Young Children and Tablets: A Systematic Review of Effects on Learning and Development

Autor/in	Herodotou, C.
Titel	Young Children and Tablets: A Systematic Review of Effects on Learning and Development
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herodotou, C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12220
Schlagwörter	Young Children; Handheld Devices; Technology Uses in Education; Educational Research; Research Design; Correlation; Outcomes of Education; Student Improvement; Literacy; Mathematics Achievement; Science Achievement; Problem Solving; Self Efficacy; Transfer of Training; Achievement Gains; Adults; Role; Literature Reviews + Suchen Sie Ihr Suchwort? Frühe Kindheit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Korrelation; Lernleistung; Schulerfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Self-efficacy; Selbstwirksamkeit; Training; Transfer; Ausbildung; Achievement gain; Leistungssteigerung; Rollen
Abstract	Mobile applications are popular among young children, yet there is a dearth of studies examining their impact on learning and development. A systematic review identified 19 studies reporting learning effects on children 2 to 5 years old. The number of children participating in experimental, quasi-experimental, or mixed-method studies was 862 and in descriptive or correlation studies, 941. The majority of studies reported positive effects on literacy development, mathematics, science, problem-solving, and self-efficacy. Among the factors explaining observed effects were design features, the role of adults, and a similarity between applications and transfer context. Although drawing firm conclusions remains a challenge, this review forms a first step towards systematic research in the field and contributes to shaping directions for future research. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01