Playful learning with technology: the effect of computer-assisted instruction on literacy and numeracy skills of preschoolers

Abstract

ABSTRACTThis study examined the effects of computer-assisted instruction – framed as playful activity and presented via e-tablet – on the literacy and numeracy skills of preschoolers’ enrolled in a private, suburban childcare center in the eastern United States. Two groups [comparison (n = 23) and computer-assisted (n = 24)] participated in this 11-week study. All participants engaged in self-selected, imaginative learning centers. Additionally, the computer-assisted group completed 10 minutes of daily, individualized instruction using interactive, educational software. Scores on achievement tests were collected at the beginning of the study and immediately after the intervention. The groups were compared on achievement of literacy skills (e.g. letter–word identification, picture/definitional vocabulary, phonological awareness) and numeracy skills (e.g. number recognition, counting, sizes/comparisons, applied problems, quantitative concepts, shapes). Results revealed significant differences between the groups on post-achievement tests, indicating that playful learning through educational software may enhance literacy and numeracy skills among preschoolers.