Mobile app features that scaffold pre‐school learning: Verbal feedback and leveling designs

Abstract

AbstractGuiding hints and challenge can help scaffold learners to progress beyond what they would achieve independently. The interactive and adaptive capabilities of mobile devices allow educational applications (apps) to support learning through scaffolding designs. However, little research has tested the effects of scaffolding features in apps on young children’s learning. Using a 3 × 2 between‐subjects design, this study experimentally tests how three types of app feedback (nonverbal sounds, verbal encouragement, or scaffolded verbal hints) and two types of leveling (gradual vs. random‐ordered challenge) influence 4–5‐year‐old children’s learning of novel words (N = 240). Results showed that scaffolded feedback was especially useful when provided at the beginning of app play (p < .01), and scaffolded leveling through gradual increases in difficulty supported faster and more accurate responses than random order challenge (p < .001). Practitioner NotesWhat is already known about this topic Researchers have worked to apply what we know about traditional in‐person teaching with young learners and how that might translate to digital platforms. Parent and teacher scaffolding has been shown to successfully help young children learn. Guidance through increased difficulty and explanatory feedback can help learners gradually build their skills and reflect more deeply on the content they are learning. What this paper adds This study adds to the newly growing collection of experiments testing the design features of educational pre‐school apps. Findings show that scaffolding through educational app feedback and leveling can support young children learning. Results also show that the impact of scaffolding can depend on when the guidance is presented during app play – at the very beginning of play versus later on. Implications for practice and/or policy Findings can help educators and other consumers identify which types of apps are better for scaffolding young children’s learning. Suggestions are provided to support educational app developers in designing products that are truly effective. Findings suggest that combinations of app designs may differently impact young children’s learning, providing next step testing conditions for educational app designs.