Abstract
BackgroundThe use of mobile apps to manage and promote health is becoming increasingly popular. Mobile apps are gaining popularity particularly in educational and interventional settings owing to their perceived advantages including support for and engagement of individuals with reading difficulties. In the context of COVID-19, the need for technology-based tools has increased. For practitioners and educators who wish to use apps in their practice or recommend apps to individuals with reading difficulties, it is challenging to identify high-quality apps in app stores.ObjectiveThis protocol describes a systematic search, selection, and appraisal process for tablet apps targeting phonics knowledge and phonological awareness skills. This protocol aimed to (1) provide a systematic method for identifying tablet apps targeting phonics knowledge and phonological awareness skills in the Google Play Store and Apple’s App Store and (2) describe an evidence-based approach for quality appraisal of these apps by using structured tools.MethodsThis protocol describes an evidence-based method guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to systematically search, select, and appraise apps targeting phonics knowledge and phonological awareness skills, present in Google Play and the App Store. We intend to perform a systematic and comprehensive search and a 2-step process for screening: (1) broad screening (app titles) and (2) narrow screening (marketing descriptions). Quality appraisal of the included apps will involve two structured appraisal tools: (1) the Mobile Application Rating Scale and (2) the Appraising Apps for Reading Checklist.ResultsThis method will help determine the number of apps targeting phonics knowledge and phonological awareness, present on the Android and iOS platforms. The content, quality, and usability of these apps will be determined using structured appraisal tools. We have planned to conduct searches on Google Play and the App Store in January-March 2021; broad and focused screening, from April 2021; and data extraction and quality appraisal in October 2021.ConclusionsThis protocol provides a basis for locating and evaluating apps targeting phonics knowledge and phonological awareness skills. This protocol will support practitioners, educators, and families to make informed decisions when purchasing apps for instructional use.International Registered Report Identifier (IRRID)PRR1-10.2196/23921
Highlights
Mobile HealthMobile health apps are transforming health service delivery worldwide [1]. Mobile HealthMobile health (mHealth) is defined as “medical and public health practice supported by mobile devices, such as mobile phones, patient monitoring devices, personal digital assistants, and other wireless devices” [1]
Quality appraisal of the included apps will involve two structured appraisal tools: (1) the Mobile Application Rating Scale and (2) the Appraising Apps for Reading Checklist. This method will help determine the number of apps targeting phonics knowledge and phonological awareness, present on the Android and iOS platforms
We provide a protocol for a systematic search, selection, and appraisal of apps targeting phonics knowledge and phonological awareness skills
Summary
Mobile HealthMobile health (mHealth) apps are transforming health service delivery worldwide [1]. mHealth is defined as “medical and public health practice supported by mobile devices, such as mobile phones, patient monitoring devices, personal digital assistants, and other wireless devices” [1]. Considering the enforced remote learning periods during COVID-19, the need for technology-based educational tools has increased. Educational apps are being integrated into the classroom, in speech pathology, and in educational intervention settings owing to their perceived advantages for engaged and interactive learning [7], despite limited information supporting their use [6]. The use of mobile apps to manage and promote health is becoming increasingly popular. Mobile apps are gaining popularity in educational and interventional settings owing to their perceived advantages including support for and engagement of individuals with reading difficulties. For practitioners and educators who wish to use apps in their practice or recommend apps to individuals with reading difficulties, it is challenging to identify high-quality apps in app stores
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