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The problem
Intervention: Provision of tablets with high-quality learning apps focused on mathematics or literacy for home use across half a kindergarten year
Who it was tested with: Kindergarten-aged children (mean age 61.0 months) in two German cohorts (n = 302 intervention families from N = 500 total).
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every-day usage at home across half a kindergarten year. Compared with two control groups with and without tablets, children in the intervention groups significantly enhanced their specific competencies." This is a controlled comparison design with multiple groups allowing attribution of effects to the learning app intervention.
Study limited to German kindergarten-aged children; modest effect sizes; no information about sustained effects after intervention ended; no analysis of differential effects by socioeconomic background or home language.
Across countries and designs
1 study · 2 countries
