On February 14, 2025, Dr. Sarah C. Kucker from the Department of Psychology at SMU led an engaging discussion at the Technology-Enhanced Immersive Learning (TEIL) Seminar Series. Her talk, titled “Developing Language in a Digital World: The Effect of Digital Media on Young Children’s Vocabulary Development”, captured an audience of educators, researchers, and students eager to understand how digital media influences language learning in early childhood.
The Building Blocks of Language Development
Dr. Kucker opened her talk by introducing the concept of developmental cascades—the idea that early experiences shape future learning. She explained how vocabulary growth in young children follows a pattern where past experiences, current context, and engagement work together to support language acquisition.
She highlighted research showing that real-world interactions, like physically handling objects while learning new words, significantly enhance memory and language retention. However, as digital media becomes more prevalent in children’s lives, an important question arises: How does screen-based learning compare to real-world interactions?
Digital Media vs. Real-World Learning
Dr. Kucker explored the differences between traditional word learning and learning through digital media. While interactive and social engagement with objects fosters stronger vocabulary retention, digital media often lacks these critical elements.
She shared compelling research demonstrating that multi-modal experiences—which combine visual, auditory, and physical engagement—support better learning outcomes. However, digital experiences tend to be passive and less social, leading to weaker vocabulary development in young children.
The Role of Social Interaction in Language Growth
A key takeaway from the seminar was the importance of synchronous, social interactions in language development. Dr. Kucker presented studies showing that children who engage in turn-taking conversations with caregivers build stronger vocabularies than those who are primarily exposed to screens.
She also addressed the phenomenon of “technoference”—when a caregiver’s use of technology disrupts natural interactions with a child. Research suggests that frequent interruptions from screens can lead to fewer conversations, reduced vocabulary growth, and lower overall language skills.
Navigating the Digital World
So, does this mean digital media is harmful to language learning? Not necessarily. Dr. Kucker emphasized that the key lies in how media is used rather than simply how much is consumed. High-quality, interactive digital experiences—where parents or caregivers are actively engaged with the child—can still be beneficial.
She left the audience with a simple yet powerful framework for evaluating children’s media use:
Is the media interactive?
Is it social?
Is the content high-quality?
By considering these factors, caregivers and educators can help ensure that digital tools complement, rather than replace, meaningful, real-world interactions that drive language learning.
Looking Forward: Bridging AI and Education
If you are interested in collaborating with peers in technology-enhanced learning, immersive learning, and AI/machine learning spaces, join us at the upcoming TEIL seminars. For more information on the TEIL series at SMU, visit smu.edu/teil.