The Impact of Mobile Application Features on Children's Language and Literacy Learning: A Systematic Review

Autor/inn/en	Booton, Sophie A.; Hodgkiss, Alex; Murphy, Victoria A.
Titel	The Impact of Mobile Application Features on Children's Language and Literacy Learning: A Systematic Review
Quelle	In: Computer Assisted Language Learning, 36 (2023) 3, S.400-429 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Booton, Sophie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1930057
Schlagwörter	Telecommunications; Handheld Devices; Second Language Instruction; Second Language Learning; Computer Simulation; Research Reports; Instructional Effectiveness; Learning Motivation; Narration; Listening Comprehension; Computer Assisted Instruction; Cues; Vocabulary Development; Computer Mediated Communication; Learning Theories; Comparative Analysis; Preschool Children; Elementary School Students; Computer Software + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Fremdsprachenunterricht; Zweitsprachenerwerb; Computergrafik; Computersimulation; Research report; Forschungsbericht; Unterrichtserfolg; Motivation for studies; Lernmotivation; Hörverständnis; Computer based training; Computerunterstützter Unterricht; Stichwort; Wortschatzarbeit; Computerkonferenz; Learning theory; Lerntheorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Mobile touchscreen applications present new opportunities for children's language learning. This systematic review synthesizes the evidence on the impact of features of mobile applications on children's language learning. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of the 1,081 studies screened, 11 studies were identified, which examined four features of mobile touchscreen applications: inbuilt narration, real-time conversation prompts, augmented reality (AR), and hotspots. Inbuilt narration had a positive impact on story comprehension and word learning compared to reading alone but not shared reading with an adult. Real-time conversation prompts improved the quality and quantity of adult-child talk, and AR supported language learning ostensibly via increased motivation. No evidence was found for an impact of text-relevant hotspots. Limitations of the existing literature are discussed, and a strong case is made for further research in the area, particularly that which builds on learning theory and existing qualitative research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01