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Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children

Author

Listed:
  • Stamatios Papadakis

    (Department of Preschool Education, Faculty of Education, University of Crete, 74100 Rethymno, Greece)

  • Julie Vaiopoulou

    (Department of Primary Education, Faculty of Education, Democritus University of Thrace, 57001 Thessaloniki, Greece
    School of Education, University of Nicosia, CY-1700 Nicosia, Cyprus)

  • Michail Kalogiannakis

    (Department of Preschool Education, Faculty of Education, University of Crete, 74100 Rethymno, Greece)

  • Dimitrios Stamovlasis

    (Department of Philosophy and Education, Faculty of Philosophy, Aristotle University of Thessaloniki, 57001 Thessaloniki, Greece)

Abstract

During the last decade, there has been an explosive increase in the number of mobile apps that are called educational and target children aged three to six. Research has shown that only a few of them have been created taking into consideration young children’s development and learning processes. The key question that emerges is how parents, custodians, or teachers can choose appropriate, high-quality educational apps. Literature has presented limited assessment tools based on advanced statistical procedures, which allow one to address validity and reliability issues. This study investigates the dimensions of using and operating educational apps for kids and presents a thirteen-item assessment instrument along with its psychometric properties. Data ( N = 218) were collected via an electronic questionnaire from pre-service teachers of preschool education. Principal Component Analysis (PCA) with Varimax rotation was used to investigate the underlying dimensions. The resulting structure included four factors, namely: Usability, Efficiency, Parental Control, and Security. PCA supported the factorial validity of the instrument, while the reliability measures of Cronbach’s alpha for the four dimensions were satisfactory. Finally, a lucid discussion on the findings is provided.

Suggested Citation

  • Stamatios Papadakis & Julie Vaiopoulou & Michail Kalogiannakis & Dimitrios Stamovlasis, 2020. "Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children," Sustainability, MDPI, vol. 12(10), pages 1-10, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:10:p:4201-:d:360756
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Kuen-Cheng Lee & I-Hsiung Chang & Tsung-Jen Wu & Ru-Si Chen, 2022. "The Moderating Role of Perceived Interactivity in the Relationship Between Online Customer Experience and Behavioral Intentions to Use Parenting Apps for Taiwanese Preschool Parents," SAGE Open, , vol. 12(1), pages 21582440221, March.
    2. Prodhan Mahbub Ibna Seraj & Blanka Klimova & Hadina Habil, 2021. "Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)," Sustainability, MDPI, vol. 13(10), pages 1-13, May.
    3. Maria Drolia & Eirini Sifaki & Stamatios Papadakis & Michail Kalogiannakis, 2020. "An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics," Challenges, MDPI, vol. 11(2), pages 1-14, December.
    4. Rastislav Metruk, 2021. "The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives," Sustainability, MDPI, vol. 13(15), pages 1-17, July.
    5. Po-Sen Huang & Po-Sheng Chiu & Yueh-Min Huang & Hua-Xu Zhong & Chin-Feng Lai, 2020. "Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    6. María Sebastián-López & Rafael de Miguel González, 2020. "Mobile Learning for Sustainable Development and Environmental Teacher Education," Sustainability, MDPI, vol. 12(22), pages 1-13, November.

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