Young children and tablets: A systematic review of effects on learning and development

Abstract

Mobile applications are popular among young children, yet there is a dearth of studies examining their impact on learning and development. A systematic review identified 19 studies reporting learning effects on children 2 to 5 years old. The number of children participating in experimental, quasi-experimental, or mixed-method studies was 862 and in descriptive or correlation studies, 941. The majority of studies reported positive effects on literacy development, mathematics, science, problem-solving, and self-efficacy. Among the factors explaining observed effects were design features, the role of adults, and a similarity between applications and transfer context.Although drawing firm conclusions remains a challenge, this review forms a first step towards systematic research in the field and contributes to shaping directions for future research. KEYWORDSearly years, learning, mobile devices, tablets, young children | INTRODUCTIONMobile devices such as tablets, iPads, and smartphones have been increasingly used by young children including toddlers and preschoolers (Holloway, Green, & Livingstone, 2013). The tactile-based digital interface of touch screens enables digital interactions earlier in the development of preschoolers or even toddlers and infants (Plowman, Stevenson, Stephen, & McPake, 2012) and a greater degree of independence when interacting with this technology compared to computers (Holloway et al., 2013). The last few years the design and release of mobile applications targeting early years' learning presents the greatest growth in online application stores with 72% of the educational applications targeting preschool-or elementary-aged children (Shuler, Levine, & Ree, 2012). In the United States, amongst the 2-4 years old, 39% are found to have used a smart device (iPad or iPod; MDG Advertising, 2012). In the UK, 40% of the 3-4 years olds make use of tablets at home (OfCom, 2014). In Sweden, 50% of children aged 3 and 4 are found to use tablets and 25% smartphones (Findahl, 2013).As such, touch screen mobile devices and applications warrant special consideration. They present distinct affordances including their lightweight design, portability, relatively intuitive interface use, communication features, and affordable cost (e.g., Vavoula & Karagiannidis, 2005). They hold the potential to revolutionize learning through flexible, personalized, and mobile educational experiences.They can scaffold synchronous and asynchronous types of learning, customized instruction and individualized assessment, rich communication, and learning anywhere and anytime (Mehdipour & Zerehkafi, 2013). Despite their increasing uptake and the potential for new and interactive forms of learning, there is limited understanding of their impact on young children's learning and development.Although an extensive body of research has been dedicated to the investigation of the cognitive, socio-emotional, and health impact of older media, including TV, video games, the Internet, and cell phones, on children and adolescents (Ca...

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