99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Educational Applications from the Children's Point of View: Incorporating ICT into the Preschool Curriculum
Petra Boumova, Jana Marie Havigerova, Jana Stranska, Lenka Novotna
Univ. of Hradec Kralové, Czech Republic
Presenting Author: Boumova, Petra
In the era of digital immersion for children, understanding the factors that make educational apps appealing and effective is of utmost importance. A comprehensive exploration of the motivations, attitudes, and preferences surrounding educational apps in preschoolers unveils a multifaceted landscape. Elements such as entertainment value, emoji usage, and the role of positive reinforcement play significant roles in shaping the educational experience. This investigation not only illuminates the dynamics of preschool learning but also contributes to the optimization of educational applications for this crucial developmental stage.
Current research reveals several properties that make educational applications attractive to preschool children. Lu et al. (2021) emphasize the importance of providing a fun learning environment that enables children to actively participate in teaching activities. The user interfaces of these applications, as highlighted by Kolak et al. (2023), are designed to be neat and user-friendly, ensuring ease of navigation for preschoolers. These apps boast higher entertainment value, as noted by Own et al. (2023), making them not only interesting but also motivating for children to engage in the learning process. Moreover, despite having lower lexical diversity compared to child-directed speech (CDS) and books, educational applications can offer an enriched supplementary form of language input (Kolak et al., 2023).
Children's motivation to repeatedly use educational apps is linked to the enjoyment and perceived usefulness of the activities, according to Amaefule et al. (2022). Menon's (2022) research supports this by indicating that enjoyment of the app and perceived usefulness of mobile technologies strongly predict children's intention to use educational apps. Positive attitudes towards using emojis during learning activities, as highlighted by Camilleri & Camilleri (2020), also contribute to children's intention to use the app. The motivations behind using educational apps encompass academic assistance, convenience, social influence, novelty, engagement, and activity, as outlined by Camilleri & Camilleri (2022). Tiede et al. (2022) further emphasize that perceived enjoyment, perceived usefulness, and ease-of-use of the apps play significant roles in children's intentions to continue using them. In summary, enjoyable learning activities, perceived usefulness, and positive attitudes towards using emojis emerge as pivotal factors motivating children to repeatedly engage with educational apps.
By centering on enjoyable learning activities and understanding the preferences of young users, we can create educational apps that effectively engage and support the educational journey of preschool children. The ultimate goal of the activities that follow this study is to leverage these insights in designing educational applications that not only captivate children's attention but also foster a positive and enriching learning experience. Through a continued focus on user satisfaction and learning efficacy, we aim to contribute to the ongoing enhancement of educational technology tailored for the unique needs of preschool learners. In connection with the aim of this study, two research objectives were determined: (1) To identify which features of educational applications are attractive for preschool children. (2) To identify what motivates children to use the chosen educational applications repeatedly.
Methodology, Methods, Research Instruments or Sources UsedThis research study adopted a mixed-methods experimental design in two phases. In the first phase, an on-line questionnaire survey was distributed to preschool teachers in Czech Republic. Self-selection sampling method (Keiding, Louis, 2018) was used to obtain the research sample consisting of 80 preschool teachers. The objective of the questionnaire was to identify which widely accessible educational applications are being used in Czech preschools when integrating a touch-screen ICT devices (such as tablets and interactive boards) to school curriculum. Four educational applications were selected based on teacher's answers: iSchool, CTEdu, Alfik and Hravouka. In the second phase, selected applications were tested by 43 preschool children from Central Bohemian region, Czech Republic (M = 25, F = 17), age 4 - 7. Each participant had a time-limited interval to free-play applications using touch-screen tablet in the presence of the researcher. Data acquisition was carried out through individual structured interview with participants after they finished using the applications and subsequent focus group discussions (Morgan, 1996), conducting two focus groups discussions – focus group 1 (FG1, N= 10) and focus group 2 (FG2: N = 10). The focus group interview was used as a complementary method to individual interviews which aimed to identify what experiences the participants had during the free play. Children were asked, what they liked about the applications. Which games they would want to continue to play and why. The data was analysed from the perspective of thematic reflexive analysis using open coding and interpreted to in relation to the objectives of the study into categories (Saldaña, 2016).
