A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills
A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills
复制标题
一项教育应用程序的随机对照试验，旨在提高学龄前儿童的新兴读写能力
DOI：
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发表时间：
2021
影响因子：
3
通讯作者：
Sanna Lokhandwala
中科院分区：
文献类型：
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作者：
David H. Arnold;Mamatha Chary;Shannon L. Gair;Abigail F. Helm;Rachel J. Herman;Sun;Sanna Lokhandwala
摘要 移动设备现在在各个收入水平的社区中无处不在，年幼的孩子甚至在开始正式上学之前就在智能手机和平板电脑上花费了大量时间。如果这段时间可以用于促进入学准备，可能有助于缩小社会经济地位的机会差距。然而，迄今为止，很少有研究探讨学龄前儿童在家使用教育应用程序的影响。目前的研究针对低收入家庭的孩子评估了可汗学院儿童 (Khan Kids) 应用程序。我们采用了一项随机对照试验来评估家庭使用该应用程序对 4 岁和 5 岁儿童的新兴读写能力的影响。家长报告说，在基线时，他们的学龄前儿童每天使用移动媒体的时间为 99 分钟，其中很少有时间用于教育。经过预测试评估，Khan Kids 应用程序在 10 周内平均每天使用 13 分钟，并受到好评。与使用不针对这些技能的适合年龄的应用程序的儿童相比，使用此应用程序的儿童的新兴识字技能有所提高。结果表明，教育应用程序可以为促进学业成功和缩小社会经济地位机会差距提供实用工具。
ABSTRACT Mobile devices are now ubiquitous across communities of all income levels, with very young children spending a great deal of time on smartphones and tablets even before they begin formal schooling. If this time could be channeled towards fostering school readiness, it might help narrow the SES opportunity gap. To date, however, little research has examined the effects of preschoolers’ home use of educational apps. The current study evaluated the Khan Academy Kids (Khan Kids) app with children from families with low incomes. We employed a randomized controlled trial to evaluate the effects of home use of the app on 4- and 5-year-olds’ emergent literacy skills. At baseline, parents reported that their preschoolers used mobile media 99 minutes per day, with very little of this time described as educational. After a pretest assessment, the Khan Kids app was used an average of 13 minutes per day for 10 weeks and was well received. Children who used this app showed increases in their emergent literacy skills compared to children provided with age-appropriate apps not targeting these skills. Results suggest that educational apps could provide a practical tool for fostering academic success and narrowing the SES opportunity gap.
影响因子：
4
作者：
Lonigan, CJ;Burgess, SR;Anthony, JL
通讯作者：
Anthony, JL
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn
影响因子：
3
作者：
Dore, Rebecca A.;Shirilla, Marcia;Hirsh-Pasek, Kathy
通讯作者：
Hirsh-Pasek, Kathy