English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Few studies have examined the impact of co-use of educational apps on child learning. Co-use may be especially important for children at higher risk of poor outcomes, including children from economically disadvantaged families and those with behavior problems; however existing studies on co-use have not utilized at-risk samples. Thus, the current study examined whether parent co-use of interactive media facilitates learning in a sample of 40 low-income 4- and 5-year old children at risk for behavior problems. Using an experimental design, this study examined whether children’s performance improved on a coding app game (Coding Safari) either with or without a parent, compared to a control condition in which in which dyads played with a coloring app. Children in the parent-child condition performed significantly better on the task at posttest than children in the control condition, controlling for pretest scores, child age, child general cognitive ability, behavior problem severity, and parent education. Additionally, there was a significant linear trend, with children in the parent-child condition performing the best followed by children in the solo play and control conditions, respectively. Results provide some of the first experimental evidence that parent-child co-use of educational apps may be beneficial for children’s learning. IMPACT SUMMARY a. Prior State of Knowledge: Previous studies have demonstrated that parents play an important role in supporting young children’s learning from books and television. However, little direct evidence is available about the extent to which parent co-use may promote learning from educational app games. b. Novel Contributions: This study was the first to provide experimental evidence that co-use of educational apps with parents may be advantageous for young children’s learning from apps. c. Practical Implications: The findings support current guidelines that recommend that parents co-use media, including interactive media containing features intended to provide instructional support and feedback to children.

Making the best of app use: The impact of parent-child co-use of interactive media on children’s learning in the U.S