The Impact of Personalized Book Reading Activities Using AI-generated Stories on Vocabulary Acquisition in Preschool Children

Objectives: This study aimed to evaluate the effectiveness of book reading interventions, employing both traditional and AI-generated stories, on typically developing preschool children’s vocabulary acquisition. Methods: A total of fifteen children aged 3 to 6 participated in this study. All participants were divided into two groups: one reading traditional stories and the other AI-generated ones. Over three weeks, participants engaged in eight structured book reading sessions, including pre-reading, main reading, and post-reading vocabulary activities. Pre- and post-intervention evaluation assessments measured receptive and expressive vocabulary skills for 16 target words. A Wilcoxon Signed-Rank Test was conducted to compare the vocabulary accuracy within each group, and a Mann-Whitney U-Test was conducted to compare the vocabulary accuracy differences between the two groups. Results: Statistical analyses revealed significant improvements in both groups’ receptive and expressive vocabulary accuracy post-intervention, with no significant differences between the traditional and AI-generated story groups. Conclusion: AI-generated stories were found to effectively enhance preschool children’s vocabulary skills comparably to traditional methods. This suggests the feasibility of utilizing AI to create personalized stories for effective vocabulary interventions in language therapy settings. Overall, the study highlights the potential of AI-driven approaches in overcoming traditional method limitations, offering innovative avenues for enhancing children’s vocabulary development.