TaleMate: Exploring the use of Voice Agents for Parent-Child Joint Reading Experiences
Daniel Vargas-Diaz, Jisun Kim, Sulakna Karunaratna, Maegan Reinhardt, Caroline Hornburg, Koeun Choi, Sang Won Lee
TL;DR
The paper addresses the decline in parent–child interaction during digital reading by introducing TaleMate, a platform that embeds conversational agents (CAs) as 'Mates' and allows role-based voice assignments to characters. The design comprises two main components: CA integration and an interactive assignment process, enabling alternating turns between parents, children, and agents, with an audiobook mode to supplement engagement. Key contributions include a drag-and-drop character-voice assignment interface, avatar-based reader representations, and a curated multi-character read-aloud experience using a suitable children's book, aiming to preserve and enhance joint reading benefits in a digital context. The work seeks to demonstrate that CA-enabled, participatory reading can bridge traditional and digital practices, potentially improving early literacy engagement and learning outcomes.
Abstract
Joint reading is a key activity for early learners, with caregiver-child interactions such as questioning and feedback playing an essential role in children's cognitive and linguistic development. However, for some parents, actively engaging children in storytelling can be challenging. To address this, we introduce TaleMate a platform designed to enhance shared reading by leveraging conversational agents that have been shown to support children's engagement and learning. TaleMate enables a dynamic, participatory reading experience where parents and children can choose which characters they wish to embody. Moreover, the system navigates the challenges posed by digital reading tools, such as decreased parent-child interaction, and builds upon the benefits of traditional and digital reading techniques. TaleMate offers an innovative approach to fostering early reading habits, bridging the gap between traditional joint reading practices and the digital reading landscape.