app less frequently. Older adults were motivated to play the app to increase physical activity and reported playing the app more frequently.
Generative AI Tools
What do college students know about generative AI tools and how are they using them?
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What are their thoughts about these tools?
In collaboration with Dr. Mary Ellen Dello Stritto and Dr. Greta Underhill, college students were asked to report on their knowledge and use of generative AI tools. Students were also asked to report on their feelings about these tools, as well as their hopes and concerns.
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Findings: Students were deeply knowledgeable about generative AI tools and reported using them primarily for brainstorming, learning new content, proofing written text and synthesizing information. However, students reported being skeptical about the content generated by AI tools. They also reported mixed emotions about their use. Students also reported more concerns than hopes. The top three concerns were the inaccuracy of the tools, potential job loss or changes, and the generation of mis- and disinformation.