How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework

Meyer, Marisa; Zosh, Jennifer M.; McLaren, Caroline; Robb, Michael B.; McCafferty, Harlan; Golinkoff, Roberta Michnick; Hirsh‐Pasek, Kathy; Radesky, Jenny

doi:10.1080/17482798.2021.1882516

Cited by 62 publications

(63 citation statements)

References 26 publications

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“…It is crucial that researchers work on this field and try innovative approaches that capitalize on helpful ideas (Clarke-Midura et al, 2019). This can be most important considering studies highlighting the abundance of low-quality self-proclaimed educational apps that targeted young age children in literacy, mathematics, and general knowledge (Ackermann et al, 2020;Meyer et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

Papadakis

2021

Front. Educ.

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Data that shows that young children can learn and acquire Computational Thinking (CT) skills has led governments and policymakers internationally to integrate CT into the curriculum, starting in the earliest grades. Researchers support the idea that this introduction must not solely focus on a problem-solving process skill (CT) but instead provide children with new ways to express themselves, supporting their cognitive, language, and socio-emotional development (Computational Fluency-CF). Coupled with the media and government’s rhetoric and an increasing number of apps offering various programming lessons, puzzles, and challenges, educators have been responsible for introducing young children to CT and CF using touchscreen technology. This paper presents a literature review (N = 21) of empirical studies on applying four coding apps to support young children’s learning of CT and CF. The main conclusion is that all apps positively affect the development of children’s CT skills. None of the apps can ultimately support the development of CF, although ScratchJr, with a “sandbox” approach, can better help students express themselves.

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Section: Discussionmentioning

confidence: 99%

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

Papadakis

2021

Front. Educ.

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“…In addition, examining the impact of using screens for educational purposes for these children's academic outcomes may be useful, as some evidence suggests that educational apps may be less beneficial than previously thought. 33 Further research should be undertaken to understand whether changes in screen use due to COVID-19 are attenuated as effects of the virus are mitigated, whether a return to pre-pandemic levels varies by child, or whether we now adjust to a “new normal” of increased screen use.…”

Section: Discussionmentioning

confidence: 99%

Screen Time in the Coronavirus 2019 Era: International Trends of Increasing Use Among 3- to 7-Year-Old Children

Ribner

Coulanges

Friedman

et al. 2021

The Journal of Pediatrics

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Objective: To evaluate changes in electronic screen-based media use in 3-to 7-year-old children across six countries as a result of the COVID-19 pandemic.Study design: Between April and July 2020, parents of 2516 children completed online survey measures reporting current ("now") and retrospective ("before the pandemic") screen-based media use for the purposes of entertainment, educational app use, and socializing with family and friends. Parents also reported family socioeconomic characteristics and impacts of the pandemic to their physical wellbeing (eg, whether a family member or friend had been diagnosed with COVID-19) and social disruption (e.g., whether family experienced a loss of income or employment due to the pandemic).Results: On average, children engaged with screens over 50 minutes more during the pandemic than before. This was largely driven by increases in screen use for entertainment purposes (nearly 40 minutes) and for use of educational apps (over 20 minutes). There was no overall change in screen use for socializing with family and friends. Children from lower socioeconomic status households increased screen use both for entertainment and educational app use more so than did children from higher socioeconomic status households. Conclusions:The global pandemic caused by COVID-19 has increased overall electronic screenbased media use. As lives become increasingly digital by necessity, further research is needed to better understand positive and negative consequences of electronic screen-based media use.

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“…In this issue of Acta Paediatrica , ‘Screen Use Relates to Decreased Offline Enrichment Activities’ by McArthur and colleagues 5 explores the displacement hypothesis: the idea that child the more time children spend with screen‐based activities, the less time they engage in pretend play, health‐related behaviours (eg, physical activity and sleep) or social interactions with caregivers or peers. In the modern digital environment, there are many reasons—ranging from tokens and rewards for prolonged gameplay, 6 to the satisfying design of toy unboxing videos—why children would grow to prefer screen‐based activities to more health‐promoting (albeit boring) ones.…”

mentioning

confidence: 99%

Young children's online–offline balance

Radesky

2020

Acta Paediatrica

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How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework

Cited by 62 publications

References 26 publications

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

Screen Time in the Coronavirus 2019 Era: International Trends of Increasing Use Among 3- to 7-Year-Old Children

Young children's online–offline balance

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