ArticleJournal of educational psychology2019
Raising Early Achievement in Math With Interactive Apps: A Randomized Control Trial.
Article in Journal of educational psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
16 citing papers in PubMed.
- Training spatial cognition enhances mathematical learning in a randomized study of 17,000 children.Nature human behaviour · 2021Trial
- Article
- The impact of Information and Communication Technology (ICT) on learning outcomes in early childhood and primary education: a meta-analysis of moderating factors.Frontiers in psychology · 2025Review
- Supporting children's numeracy competencies and families' HNE: Exploring the role of apps and digital parent information in STEM vs. Non-STEM families.European journal of psychology of education = Journal europeen de psychologie de l'education · 2025Article
- Screens and Preschools: The Bilingual English Language Learner Assessment as a Curriculum-Compliant Digital Application.Children (Basel, Switzerland) · 2024Article
- A systematic review of mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review.Campbell systematic reviews · 2024Review
- Addressing the educational challenges of urban poverty: a case for solution-based research.Frontiers in research metrics and analytics · 2023Article
- Contributions of the psychology of mathematical cognition in early childhood education using apps.Frontiers in psychology · 2022Article
- Parents' Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents' Profiles.Behavioral sciences (Basel, Switzerland) · 2021Article
- How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework.Journal of children and media · 2021Article
- Resting State EEG Related to Mathematical Improvement After Spatial Training in Children.Frontiers in human neuroscience · 2021Article
- Interactive apps prevent gender discrepancies in early-grade mathematics in a low-income country in sub-Sahara Africa.Developmental science · 2019Article
- Secondary Benefits to Attentional Processing Through Intervention With an Interactive Maths App.Frontiers in psychology · 2019Article
- Can Touchscreen Devices be Used to Facilitate Young Children's Learning? A Meta-Analysis of Touchscreen Learning Effect.Frontiers in psychology · 2018Article
- Learning apps at home prepare children for school.Child developmentArticle
- Evaluation of the SWAN Game-Based Approach to Re-Building Numeracy Skills in Aphasia: Feasibility and Preliminary Findings.International journal of language & communication disordersArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Improving provision and raising achievement in early math for young children is of national importance. Child-centered apps offer an opportunity to develop strong foundations in learning math as they deliver one-to-one instruction. Reported here is the first pupil-level randomized control trial in the United Kingdom of interactive math apps designed for early years education, with 389 children aged 4-5 years. The original and rigorous research design disentangled the impact of the math apps as a form of quality math instruction from additional exposure to math. It was predicted that using the apps would increase math achievement when implemented by teachers in addition to standard math activities (treatment) or instead of a regular small group-based math activity (time-equivalent treatment) compared with standard math practice only (control). After a 12-week intervention period, results showed significantly greater math learning gains for both forms of app implementation compared with standard math practice. The math apps supported targeted basic facts and concepts and generalized to higher-level math reasoning and problem solving skills. There were no significant differences between the 2 forms of math app implementation, suggesting the math apps can be implemented in a well-balanced curriculum. Features of the interactive apps, which are grounded in instructional psychology and combine aspects of direct instruction with play, may account for the observed learning gains. These novel results suggest that structured, content-rich, interactive apps can provide a vehicle for efficiently delivering high-quality math instruction for all pupils in a classroom context and can effectively raise achievement in early math.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.