Media‐assisted language learning for young children: Effects of a word‐learning app on the vocabulary acquisition of two‐year‐olds

Abstract

The intervention study investigated the effects of an interactive word-learning app 1 and picture cards on the vocabulary acquisition of 2-year-olds. Of particular interest was whether or not adult accompaniment during the use of the app or while looking at the picture cards had a positive effect on the child's vocabulary acquisition. The findings show that those children who used the word-learning app when accompanied by an adult had the largest growth in vocabulary, and those who used the word-learning app without adult accompaniment showing the second largest growth. Less successful were those children who played with the picture cards (with or without adult accompaniment). The group of children who focused on the subject matter for the longest period of time on average learned the most new words, while the group who focused on the subject matter for the shortest period of time had the smallest growth in vocabulary.Game apps and learning apps have flooded the market. For caregivers, teachers and parents it has become more and more difficult to identify those that are beneficial for learning (Hartmann, 2014). Many young children use learning apps daily (Common Sense Media, 2011;Medienp€ adagogischer Forschungsverbund S€ udwest, 2012;Rideout & Hamel, 2006). However, research lags behind current practice-there is almost no empirical evidence on the short-and long-term effects on child development of using learning apps. 1 Learning apps are developed to achieve certain aims. In our case, the intention was to enrich the vocabulary acquisition of young children. Many other apps, such as games, are developed mainly for entertainment. The intention of games apps is to hold the attention of the user through exciting or challenging effects, or underlying stories.

Kes Sesi: A mobile game designed to improve kindergarteners' recognition of letter sounds

“…Among them were the content or pedagogical needs that could be satisfied through a digital educational game. The final decision after the interviews was made based on (a) the urgency of the need for effective instructional content for kindergarten education (Neville et al, ), (b) appropriate use of digital tools in the classroom, (c) the importance of learning letters and sounds in kindergarten (Lundberg et al, ; Walter‐Laager et al, ), (d) students' prerequisite knowledge (Segers & Verhoeven, ), and (e) the objectives of the curriculum (Goffredo et al, ).…”

“…Phonological awareness and letter recognition are considered to be the most important skills for beginner‐level readers and writers of words, because phonological awareness requires children to be able to recognize and identify the phonological units such as phonemes—“defined as the smallest discernible segment of speech; for example, the word ‘bat’ consists of three phonemes: /b/ /ae/ /t/ (buh, aah, tuh)” (Shaywitz, , p. 307)—and syllables within words (Gillon, ). They are interrelated and therefore affect each other (Mioduser, Tur‐Kaspa, & Leitner, ; Walter‐Laager et al, ; Yopp, ). Early reading skills like letter recognition increase reading performance (Lundberg, Frost, & Peterson, ).…”

Why Do Children Learn the Words They Do?

“…Finally, children apparently also choose when they want to rely on further information from their instructors, actively eliciting clarifying information in contexts that are more ambiguous referentially (37). Such self-exploratory learning improves learning of individual words; also, allowing children to choose what they see and hear boosts their general vocabulary learning (38). Thus, children apparently learn more successfully when they are given more information about things in which they are interested.…”

Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age

“…Findings are positive for language and vocabulary development especially when adults are present and interact with babies and toddlers (eg,. Walter‐Laager et al, ). However, more studies are required to encourage educators to see the positive outcomes of integrating technology within their programs.…”