Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children's Literacy and Math Skills

Autor/inn/en	Kim, James; Gilbert, Joshua; Yu, Qun; Gale, Charles
Titel	Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children's Literacy and Math Skills
Quelle	In: AERA Open, 7 (2021) 1, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kim, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Meta Analysis; Measures (Individuals); Educational Technology; Handheld Devices; Preschool Children; Elementary School Students; Grade 1; Grade 2; Grade 3; Preschool Education; Literacy; Mathematics Skills; Effect Size; Academic Achievement; Instructional Effectiveness; Kindergarten + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Messdaten; Unterrichtsmedien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulleistung; Unterrichtserfolg
Abstract	Thousands of educational apps are available to students, teachers, and parents, yet research on their effectiveness is limited. This meta-analysis synthesized findings from 36 intervention studies and 285 effect sizes evaluating the effectiveness of educational apps for preschool to Grade 3 children and the moderating role of methodological, participant, and intervention characteristics. Using random effects meta-regression with robust variance estimation, we summarized the overall impact of educational apps and examined potential moderator effects. First, results from rigorous experimental and quasi-experimental studies yielded a mean weighted effect size of +0.31 standard deviations on overall achievement and comparable effects in both math and literacy. Second, the positive overall effect masks substantial variability in app effectiveness, as meta-regression analyses revealed three significant moderators of treatment effects. Treatment effects were larger for studies involving preschool rather than K-3 students, for studies using researcher-developed rather than standardized outcomes, and for studies measuring constrained rather than unconstrained skills. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01