Conclusions, Expected Outcomes or FindingsThis research aimed to identify (1) features of educational applications that are attractive for preschool children. Interpretation of the collected data showed, that attractivity was connected to (a) diverse content (CTEdu) - participants preferred applications with variability of tasks where they could choose from, best tasks were action ones (speed games). (b) Interactive role of the player (Hravouka, CTEdu) - participants preferred apps with possibilities to choose their own adventure which gave them the opportunity to have an active role in advancing the story. (c) Engaging visuals (Hravouka) - creative illustrations and rich environment with elements from nature. Outside of the attractivity of application features, others were also identified, such as (d) previous experience (iSchool, CTEde) – participants claimed that they like certain apps because they sometimes play them at home or in kindergarten and (e) age prestige – only connected to iSchool, which according to participants is an app for the “older” children when they are preparing for elementary school. As to what motivates (2) children to use the educational applications repeatedly, participants preferred to stay longer with applications, that had connecting story arc (CTEdu) or a main hero (Hravouka). Participants stated, that they would like to continue to find out, what happens next and what they can discover in other parts of the game. Other motivators were closely connected to (1a) content as children stated that they would like to continue to play action tasks. Results of this can lead not only to understanding of children's perspectives on educational applications, but also towards the development of applications that will be age-propriate and educational, but above all motivating for children to be active and to teach themselves further.
ReferencesAmaefule, C. O., Breitwieser, J., Biedermann, D., Nobbe, L., Drachsler, H., & Brod, G. (2022). Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities. British Journal of Educational Technology 54, 1351-1372. DOI:10.1111/bjet.13314
Camilleri, M.A., & Camilleri, A.C. (2020). The students’ readiness to engage with mobile learning apps. Interactive Technology and Smart Education 17(1), 28-38. doi: 10.1108/ITSE-06-2019-0027
Camilleri, M.A., & Camilleri, A.C. (2022). Utilitarian and intrinsic motivations to use mobile learning technologies: An extended technology acceptance model. ICSLT '22: Proceedings of the 8th International Conference on e-Society, e-Learning and e-Technologies. June 2022. Pages 76–81 doi: 10.1145/3545922.3545935
Keiding, Niels; Louis, Thomas A. (2018) Web-Based Enrollment and Other Types of Self-Selection in Surveys and Studies: Consequences for Generalizability. Annual Review of Statistics and Its Application. PG 25-47. 10.1146/annurev-statistics-031017-100127 [doi]
Kolak, J., Monaghan, P., & Taylor, G. (2023). Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech. Journal of Child Language 50(4), 895-921. doi: 10.1017/s0305000922000198
Lu, Z., Liu, N., Xie, Y. & Xu, J. (2023). Augmented Reality based Language and Math Learning Applications for Preschool Children Education. Preprint. doi: 10.21203/rs.3.rs-2726015/v1
Morgan, David. (1996). Focus Groups. Annual Review of Sociology. 22. 129-152.
Menon, D. (2022). Uses and gratifications of educational apps: A study during COVID-19 pandemic. Computers and Education Open, 3. doi: 10.1016/j.caeo.2022.100076
Saldaña, J. (2016). The coding manual for qualitative researchers (3E.). SAGE.
Own, C-M., Cai, T., & Hung, C-Y.(2023). Exploring the Potential of Tangible and Multitouch Interfaces to Promote Learning Among Preschool Children. IEEE Transactions on Learning Technologies 16(1), 66-77. doi: 10.1109/tlt.2022.3170031
Tiede, J., Treacy, R., Grafe, S., & Mangina, E. (2022). Fostering Learning Motivation of Students with Reading and Spelling Difficulties by an AR-Enhanced Gamified Educational App for Literacy Learning. Proceedings of IEEE GEM Conference 2022, 1-6. https://doi.org/10.1109/GEM56474.2022.10017825
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Modes of Interaction in Non-Formal and Digitalised Educational Arrangements – A Documentary Video Analysis
Eva Maria Bosse
University of Cologne, Germany
Presenting Author: Bosse, Eva Maria
Educational inequality in Europe is prevalent: PISA results show educational opportunities are highly unequal (OECD 2023). Existing structures of inequality depend on different levels of social, economic and cultural capital (Bourdieu 1978), further reproducing educational disadvantages among youth (Jünger 2008; Lareau 2011). While formal education is often prioritised in the discussion, non-formal (e.g. voluntary after school youth clubs) and informal education are considered essential in the acquisition of relevant skills (Spanhel 2020). In the last decade, non-formal educational settings have been discussed as increasingly indispensable for the acquisition of skills, especially in the context of digitalisation (Jeong et al. 2018).
In accordance with the German tradition of “Bildung”, educational participation is understood as a transformation of self-world-relations, further highlighting non-formal and informal arrangements. Digital media have become essential for self-world-relations, as they have created new options for participation as well as new requirements and obstacles for orientation (Jörissen and Marotzki 2009). This proceeds from the assumption that youth centres as non-formal educational providers offer a great opportunity of transformative education.
In line with the concept of “lifeworld orientation” (Grunwald and Thiersch 2009), educational programmes are becoming increasingly digitalised in view of the increasing mediatisation of everyday life, e.g. non-formal educational arrangements revolve around the usage of digital media, such as coding, 3D-printing or gaiming (“non-formal digitalised educational arrangements”).
