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Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds

Herodotou, Christothea (2018). Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds. British Journal of Educational Technology, 49(1) pp. 6–16.

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A popular activity among young children is the use of mobile devices and apps. Yet, the impact of mobile devices on learning and development is rather underexplored. The limited studies identified explore effects on literacy development and communication and report on mixed findings. A considerable gap is observed as to how the use of mobile apps relates to young children's understanding in diverse domains including science learning, and to extend, whether and how mobile apps should be used and how in early years' settings. The aim of this paper is to shed light on this area by examining the learning effects of touch screen mobile game applications, in particular the game Angry Birds, on two groups of preschoolers 4 and 5 years old respectively. Evidence from a comparative study with 32 participants reveal significant differences between the two groups in terms of game skills and their understanding of projectile motion. Implications for educational stakeholders, parents and app designers are discussed along with future research directions.

Item Type: Journal Item
Copyright Holders: 2016 British Educational Research Association
ISSN: 1467-8535
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetBERA
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 48570
Depositing User: Christothea Herodotou
Date Deposited: 15 Feb 2017 10:29
Last Modified: 06 Jun 2019 05:25
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