How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework.
How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework.
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DOI：
10.1080/17482798.2021.1882516
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发表时间：
2021
影响因子：
3
通讯作者：
Radesky J
中科院分区：
文献类型：
--
作者：
Meyer M;Zosh JM;McLaren C;Robb M;McCafferty H;Golinkoff RM;Hirsh-Pasek K;Radesky J
专家们对缺乏证据表明儿童的“教育”应用程序（应用程序）具有教育价值表示担忧。本研究旨在将学习的四大支柱（支柱1：主动学习，支柱2：参与学习过程，支柱3：有意义的学习，支柱4：社交互动）转化为可靠的编码方案，描述商业应用程序的教育质量，并检查免费和付费应用程序之间的教育质量差异。我们分析了Google Play和Apple应用商店下载量最高的100款儿童教育应用，以及学龄前儿童最常使用的24款应用。我们开发了一个编码方案，其中每个应用程序在每个支柱中的得分为0-3，将低质量应用程序定义为得分≤ 4的应用程序，在四个支柱中求和。所有支柱的总体得分都很低。与付费应用程序相比，免费应用程序的支柱2（学习过程参与度）得分（t检验，p < .0001）和总体得分（t检验，p < .0047）显著较低，这是由于存在分散注意力的增强功能。这些结果强调了在发展科学指导下改进教育应用程序设计的必要性。
Experts have expressed concerns about the lack of evidence demonstrating that children’s “educational” applications (apps) have educational value. This study aimed to operationalize Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children’s educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0–3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.
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影响因子：
6.4
作者：
Barr, Rachel
通讯作者：
Barr, Rachel
DOI：
10.1097/dbp.0000000000000069
发表时间：
2014-07-01
影响因子：
2.4
作者：
Linebarger, Deborah L.;Barr, Rachel;Piotrowski, Jessica T.
通讯作者：
Piotrowski, Jessica T.
影响因子：
25.4
作者：
Hirsh-Pasek, Kathy;Zosh, Jennifer M.;Kaufman, Jordy
通讯作者：
Kaufman, Jordy
影响因子：
9.9
作者：
Huber, Brittany;Tarasuik, Joanne;Kaufman, Jordy
通讯作者：
Kaufman, Jordy
影响因子：
4.4
作者：
Radesky, Jenny S.;Eisenberg, Staci;Silverstein, Michael
通讯作者：
Silverstein, Michael