Understanding How Educational Maths Apps Can Enhance Learning: A Content Analysis and Qualitative Comparative Analysis

Autor/inn/en	Outhwaite, Laura A.; Early, Erin; Herodotou, Christothea; Van Herwegen, Jo
Titel	Understanding How Educational Maths Apps Can Enhance Learning: A Content Analysis and Qualitative Comparative Analysis
Quelle	In: British Journal of Educational Technology, 54 (2023) 5, S.1292-1313 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Outhwaite, Laura A.) ORCID (Van Herwegen, Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13339
Schlagwörter	Educational Technology; Computer Oriented Programs; Mathematics Education; Early Childhood Education; Mathematics Skills; Feedback (Response); Positive Reinforcement; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computerprogramm; Mathematische Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open-access, three-step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice-based apps were the most common app type tested (n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps (n = 21). A follow-up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as 'Great job!' (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01