Parental involvement and attitudes towards young Greek children’s mobile usage
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Mobile applications can improve learning outcomes but require parents to possess sufficient technology efficacy to guide their use.
“Mobile applications, for instance, can improve learning outcomes but require parents to possess sufficient technology efficacy to guide their use [59].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [59]
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SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot
Ho, H.-R., Kargeti, N., Liu, Z., & Mutlu, B. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713330 · Cited by 24 · see citing works
- Authors
- Papadakis, S., Zaranis, N., & Kalogiannakis, M.
- Affiliations
- University of Crete (GR)
- Corresponding author
- Kalogiannakis, Michail
- Venue
- International Journal of Child-Computer Interaction
- Publisher
- Elsevier BV
- Published
- 2019-12
- Volume
- 22
- Pages
- 100144
- ISSN
- 2212-8689 (ISSN-L)
- OpenAlex
- W2967340217
- Cited by
- 175
- References
- 60
- Citations by year
- 2026: 8 · 2025: 18 · 2024: 25 · 2023: 33 · 2022: 32 · 2021: 29 · 2020: 26 · 2019: 4
- FWCI
- 61.38
- Type
- journal article
- Language
- en
- Update notices
- erratum (2024-09-01)
- Open access
- closed
- Locations
- International Journal of Child-Computer Interaction (publishedVersion)
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Education › Educational Methods and Impacts
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Keywords
- parental attitudes, mobile devices, toddlers, infants, educational apps, screen time, home learning environment, mobile learning, socioeconomic differences, parental education, kindergarten, Greek families
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