Cited by 178Child Development and Digital TechnologyEarly Childhood Education and DevelopmentEducational Games and Gamification

The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.

How educational are ‘educational’ apps for young children? App store content analysis using the Four Pillars of Learning framework

Open access

Meyer, Marisa, Zosh, Jennifer M., McLaren, Caroline, Robb, Michael, McCaffery, Harlan, Golinkoff, Roberta Michnick, Hirsh-Pasek, Kathy, Radesky, Jenny·2021·Journal of Children and Media

DOI 10.1080/17482798.2021.1882516PMC PMC8916741

Open this paper in CoChat — free account

Abstract

Experts have expressed concerns about the lack of evidence demonstrating that children’s “educational” applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, and colleagues' Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children’s educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0–3 for each Pillar, defining lower-quality apps as those scoring ≤4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1080/17482798.2021.1882516

Cites

26 of 26 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Untitled work
(2000) · Cited by 2,779
Media and Young Minds
Hill, D., Ameenuddin, N., Chassiakos, Y. R., Cross, C., Hutchinson, J. W., Levine, A. E., Boyd, R. W., Mendelson, R. A., Moreno, M. A., & Swanson, W. S. (2016) · PEDIATRICS · doi:10.1542/peds.2016-2591 · Cited by 1,802
Putting Education in “Educational” Apps
Hirsh‐Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015) · Gothic.net · doi:10.1177/1529100615569721 · Cited by 1,305
Self-citation
How People Learn: Brain, Mind, Experience, and School: Expanded Edition
(2000) · doi:10.17226/9853 · Cited by 772
The power of play: A pediatric role in enhancing development in young children
Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., COMMITTEE ON PSYCHOSOCIAL ASPECTS OF CHILD AND FAMILY HEALTH, & COUNCIL ON COMMUNICATIONS AND MEDIA (2018) · Pediatrics · doi:10.1542/peds.2018-2058 · Cited by 758
Self-citation
Young students using iPads: App design and content influences on their learning pathways
Falloon, G. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.06.006 · Cited by 332
Young Children’s Use of Smartphones and Tablets
Radesky, J. S., Weeks, H. M., Ball, R., Schaller, A., Yeo, S., Durnez, J., Tamayo-Rios, M., Epstein, M., Kirkorian, H., Coyne, S., et al. (2020) · Pediatrics · doi:10.1542/peds.2019-3518 · Cited by 282
Self-citation
Visual Environment, Attention Allocation, and Learning in Young Children
Fisher, A. V., Godwin, K. E., & Seltman, H. J. (2014) · Psychological Science · doi:10.1177/0956797614533801 · Cited by 281
Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens
Barr, R. (2013) · Child Development Perspectives · doi:10.1111/cdep.12041 · Cited by 249
Untitled work
(2014) · University of New Hampshire Scholars Repository (University of New Hampshire at Manchester) · Cited by 241

Show all 26 references

Research works printed but not linked: 2

Chiong, C. & Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. The Joan Ganz Cooney Center at Sesame Workshop. http://joanganzcooneycenter.org/publication/learning-is-there-an-app-for-that/
Vaala, S., Ly, A. & Levine, M. H. (2015). Getting a read on the app stores: A market scan and analysis of children’s literacy apps. The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://joanganzcooneycenter.org/publication/getting-a-read-on-the-app-stores-a-market-scan-and-analysis-of-childrens-literacy-apps/

