[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-443919-105":59,"doc-detail-443919-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","can-infants-perceive-and-learn-new-information-from-extended-reality","Can Infants Perceive and Learn New Information from Extended Reality?","","As global societies increasingly embrace digital technologies, integrating them into early childhood education is crucial for meeting United Nations sustainable developmental goals. This study tests whether extended reality (XR) environments support infants’ perception and learning. One hundred forty-four Australian infants aged 6–12 and 18–24 months discriminate and learn non-native Mandarin tones across Live, XR-Live, and XR-Recorded conditions. Older infants show robust discrimination in XR, while Live elicits longer looking. Infants learn object-label associations similarly in all conditions, with age and tone complexity effects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/can-infants-perceive-and-learn-new-information-from-extended-reality/443919/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/can-infants-perceive-and-learn-new-information-from-extended-reality/443919.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-30","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study investigate about infants and XR?","Question",{"text":112,"@type":113},"The study investigated whether extended reality (XR) environments can support infants’ perception and learning of new information, specifically discrimination and learning of non-native Mandarin tones.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were infants tested across conditions?",{"text":117,"@type":113},"A total of 144 Australian infants (6–12 months and 18–24 months) were tested under three conditions: Live (face-to-face), XR-Live (real-time virtual interaction), and XR-Recorded (pre-recorded virtual interaction).",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding tone perception and learning?",{"text":121,"@type":113},"Infants successfully discriminated the tone contrast, with outcomes influenced by age and condition: older infants showed robust discrimination in both XR conditions. For object-label association, infants learned equally well across Live and both XR conditions, with performance affected by age and tone complexity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},443919,1790793291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Developmental Science  \nRESEARCH ARTICLE   \nCan Infants Perceive and Learn New Information from Extended Reality?  \nLiquan Liu1, 2, 3, 4, 5   Brayden Condie2  Jasmine Sutton1, 2  Sharmin Saba1  Ashleigh Blackwell1  Faiza Humaira1 Rakhshinda Shoaib1  David Arness1   Tomas Trescak3, 6  \n1 Graduate School of Health, University of Technology Sydney, Sydney, Australia  2 School of Psychology, Western Sydney University, Sydney, Australia  3MARCS Institute for Brain and Behaviour, Western Sydney University, Sydney, Australia  4 Center for Multilingualism in Society Across the Lifespan, University of Oslo, Oslo, Norway  5 Centre of Excellence for the Dynamics of Language, Australian Research Council, Canberra, Australia  6 School of  \nComputer, Data and Mathematical Sciences, Western Sydney University, Sydney, Australia Correspondence: Liquan Liu ([liquan.liu@uts.edu.au](liquan.liu@uts.edu.au))  \nReceived: 1 August 2025  Revised: 25 November 2025  Accepted: 1 December 2025  \nABSTRACT  \nAs global societies increasingly embrace digital technologies, their integration into early childhood education becomes crucial for achieving United Nations sustainable developmental goals. The present study investigates whether extended reality (XR) environments effectively support infants’ perception and learning capabilities. A total of 144 Australian infants aged 6–12 and 18– 24 months were tested on their abilities to discriminate and learn non-native Mandarin tones under one of the three conditions, Live (face-to-face interaction), XR-Live (real-time virtual interaction), and XR-Recorded (pre-recorded virtual interaction) . Infants successfully discriminated the tone contrast, with perception outcomes influenced by age and condition: older infants exhibited robust discrimination in both XR conditions, and long looking time in the Live condition. In object-label association, infants learned equally well in Live and both XR conditions, influenced by age and tone complexity—older infants learned better overall, particularly the acoustically complex dipping tone. Findings highlight XR’s potential to effectively support sustainable cognitive and linguistic development, underscoring its promise for future integration in early educational and developmental interventions.  \n1  Introduction  \nModern technology has become an integral part of daily life, reshaping child-rearing practices and influencing how infants experience the world. Despite the growing presence of digital media, our understanding of infant-technology interaction remains limited. Infants, lacking independent mobility, rely on caregivers not only for basic needs but also for access to environments essential for learning. Situations such as COVID- 19 can restrict these opportunities, prompting caregivers to turn to screen media—despite evidence suggesting its limited interactivity and reduced effectiveness in supporting learning in early childhood (e.g., DeLoache et al. 2010; Kuhl et al. 2003) . This study explores whether extended reality (XR, Rauschnabel et al. 2022), the rapidly emerging yet under-researched new reality  \nformat, can support infants’ ability to perceive and abstract new information.  \nScience in the past decade has ubiquitously pointed to the importance of early life experience on human learning and development. The first 1000 days mark the golden age of learning and foundation of children’s cognitive abilities and future success (Romeo et al. 2018) . Perceptual categories, neural paths, and strategies for learning world knowledge are shaped by infants’experience before and since birth (Werker and Hensch 2015) . Adoptees retain implicit memory of their birth language, even when adopted in the first year of life (Pierce et al. 2014) .  \nTheoretical frameworks, including perceptual narrowing (Kuhlet al. 2008; Lewkowicz and Ghazanfar 2009; Scott et al. 2007)  \nThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, dist","cbCair6dNTktUdD4","https://ap.wps.com/l/cbCair6dNTktUdD4","pdf",1414761,11,"English","# Abstract\n# Introduction\n## Early technology exposure and infant learning\n## Perceptual development and language tone","[{\"question\":\"What did the study investigate about infants and XR?\",\"answer\":\"The study investigated whether extended reality (XR) environments can support infants’ perception and learning of new information, specifically discrimination and learning of non-native Mandarin tones.\"},{\"question\":\"How were infants tested across conditions?\",\"answer\":\"A total of 144 Australian infants (6–12 months and 18–24 months) were tested under three conditions: Live (face-to-face), XR-Live (real-time virtual interaction), and XR-Recorded (pre-recorded virtual interaction).\"},{\"question\":\"What were the main findings regarding tone perception and learning?\",\"answer\":\"Infants successfully discriminated the tone contrast, with outcomes influenced by age and condition: older infants showed robust discrimination in both XR conditions. For object-label association, infants learned equally well across Live and both XR conditions, with performance affected by age and tone complexity.\"}]","Can Infants Perceive and Learn New Information from Extended Reality? | PDF",1790706069,28]