The evolution of choice and learning in the twoperson beauty contest game from kindergarten to adulthood Abstract   We develop a graphical, nonanalytical version of the twoperson beauty contest game to study the developmental trajectory of instinctive behavior and learning from kindergarten to adulthood. These are captured by observing behavior when the game is played in two consecutive trials. We find that equilibrium behavior in the first trial increases significantly between 5 and 10 years of age (from 17.9% to 61.4%) and stabilizes afterwards. Children of all ages learn to play the equilibrium, especially when they observe an equilibrium choice by the rival. Our younger children are the weakest learners mainly because they are less frequently paired with rivals who play at equilibrium. Finally, the choice process data suggests that participants who play at equilibrium in the second trial are also performing fewer steps before reaching a decision, indicating that they are less hesitant about their strategy.

Preschoolersxe2x80x99 Understanding of a Teachable AgentBased Game in Early Mathematics as Reflected in their Gaze Behaviors xe2x80x93 an Experimental Study This study investigated how preschool children processed and understood critical information in Magical Garden, a teachable agentbased playu0026learn game targeting early math. We analyzed 36 childrenxe2x80x99s (ages 4xe2x80x936xc2xa0years) realtime behavior during gameuse to explore whether children: (i) processed the information meant to support number sense development; (ii) showed an understanding of the teachable agent as an entity with agency. An important methodological goal was to go beyond observable behavior and shed some light on how cognitive processing and understanding in children of such young age can be studied. First, the children played Magical Garden for three weeks to get acquainted with the game. Second, in an experimental part of the study, the childrenxe2x80x99s gaze behaviors were measured during 5 rounds of interaction with an experimental version of one of the subgames. The analyses suggest that two of the gaze behaviors were positively correlated with the game performance measure, as hypothesized. Another result was that children looked at the teachable agent significantly more often when the teachable agent had been in charge of gameplay than when it had not. This can be interpreted as an indication that the children had an understanding of their teachable agent as an entity that, like themselves and unlike other dynamic visual elements in the game, made decisions based on own xe2x80x98knowledgexe2x80x99. In a broader context, the findings are important in showing the potential gains of combining log data with eyetracking data for developing and refining AI algorithms for adaptive individual feedback and scaffolding.