Abstract
Nowadays, from early on, children are exposed to technology and media, and six-month-olds are even expected to use some. There is a wide range of products for babies and toddlers. This article reviews the current state of the art, examining the robustness of word knowledge learned using technologies such as e-books, computer games, digital pens, and social robots, and how individual differences among children impact language learning with technology. It aligns with interactive learning theories, positing that learners need to engage in an interaction in order to construct new knowledge.
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