Apps As Learning Tools: A Systematic Review

Griffith, Shayl F.; Hagan, Mary B.; Heymann, Perrine; Heflin, Brynna H.; Bagner, Daniel M.

doi:10.1542/peds.2019-1579

Cited by 114 publications

(109 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other studies suggest, on the other hand, that the use of digital devices is not exempt from bringing benefits to children, even if they depend on the age, the stage of development, the characteristics of the child, the methods of use (co-viewing) and content (educational applications). The use of educational applications and parent co-viewing would be associated with an improvement in language skills in children [ 47 , 48 ].…”

Section: Discussionmentioning

confidence: 99%

Digital Devices Use and Language Skills in Children between 8 and 36 Month

et al. 2020

View full text Add to dashboard Cite

Background: Over the past decade, the use of digital tools has grown and research evidence suggests that traditional media and new media offer both benefits and health risks for young children. The abilities to understand and use language represent two of the most important competencies developed during the first 3 years of life through the interaction of the child with people, objects, events, and other environmental factors. The main goal of our study is to evaluate the relationship between digital devices use and language abilities in children between 8 and 36 month, also considering the influence of several factors. Materials and Methods: We conducted a cross-sectional observational study on digital devices use and language abilities in260 children (140 males = 54%) aged between 8 and 36 months (mean = 23.5 ± 7.18 months). All the parents completed a self-report questionnaire investigating the use of digital devices by their children, and a standardized questionnaire for the assessment of language skills (MacArthur-Bates). Linear regression analysis was used to evaluate the relation between different variables. Subsequent moderation analysis were performed to verify the influence of other factors. Results: We found a statistically significant negative relation between the total daily time of exposure to digital devices and the Actions and Gestures Quotient (ß = −0.397) in children between 8 and 17 months, and between the total daily time of exposure to digital devices and Lexical Quotient (ß = −0.224) in children between 18 and 36 months. Gender, level of education/job of parents, modality of use/content of digital device did not significantly affect the result of the regression analysis. Conclusion: In our study we found that a longer time of exposure to digital devices was related to lower mimic-gestural skills in children from 8–17 months and to lower language skills in children between 18 and 36 months, regardless of age, gender, socio-economic status, content, and modality of use. Further studies are needed to confirm and better understand this relation, but parents and pediatricians are advised to limit the use of digital devices by children and encourage the social interaction to support the learning of language and communication skills in this age group.

show abstract

Section: Discussionmentioning

confidence: 99%

Digital Devices Use and Language Skills in Children between 8 and 36 Month

et al. 2020

View full text Add to dashboard Cite

show abstract

“…There is emerging evidence suggesting that virtual interactive tools may be useful and accessible to support early academic development [2,3]. In fact, different studies have been published about resident learning principles, stating that the more the process is both physical and mental, the more it is efficient [2,3].…”

mentioning

confidence: 99%

The Impact of COVID-19 on Plastic Surgery Residency Training

et al. 2020

View full text Add to dashboard Cite

Nowadays didactic and surgical activities for residents in the surgery field are less and less due to an increasing burden of documentation and ''non-educational work.'' Considering the current lockdown due to the COVID-19 pandemic, it has never been so important to find different ways to allow residents to improve their knowledge. We asked all plastic and esthetic surgery residents in our country to fill out a questionnaire to investigate changes in their didactical activity and analyze problems about their professional growth in the last few months. From the results of such questionnaires, we found that most of the residents feel the decrease in surgical activities during this time is a detrimental factor for their training and that even if all the schools have changed their didactical activities no school has introduced the use of virtual simulators to compensate for the decrease in surgical practice. Actually, the majority of residents use webinars to keep updated, stating that such technologies are useful but not sufficient to analyze plastic surgery topics in depth during COVID-19 lockdown. Virtual interactive tools are well known in different clinical and surgical specialties, and they are considered as a valid Keywords Questionnaire Á Training program Á Residents Á Education Á COVID-19 Dear Sir, Nowadays didactive and surgical activities for residents in the surgical field are less and less due to the increasing burden of documentation and ''to spend time at non-educational work'' that detracts from clinical experience [1]. Most of all, in this difficult period of COVID-19 infection,

show abstract

“…A systematic review by Griffith et al [17] included 11 studies evaluating outcomes related to letter knowledge, phonological awareness, letter writing, and vocabulary upon using commercially available mobile apps. Of these, 6 studies reported favorable outcomes in the app intervention group, in comparison with a control group (eg, usual classroom instruction, paper-based tasks, or the use of an app for an unrelated goal).…”

Section: Mobile Healthmentioning

confidence: 99%

Tablet-Based Apps for Phonics and Phonological Awareness: Protocol for Evidence-Based Appraisal of Content, Quality, and Usability

Furlong¹,

Serry²,

Erickson³

et al. 2021

JMIR Res Protoc

View full text Add to dashboard Cite

Background The use of mobile apps to manage and promote health is becoming increasingly popular. Mobile apps are gaining popularity particularly in educational and interventional settings owing to their perceived advantages including support for and engagement of individuals with reading difficulties. In the context of COVID-19, the need for technology-based tools has increased. For practitioners and educators who wish to use apps in their practice or recommend apps to individuals with reading difficulties, it is challenging to identify high-quality apps in app stores. Objective This protocol describes a systematic search, selection, and appraisal process for tablet apps targeting phonics knowledge and phonological awareness skills. This protocol aimed to (1) provide a systematic method for identifying tablet apps targeting phonics knowledge and phonological awareness skills in the Google Play Store and Apple’s App Store and (2) describe an evidence-based approach for quality appraisal of these apps by using structured tools. Methods This protocol describes an evidence-based method guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to systematically search, select, and appraise apps targeting phonics knowledge and phonological awareness skills, present in Google Play and the App Store. We intend to perform a systematic and comprehensive search and a 2-step process for screening: (1) broad screening (app titles) and (2) narrow screening (marketing descriptions). Quality appraisal of the included apps will involve two structured appraisal tools: (1) the Mobile Application Rating Scale and (2) the Appraising Apps for Reading Checklist. Results This method will help determine the number of apps targeting phonics knowledge and phonological awareness, present on the Android and iOS platforms. The content, quality, and usability of these apps will be determined using structured appraisal tools. We have planned to conduct searches on Google Play and the App Store in January-March 2021; broad and focused screening, from April 2021; and data extraction and quality appraisal in October 2021. Conclusions This protocol provides a basis for locating and evaluating apps targeting phonics knowledge and phonological awareness skills. This protocol will support practitioners, educators, and families to make informed decisions when purchasing apps for instructional use. International Registered Report Identifier (IRRID) PRR1-10.2196/23921

show abstract

Apps As Learning Tools: A Systematic Review

Cited by 114 publications

References 58 publications

Digital Devices Use and Language Skills in Children between 8 and 36 Month

Digital Devices Use and Language Skills in Children between 8 and 36 Month

The Impact of COVID-19 on Plastic Surgery Residency Training

Tablet-Based Apps for Phonics and Phonological Awareness: Protocol for Evidence-Based Appraisal of Content, Quality, and Usability

Contact Info

Product

Resources

About