The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds

Abstract

Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with N = 500 preschoolers (M_Age = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.

Educational relevance and implications statement

The effects of early literacy apps developed for our study on young children's early literacy skills are mostly independent of their intelligence, gender, migration background, or socio-economic status. Moderate app usage times of half an hour per week seem especially beneficial for girls' literacy skill gain. Our findings show that our educational game-based literacy apps can act as additional means to support young children from all backgrounds in the acquisition of their early literacy skills. This kind of educational literacy apps offers parents with little financial, educational, or time resources the chance to support their children meaningfully.