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A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children

Stamatios Papadakis, Michail Kalogiannakis

Source Title: Mobile Learning Applications in Early Childhood Education

ISBN13: 9781799814863|ISBN10: 1799814866|ISBN13 Softcover: 9781799814870|EISBN13: 9781799814887

DOI: 10.4018/978-1-7998-1486-3.ch001

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MLA

Papadakis, Stamatios, and Michail Kalogiannakis. "A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children." Mobile Learning Applications in Early Childhood Education, edited by Stamatios Papadakis and Michail Kalogiannakis, IGI Global, 2020, pp. 1-19. https://doi.org/10.4018/978-1-7998-1486-3.ch001

APA

Papadakis, S. & Kalogiannakis, M. (2020). A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children. In S. Papadakis & M. Kalogiannakis (Eds.), Mobile Learning Applications in Early Childhood Education (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-7998-1486-3.ch001

Chicago

Papadakis, Stamatios, and Michail Kalogiannakis. "A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children." In Mobile Learning Applications in Early Childhood Education, edited by Stamatios Papadakis and Michail Kalogiannakis, 1-19. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1486-3.ch001

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Abstract

Mobile devices are the preferred media choice for children, and their massive worldwide use has driven a new generation of software called mobile applications or apps for use in the educational context. But, while there has been an explosion of apps that are claimed to be educational for young children, there are large distinctions between the quality of the apps. Even though apps may provide an active, enjoyable, and engaging context, the question is whether they are attuned to children's educational needs. This study performed a meta-analysis and research synthesis of 22 studies published 2011 to 2019. In the study, journal articles and conference papers in the English language published during the period 2010-2019 were coded and analyzed. The findings provide evidence that very few of these so-called “educational” apps that have been evaluated and tested can promote children's intelligence and improve their learning performance.

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A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children

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