Education in the App Store: Using a Mobile Game to Support U.S. Preschoolers' Vocabulary Learning

Autor/inn/en	Dore, Rebecca A.; Shirilla, Marcia; Hopkins, Emily; Collins, Molly; Scott, Molly; Shatz, Jacob; Lawson-Adams, Jessica; Valladares, Tara; Foster, Lindsey; Puttre, Hannah; Toub, Tamara Spiewak; Hadley, Elizabeth; Golinkoff, Roberta M.; Dickinson, David; Hirsh-Pasek, Kathy
Titel	Education in the App Store: Using a Mobile Game to Support U.S. Preschoolers' Vocabulary Learning
Quelle	(2019), (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hirsh-Pasek, Kathy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocabulary Development; Computer Software; Preschool Children; Language Tests; Low Income; Intervention; Computer Games; Receptive Language; Expressive Language; Pretests Posttests; Comparative Analysis; Teaching Methods; Developmentally Appropriate Practices; Scores; Handheld Devices; Cartoons; Measures (Individuals); Instructional Effectiveness; Language Acquisition + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language test; Sprachtest; Niedriglohn; Computer game; Computerspiel; Computerspiele; Rezeptive Kommunikationsfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Zeichentrickfilm; Messdaten; Unterrichtserfolg; Sprachaneignung; Spracherwerb
Abstract	Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds and used a receptive vocabu- lary test to examine whether children learned the game's words. Children who played the game answered more questions correctly than children who did not play the game. Study 2 used a within- subjects design with low-SES preschoolers who played the game four times as part of a larger classroom intervention. Children showed evidence of learning on both a receptive and an expressive vocabulary measure. The difference between pre- and post- test scores was significantly larger for target words than for five non-exposure control words. Results show that both middle-SES children in the lab and low-SES children in the classroom learned new vocabulary from an interactive mobile game, suggesting that developmentally-appropriate mobile games show promise for vocabulary learning. [This is the online version of an article published in "Journal of Children and Media" (ISSN 1748-2798).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06