Educational apps from the Android Google Play for Greek preschoolers: A systematic review

• Published in: Computers and education Vol. 116; pp. 139 - 160
• Main Authors: Papadakis, Stamatios, Kalogiannakis, Michail, Zaranis, Nicholas
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.01.2018
• Subjects: Applications in subject areas; Elementary education; Interactive learning environments; Media in education; Interactive learning environments; Applications in subject areas; Elementary education; Media in education
• DOI: 10.1016/j.compedu.2017.09.007
• ISSN: 0360-1315

In the seven years since the introduction of the tablet (Apple iPad) in 2010, the use of software for smart mobile devices has grown rapidly in popularity and has become a hotly debated issue in the field of education and child development. However, the rise in popularity of mobile applications (apps) mainly addressed to young children is not in line with a corresponding increase in their quality, as there is conflicting evidence about the real value and suitability of educational apps. The purpose of this study was to examine whether self-proclaimed educational apps for Greek preschoolers have been designed in accordance with developmentally appropriate standards to contribute to the social, emotional and cognitive development of children in formal and informal learning environments. The study results were discouraging. The majority of the apps aimed to teach children the basics about numbers and letters. Overall, they were drill-and-practice-style, based on a low level of thinking skills, thereby promoting rote learning, and were unable to contribute to a deeper conceptual understanding of certain concepts. •High quality educational apps are hard to find.•Self-proclaimed educational apps do not meet the developmental needs of preschoolers.•There is a need for a reliable and effective framework for evaluating mobile content.•This study suggests avenues of investigation for the design of apps.