The question emerges, whether non-formal institutions with digitalised educational arrangements succeed in enabling participation of youth, therefore reducing social and digital inequalities (Kutscher and Iske 2020).
In analysing different modes of interaction, the study examines conditions of participation in non-formal digitalised educational arrangements. The study aims at reconstructing social practices of interactions between pedagogues and youth as well as between humans and digital artefacts (e.g. programmes, tablets, 3D printers) that lead to participation of youth in processes of learning with and about digital artefacts.
Considering different conditions in those non-formal, educational arrangements, the pedagogical everyday life in both educational organisations is examined through Focused Ethnographies (Knoblauch 2001).
The study employs a qualitative research design: In order to empirically reconstruct the mechanisms of interaction towards educational participation, the participants’ and employees’ practices within those contexts are examined on the basis of Focused Ethnographies (Knoblauch 2001); Participatory Observation (e.g. Kelle 2018) and Documentary Video Analysis (e.g. Baltruschat 2010). In an ethnographic and reconstructive approach, the study identifies conditions under which these arrangements enable or constrain meaningful participations, thus facilitating the transformation of self-world-relations.Within the research process, structures and practices produced by artefacts such as digital hardware and software as well as non-digital artefacts are considered.
Field access is ensured via two institutions that offer a variety of non-formal digitalised educational arrangements involving activities such as coding, 3D-printing, gaming and streaming. The activities are offered free of charge and mostly take place after school. They do not aim at any formal qualification, thus they are considered to be “non-formal”.
Preliminary findings are based on a broad empirical data base collected: So far, 8 programmes in two different institutions have been filmed, allowing for in-depth analysis.
This paper fits in with the ECER’s 2024 theme “Education in an Age of Uncertainty” as, on one hand, ‘Bildung’ in relation to digitality is characterised by contingencies while, on the other hand, it may confront institutions, staff and youth to the new and unknown and may enable them to adapt to circumstances of digitalisation (Jörissen and Marotzki 2009).
Methodology, Methods, Research Instruments or Sources UsedIn order to empirically reconstruct different modes of interactions and the mechanisms of educational participation, the employees’ as well as participants’ practices within both non-formal institutions are examined through Focused Ethnographies (Knoblauch 2001); Participatory Observation (e.g. Kelle 2018) and Documentary Video Analysis (e.g. Baltruschat 2010).
Data analysis is conducted with the Documentary Method, which is based on Karl Mannheims “sociology of knowldge” (Bohnsack 2009). The Documentary Method enables empirical access to (1) theoretical / explicit knowledge; (2) implicit, habitualised knowledge; as well as (3) incorporated practices of the ‘actual doings’ of the actors within its social contexts (Asbrand et al. 2013).
The interactions captured on video in pedagogical settings are a comparatively new research object for the Documentary Method, as it challenges some of its principles. At the same time, it is attributed innovative power (Bohnsack 2017; Nohl et al. 2021): Interactions are characterised by "double complexity": (1) interactions are ambiguous as they arise between several actors with different habitus and roles (2) interactions develop simultaneously and sequentially. Video-based analysis of data using the Documentary Method can take this double complexity into account by considering two elements of interaction: orientations of different actors as well as the different manifestations of the modes of interaction (Nohl et al. 2021).
Video analysis is not limited to spoken utterances. It focuses on communicative modalities that can be captured visually, thereby broadening its scope compared to ethnomethodology and conversation analysis (Tuma et al. 2013). Therefore, in this study not only speech, but also gestures and facial expressions are integrated into video transcriptions to make them accessible for analysis.
Following the Documentary Method, data analysis consists of three steps (1) formulating interpretation, (2) reflecting interpretation and (3) comparison (Bohnsack et al. 2010). The comparison includes contrasting different cases of interactions as well as comparing both non-formal institutions regarding their institutional conditions, professional backgrounds of staff, resources and location which helps to understand how these conditions prevent or enable interactions and participation of youth.
The data analysis culminates in the development of a typology that contributes to theory formation (Bohnsack 2021). In this study, the analysed interaction dynamics of professionals as well as youth are condensed into different modes of interaction and typified in terms of orientations, taking into account the sequence of the different modes of interaction (Nohl et al. 2021).
Conclusions, Expected Outcomes or FindingsImplementing an ethnographic and reconstructive research approach, the study identifies different modes of interactions in non-formal institutions with a focus on participation of youth. Due to the digitalised educational arrangements of both researched youth centres, the study reconstructs conditions for participating in digitalised educational processes, thus facilitating the transformation of self-world-relations.
