A Framework Design of Children’s Educational APP Based on Metacognitive Theory

• Published in: HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games pp. 491 - 503
• Main Authors: Yu, Qianfeng, Wang, Jun
• Format: Book Chapter
• Language: English
• Published: Cham Springer Nature Switzerland
• Series: Lecture Notes in Computer Science
• Subjects: Children’s education app; Framework design; Metacognitive theory
• ISBN: 3031221303; 9783031221309
• ISSN: 0302-9743; 1611-3349
• DOI: 10.1007/978-3-031-22131-6_37

In the context of digitalization in the education industry, how to strengthen children’s cognitive activity input in online educational APPs is an important research topic. Based on the cognitive development characteristics of preschool children, this paper introduces the design elements of language educational APP framework and constructs an educational APP framework suitable for preschool children, which provides designers with new design ideas to stimulate preschool children’s interest in learning and improve their learning efficiency. Firstly, this paper adopts the literature analysis method and survey method to understand the problems of online educational APPs for preschool children; combined with the physiological, psychological and behavioral characteristics of preschool children, Three elements based on metacognitive theory: metacognitive knowledge, metacognitive experience, and metacognitive skills, respectively, and adopts design thinking to introduce the elements that promote preschool children to achieve self-learning, and reconstructs the suitable The educational APP framework for school-age children provides specific design references and suggestions for language-based game educational APPs, which helps have children plan, monitor and adjust their self-learning behaviors in an independent or chaperoned environment, thus improving learning efficiency.