Education Publications

Document Type

Article

Publication Date

2022

Journal

Education and Information Technologies

Volume

27

Issue

5

First Page

6893

Last Page

6911

URL with Digital Object Identifier

https://doi.org/10.1007/s10639-021-10816-5

Abstract

This systematic review provides an overview of existing evidence regarding the effect of touchscreen technology on young children’s learning. Using PRISMA principles, we identified 53 studies in our review. The literature generally advocated positive effects of touchscreen devices on young children’s learning with 34 studies reporting positive effects, 17 studies obtaining mixed findings, and 2 articles reporting negative effects. The factors/conditions of touchscreens affected young children's learning were classified into five categories including app features/contents, applied pedagogical approach, adult mediation, instructional grouping, and child age and previous experience/familiarity with touchscreens. Our finding has implications for different stakeholders by giving them insights into the impact of touchscreen devices on young children’s learning under different conditions.

Notes

This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s10639-021-10816-5

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