Development of Game-Based M-Learning Apps for Preschoolers

Dionísia Laranjeiro

doi:10.3390/educsci11050229

Abstract

Recent studies indicate tablets as the preferred devices of preschool children, due to portability, autonomy of use and variety of apps. There is also extensive evidence of the contributions of digital technologies in different areas of learning at these ages. The Aprender XXI project aimed to develop game-based learning apps, with content recommended in the Curriculum Guidelines for Pre-School Education (CGPE). The project used Design-Based Research (DBR) methodology, which combines scientific research and technological development. It was divided into three phases: preliminary study (literature review, search for existing apps, study of preschool curriculum), development (specifications, scriptwriting, design and programing) and evaluation (tests with users and conclusions). The preliminary study identified the needs to define robust apps. The evaluation with children and educator validated the development and defined improvements in the apps. As a result, we obtained four thematic apps—environment, health, citizenship and professions, composed of a set of games, suitable for autonomous use for children or for educational activities guided by educators in kindergarten. In addition, a website collects children’s play data, which is represented with flowers in a virtual world, to illustrate their participation/collaboration for a better future.

Highlights

Today’s children belong to a generation that is familiar with technologies, such as computers, tablets and the internet
Each app refers to a main theme, with five games that address sub-themes, with the content areas and knowledge domains defined in the Curriculum Guidelines for Pre-School Education (CGPE)
The content chosen was based on the areas suggested in pre-school education guidelines [29], adapted to games that could be used by educators in a multidisciplinary way, combining, for example, mathematics, geography, citizenship and environment [21]

Summary

Introduction

Today’s children belong to a generation that is familiar with technologies, such as computers, tablets and the internet. Some recommendations are that educators have digital literacy to make informed choices that can maximize learning opportunities; they should monitor the time and use of devices by children; technology must be used to support learning and expand access to new content. For the development of artistic skills, there are interactive tools and environments, which can be used for exploring music, drawing, painting, animation, creative writing, poetry and storytelling These are usually open-ended applications, quite versatile and adaptable to different contexts, and it is up to the educator to plan their use in learning activities. Social tools foster learning and teamwork, by providing communication and collaboration features, which can be used in group projects, in the classroom or remotely This type of activities promotes interaction, team spirit and develops language and critical thinking. Exposure to other perspectives and divergence of opinions stimulates dialogue and joint

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