Greek Parents’ App Choices and Young Children’s Smart Mobile Usage at Home

Papadakis, Stamatios; Alexandraki, Foteini; Zaranis, Nicholas

doi:10.1007/978-3-030-96296-8_4

Cited by 13 publications

(12 citation statements)

References 39 publications

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“…In previous study conducted by [30] also found that BYOD had positive impact to students on few aspects in academic achievements which are improve their test scores and quality of their project work, strengthening students' collaboration, communication, and research skills, increase students' interest, motivation, and involvement in their own learning and growth, and their satisfaction with the course and increase students' final grades. On the other hand, previous studies also confirmed the importance of digital interaction and mobile application usage especially in the European context [31][32][33][34][35][36].…”

Section: Byod In Educationmentioning

confidence: 65%

“Bring-Your-Own-Device” (BYOD) and Productivity

Shukry

Rosman

Rosli

et al. 2023

Int. J. Interact. Mob. Technol.

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Bring-Your-Own-Device (BYOD) is a phenomenon whereby an employee brings their own computing devices to work with them and use them in addition to or instead of company-supplied devices. BYOD helps organization to cut cost and improve the utilization of organizational resources. However, the impacts and phenomenon of BYOD is still unknown and scarcely discuss within the body of knowledge; warrant for further exploration of the topic. Therefore, the purpose of this paper is to develop and validate an instrument to measure BYOD and its productivity. The research went through various empirical stages. Based on other studies, a list of predictors and dependent variables was adopted. Based on the variables that have been identified, a pilot instrument was created in the second step. Third, an expert review process was used to validate the instrument. The face validity and reliability investigation of possible respondents was completed. As a result, a reliable instrument with six variables and thirty items was created to measures BYOD and productivity in the context of universities students in Malaysia.

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Section: Byod In Educationmentioning

confidence: 65%

“Bring-Your-Own-Device” (BYOD) and Productivity

Shukry

Rosman

Rosli

et al. 2023

Int. J. Interact. Mob. Technol.

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“…Several researchers have designed and implemented mobile educational applications with game elements to enhance preschool students' mathematical skills (Papadakis et al, 2022a;2022b). In their study, Schacter and Jo (2016) implemented Math Shelf, a math curriculum with smart mobile devices for preschool children, based on Maria Montessori's activities and instructions (Vaiopoulou et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

The use of Kahoot in preschool mathematics education

Xezonaki

2023

Adv. Mobile Learn. Educ. Res.

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During the preschool period children acquire basic mathematics skills during preschool, the foundation for their later formal mathematics education. One tool that could enhance students' mathematical skills at this age and which utilizes the elements of games in non-game settings. This study aimed to implement an intervention program to examine whether gamification affects the mathematical competencies of preschool-aged students. Thirty-one students aged 4 to 6 participated, of which 15 shaped the experimental group and 16 shaped the control group. During the intervention program, students in the experimental group were tutored through tablets and games designed in Kahoot! application and involved basic math exercises such as addition and subtraction, while the control group did the same exercises without tablets. The results of the student's performance in the experimental group showed that their performance in mathematics before and after the intervention differed significantly. Therefore, students' mathematical skills were improved through Kahoot-based learning games. It can be concluded that the application of Kahoot! Learning games can improve the mathematical learning outcomes of preschool students. Pedagogical and psychological research should be used more to improve the mathematical skills of preschoolers.

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“…A er all, when an adult overly controls the activities of a preschooler and does not give him/her the opportunity to take initiative, make decisions, or independently follow a plan, then the adult, as it were, takes on the role of the child's EF. Second, there is a lack of scienti cally proven evidence on how to nd and choose high-quality educational apps (Aleksandraki & Zaranis, 2023;Belolutskaya et al, 2023;Papadakis et al, 2021;Pesha, 2022). A study by Papadakis et al (2022) showed that parents prefer to download free apps for children.…”

Section: Ef and Joint Media Engagement Of Preschoolers And Their Parentsmentioning

confidence: 99%

How Does Joint Media Engagement Affect the Development of Executive Functions in 5- to-7 year-old Children?

Bukhalenkova,

Chichinina,

Almazova

2023

Psych. Rus.

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Background. Executive functions are actively developing in children of preschool age. Executive functions’ development is also influenced by the way children are using digital devices. Joint media engagement is one of the parameters of digital device usage that has been poorly studied so far, although this is of great importance from the point of view of cultural-historical psychology. Objective. Our research aimed to explore the association between young children’s development of executive functions over a year, and their joint media engagement with parents and siblings in preschool children. Design. Four hundred ninety (490) typically developing children (52% of them were boys) participated in the study. It was a longitudinal study: during the first stage, the children were 5-6 years old; the second stage followed one year later. The NEPSY-II subtests (Inhibition, Statue, Memory for Designs, Sentences Repetition) and the Dimensional Change Card Sort were used to assess executive functions. A questionnaire for mothers was used to get information about the children’s joint media engagement and screen time. Results. Children who watched video content and played video games together with their siblings developed more inhibitory control over the year than those children who did it alone. Co-viewing of video content with parents was associated with a decrease in cognitive flexibility over the year, as opposed to watching it alone. Conclusion. The obtained data allows us to conclude that joint media engagement is important for executive functions development, and that there are optimal formats of joint media engagement. Based on the limitations of this study, recommendations for future research were suggested.

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Greek Parents’ App Choices and Young Children’s Smart Mobile Usage at Home

Cited by 13 publications

References 39 publications

“Bring-Your-Own-Device” (BYOD) and Productivity

“Bring-Your-Own-Device” (BYOD) and Productivity

The use of Kahoot in preschool mathematics education

How Does Joint Media Engagement Affect the Development of Executive Functions in 5- to-7 year-old Children?

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