Selecting Educational Apps for Preschool Children: How Useful Are Website App Rating Systems?

Autor/inn/en	Taylor, Gemma; Kolak, Joanna; Bent, Eve M.; Monaghan, Padraic
Titel	Selecting Educational Apps for Preschool Children: How Useful Are Website App Rating Systems?
Quelle	In: British Journal of Educational Technology, 53 (2022) 5, S.1262-1282 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Gemma) ORCID (Kolak, Joanna) ORCID (Monaghan, Padraic)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13199
Schlagwörter	Computer Software; Preschool Children; Psycholinguistics; Feedback (Response); Web Sites; Scores; Evaluation Methods; Scoring; Comparative Analysis; Language Usage; Interpersonal Relationship; Teaching Methods; Media Selection + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psycholinguistik; Web-Design; Bewertung; Sprachgebrauch; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Medienwahl
Abstract	In the present paper, we assess whether website rating systems are useful for selecting educational apps for preschool age children. We selected the 10 highest scoring and 10 lowest scoring apps for 2-4-year-olds from two widely used websites (Good App Guide; Common Sense Media). Apps rated highly by the two websites had a higher educational potential as assessed by a validated questionnaire for evaluating the educational potential of apps and were more likely to include a learning goal and feedback compared to low scoring apps. However, high scoring apps scored on average just 9/20 for indicators of educational potential, and both high and low scoring apps had poor language quality as determined by psycholinguistic and construction type analyses. We argue that website rating systems should also include quality of feedback, adjustable content, social interactions, storyline and a more fine-grained analysis of language in their assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01