Uso del asistente de voz Alexa para potenciar el desarrollo del habla y el lenguaje en niños de educación inicial II

Abstract

Abstract: This research evaluates and explores how Alexa, the voice assistant, can influence the language and speech development of children in early childhood education (CEI). Its mixed-methods research approach combined quantitative and qualitative elements. The exploratory and convergent design allowed for a comparison of the language development of the experimental group of children who interacted with Alexa and the control group who did not. The study involved a total of 40 early childhood education (CEI) students, divided into two groups of 20 each. The experimental group worked with Alexa, while the control group continued with traditional instruction. The Illinois Test of Psycholinguistic Aptitude (ITPA) was adapted to the Alexa voice device to plan activities and assess listening, comprehension, production, and language processing skills. Direct observation was used, and each interaction the children had with the device was recorded. The results obtained allow us to evaluate the impact of Alexa on the speech and language development of 5-year-old children and highlight the importance of seeking and exploring other technological alternatives for use in early childhood education, proposing it as a less invasive alternative to digital screens.