Sorted by citations

The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review
Papadakis, S. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.657895 · Cited by 188
Association Between Screen Time Trajectory and Early Childhood Development in Children in China
Zhao, J., Yu, Z., Sun, X., Wu, S., Zhang, J., Zhang, D., Zhang, Y., & Jiang, F. (2022) · JAMA Pediatrics · doi:10.1001/jamapediatrics.2022.1630 · Cited by 115
Longitudinal Associations Between Use of Mobile Devices for Calming and Emotional Reactivity and Executive Functioning in Children Aged 3 to 5 Years
Radesky, J. S., Kaciroti, N., Weeks, H. M., Schaller, A., & Miller, A. L. (2023) · JAMA Pediatrics · doi:10.1001/jamapediatrics.2022.4793 · Cited by 96
Self-citation
Prevalence and Characteristics of Manipulative Design in Mobile Applications Used by Children
Radesky, J. S., Hiniker, A., McLaren, C., Akgün, E., Schaller, A., Weeks, H. M., Campbell, S. W., & Gearhardt, A. N. (2022) · JAMA Network Open · doi:10.1001/jamanetworkopen.2022.17641 · Cited by 82
Self-citation
Early Childhood and Digital Media
Barr, R., Kirkorian, H. L., Coyne, S. M., & Radesky, J. S. (2024) · Cambridge University Press eBooks · doi:10.1017/9781108885751 · Cited by 83
Self-citation
Screen Time in the Coronavirus 2019 Era: International Trends of Increasing Use Among 3- to 7-Year-Old Children
Ribner, A., Coulanges, L., Friedman, S., Libertus, M. E., Hughes, C. H., Foley, S., Devine, R. T., Fink, E., Selby, A., Brocki, K. C., et al. (2021) · The Journal of Pediatrics · doi:10.1016/j.jpeds.2021.08.068 · Cited by 72
Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: a systematic review and meta-analysis
Mallawaarachchi, S. R., Anglim, J., Hooley, M., & Horwood, S. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2021.12.008 · Cited by 62
Mobile Learning Applications for Refugees: A Systematic Literature Review
Drolia, M., Papadakis, S., Sifaki, E., & Kalogiannakis, M. (2022) · Education Sciences · doi:10.3390/educsci12020096 · Cited by 69
Digital Ecosystems, Children, and Adolescents: Policy Statement
Munzer, T. G., Parga-Belinkie, J., Milkovich, L. M., Tomopoulos, S., Ajumobi, T., Cross, C., Gerwin, R. L., Madigan, S. L., Psych, R., Radesky, J. S., et al. (2026) · PEDIATRICS · doi:10.1542/peds.2025-075320 · Cited by 81
Self-citation
Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care
Egert, F., Cordes, A.-K., & Hartig, F. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100472 · Cited by 64
Children and Screens
Hassinger‐Das, B., Brennan, S., Dore, R. A., Golinkoff, R. M., & Hirsh‐Pasek, K. (2020) · Annual Review of Developmental Psychology · doi:10.1146/annurev-devpsych-060320-095612 · Cited by 53
Self-citation
Does adult-child co-use during digital media use improve children's learning aged 0–6 years? A systematic review with meta-analysis
Taylor, G., Sala, G., Kołak, J., Gerhardstein, P. C., & Lingwood, J. (2024) · Educational Research Review · doi:10.1016/j.edurev.2024.100614 · Cited by 70
Training of Executive Functions in Children: A meta-analysis of cognitive training interventions
Birtwistle, E., Chernikova, O., Wünsch, M., & Niklas, F. (2025) · SAGE Open · doi:10.1177/21582440241311060 · Cited by 54
Persuasive design-related motivators, ability factors and prompts in early childhood apps: A content analysis
Mallawaarachchi, S. R., Tieppo, A., Hooley, M., & Horwood, S. (2022) · Computers in Human Behavior · doi:10.1016/j.chb.2022.107492 · Cited by 42
Debate: Response to “Should academics collaborate with digital companies to improve young people's mental health”
Kucirkova, N. I. (2023) · Child and Adolescent Mental Health · doi:10.1111/camh.12648 · Cited by 34
Why this app? How educators choose a good educational app
Montazami, A., Pearson, H. A., Dubé, A. K., Kacmaz, G., Wen, R., & Alam, S. S. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104513 · Cited by 33
Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis
Outhwaite, L. A., Early, E., Herodotou, C., & Herwegen, J. V. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13339 · Cited by 31
Enhancing spatial skills of preschoolers from under‐resourced backgrounds: A comparison of digital app vs. concrete materials
Bower, C. A., Zimmermann, L., Verdine, B. N., Pritulsky, C., Golinkoff, R. M., & Hirsh‐Pasek, K. (2021) · Developmental Science · doi:10.1111/desc.13148 · Cited by 30
Self-citation
Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study
Rai, J., Predy, M., Wiebe, S. A., Rinaldi, C. M., Zheng, Y., & Carson, V. (2023) · Pilot and Feasibility Studies · doi:10.1186/s40814-023-01266-6 · Cited by 73
