The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds
- Autor(en)
- Tina Schiele, Peter Edelsbrunner, Anna Mues, Efsun Birtwistle, Astrid Wirth, Frank Niklas
- Abstrakt
Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with N = 500 preschoolers (MAge = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.
- Organisation(en)
- Institut für Bildungswissenschaft
- Externe Organisation(en)
- Ludwig-Maximilians-Universität München, Eidgenössische Technische Hochschule Zürich, University of Nottingham
- Journal
- Learning and Individual Differences
- ISSN
- 1041-6080
- Publikationsdatum
- 2024
- Peer-reviewed
- Ja
- ÖFOS 2012
- 501016 Pädagogische Psychologie, 503020 Medienpädagogik
- Link zum Portal
- https://ucrisportal.univie.ac.at/de/publications/c0d6e2e9-4ce1-4452-9bee-3b8adb6383d7