In order to empirically reconstruct different modes of interactions and the mechanisms of educational participation, the participants’ and employees’ practices within both non-formal institutions are examined through Focused Ethnographies (Knoblauch 2001); Participatory Observation (e.g. Kelle 2018) and Documentary Video Analysis (e.g. Baltruschat 2010). This praxeological approach enables the identification of practices and conditions of participation.
Data analysis is implemented with the Documentary Method (Bohnsack 2009) enabling empirical access to (1) theoretical / explicit knowledge; (2) implicit, habitualised knowledge; as well as (3) incorporated practices of the ‚actual doings‘ of the actors within its social contexts (Asbrand et al. 2013). Video-based analysis of data using the Documentary Method takes this double complexity into account by considering two elements of interaction: orientations of different actors as well as the different manifestations of the modes of interaction (Nohl et al. 2021).
This paper will introduce the methodological approach and the research process of this study. Moreover, first analytical stances on conditions in non-formal digitalised educational arrangements enabling or reinforcing educational participation of youth will be discussed. Provided data extracts will transparently illustrate the empirical base of the analytical stances.
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Baltruschat, Astrid. 2010. „Film Interpretation According to the Documentary Method“. S. 311–42 in Qualitative Analysis and Documentary Method in International Educational Research, herausgegeben von R. Bohnsack, N. Pfaff, und W. Weller. Verlag Barbara Budrich.
Bohnsack, Ralf. 2009. „Dokumentarische Methode“. S. 319–30 in Qualitative Martkforschung. Konzepte - Methoden - Analysen.
Bohnsack, Ralf. 2017. „Praxeological Sociology of Knowledge and Documentary Method: Karl Mannheim’s Framing of Empirical Research“. S. 199–220 in The Anthem companian to Karl Mannheim.
Bohnsack, Ralf. 2021. Rekonstruktive Sozialforschung: Einführung in qualitative Methoden. 10., durchgesehene Auflage. Opladen Toronto: Verlag Barbara Budrich.
Bohnsack, Ralf, Nicolle Pfaff, und Wivian Weller, Hrsg. 2010. Qualitative Analysis and Documentary Method in International Educational Research. Verlag Barbara Budrich.
Bourdieu, Pierre. 1978. Die feinen Unterschiede: Kritik der gesellschaftlichen Urteilskraft. 29. Auflage. Frankfurt am Main: Suhrkamp.
Grunwald, Klaus, und Hans Thiersch. 2009. „The Concept of the ‘Lifeworld Orientation’ for Social Work and Social Care“. Journal of Social Work Practice 23(2):131–46. doi: 10.1080/02650530902923643.
Jeong, Shinhee, Soo Jeoung Han, Jin Lee, Suravee Sunalai, und Seung Won Yoon. 2018. „Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions“. Human Resource Development Review 17(2):128–52. doi: 10.1177/1534484318772242.
Jörissen, Benjamin, und Winfried Marotzki. 2009. Medienbildung eine Einführung ; Theorie - Methoden - Analysen. Bad Heilbrunn: Klinkhardt.
Jünger, Rahel. 2008. Bildung für alle? Wiesbaden: VS Verlag für Sozialwissenschaften.
Kelle, Helga. 2018. „Teilnehmende Beobachtung“. S. 224–27 in Hauptbegriffe qualitativer Sozialforschung, herausgegeben von R. Bohnsack, A. Geimer, und M. Meuser. Opladen: Verlag Barbara Budrich.
Knoblauch, Hubert. 2001. „Fokussierte Ethnographie: Soziologie, Ethnologie und die neue Welle der Ethnographie“. 123–41.
Kutscher, Nadia, und Stefan Iske. 2020. „Digitale Ungleichheiten im Kontext Sozialer Arbeit“. S. 115–28 in Handbuch Soziale Arbeit und Digitalisierung.
Lareau, Annette. 2011. Unequal childhoods: class, race, and family life. 2nd ed., with an update a decade later. Berkeley: University of California Press.
Nohl, Arnd-Michael, Morvarid Dehnavi, und Steffen Amling. 2021. „Interaktionsmodi und pädagogische Prozesse: Zur videographiebasierten dokumentarischen Interpretation von Interaktionen in Kindertagesstätten“. Jahrbuch Dokumentarische Methode 3(4):77–101.
OECD. 2023. PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD.
Spanhel, Dieter. 2020. „Kinder, Jugendliche und junge Erwachsene in digitalisierten Lernwelten“. S. 101–14 in Handbuch Soziale Arbeit und Digitalisierung, herausgegeben von N. Kutscher, T. Ley, U. Seelmeyer, F. Siller, A. Tillmann, und I. Zorn. Weinheim Basel: Beltz Juventa.
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