Features of digital media which influence social interactions between adults and children aged 2–7 years during joint media engagement: A multi-level meta-analysis

Abstract

This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (n = 627 parent–child pairs; k = 190 effects). Findings suggest that digital design can shape adult-child interactions (g = 0.56, k = 170), particularly the quality of parental language input (g = 1.1, k = 86). Embedding conversation prompts into e-books showed particular promise (g = 0.84–0.99, k = 58–74). Though small in scope, this study offers direction for media design and research and indicates promise for low-cost intervention via digital design. However, it also indicates a need for more robust and well-powered research to inform design, practice and policy. In particular, better evidence is needed to establish whether the benefits identified for adult-child interaction translate into benefits for wider child and adult outcomes.