Reexamining models of early learning in the digital age: Applications for learning in the wild.
Barr, R., & Kirkorian, H. L. (2023) · Journal of Applied Research in Memory and Cognition · doi:10.1037/mac0000132 · Cited by 26
Screen Media Exposure in Early Childhood and Its Relation to Children’s Self-Regulation
Uzundağ, B. A., Altundal, M. N., & Keşşafoğlu, D. (2022) · Human Behavior and Emerging Technologies · doi:10.1155/2022/4490166 · Cited by 31
Latent factors on the design and adoption of gamified apps in primary education
Cano, E. V., García, M. D. P. Q., Cadavieco, J. F., & Rodríguez-Arce, J. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11797-3 · Cited by 25
Learning apps at home prepare children for school
Niklas, F., Birtwistle, E., Mues, A., & Wirth, A. (2024) · Child Development · doi:10.1111/cdev.14184 · Cited by 24
Digital technology use and well-being in young children: A systematic review and meta-analysis
Harverson, J. A. S., Paatsch, L. E., Anglim, J., & Horwood, S. (2025) · Computers in Human Behavior · doi:10.1016/j.chb.2025.108660 · Cited by 34
Selecting educational apps for preschool children: How useful are website app rating systems?
Taylor, G., Kołak, J., Bent, E. M., & Padraic Monaghan, B. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13199 · Cited by 24
The Googlization of the classroom: Is the UK effective in protecting children's data and rights?
Livingstone, S., Pothong, K., Atabey, A., Hooper, L., & Day, E. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100195 · Cited by 22
Children aged 3–4 years were more likely to be given mobile devices for calming purposes if they had weaker overall executive functioning
Danet, M., Miller, A. L., Weeks, H. M., Kaciroti, N., & Radesky, J. S. (2022) · Acta Paediatrica · doi:10.1111/apa.16314 · Cited by 29
Self-citation
App-based learning for kindergarten children at home (Learning4Kids): Study protocol for cohort 2 and the school assessments
Niklas, F., Birtwistle, E., Wirth, A., Schiele, T., & Mues, A. (2022) · BMC Pediatrics · doi:10.1186/s12887-022-03737-w · Cited by 21
Assessing the educational potential and language content of touchscreen apps for preschool children
Taylor, G., Kołak, J., Norgate, S., & Padraic Monaghan, B. (2022) · Computers and Education Open · doi:10.1016/j.caeo.2022.100102 · Cited by 20
Quality of Mobile Apps for Child Development Support: Search in App Stores and Content Analysis
Dewitt, A., Kientz, J. A., & Liljenquist, K. S. (2022) · JMIR Pediatrics and Parenting · doi:10.2196/38793 · Cited by 20
Longitudinal associations of subjectively-measured physical activity and screen time with cognitive development in young children
Zhang, Z., Wiebe, S. A., Rahman, A. A., & Carson, V. (2022) · Mental health and physical activity · doi:10.1016/j.mhpa.2022.100447 · Cited by 19
Young children's social and independent behavior during play with a coding app: Digital game features matter in a 1:1 child to tablet setting
Lennon, M., Pila, S., Flynn, R. M., & Wartella, E. A. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104608 · Cited by 19
Home literacy environment, digital media and vocabulary development in preschool children
Sundqvist, A., Majerle, N., Heimann, M., & Koch, F. (2024) · Journal of Early Childhood Research · doi:10.1177/1476718x241257337 · Cited by 31
Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children
Booton, S. A., Kolancalı, P., & Murphy, V. A. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104811 · Cited by 25
Kids Across the Spectrums
Alper, M. (2023) · The MIT Press eBooks · doi:10.7551/mitpress/14152.001.0001 · Cited by 18
Evaluating educational apps for preschoolers: Differences and agreements between the assessments of experts, parents, and their children
Wirth, A., Mues, A., Birtwistle, E., & Niklas, F. (2024) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108361 · Cited by 17
What Happens beyond the Screen? Uncovering Digital Technology Perception, Usage, and Parental Mediation among 3–6-year-old Turkish Children
Aktürk, A. A., & Akman, M. B. (2024) · Journal of Child and Family Studies · doi:10.1007/s10826-024-02888-x · Cited by 21
Types and contexts of child mobile screen use and associations with early childhood behavior
Mallawaarachchi, S. R., Anglim, J., & Horwood, S. (2024) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2024.10.010 · Cited by 19
Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER)
Kucirkova, N. I., Brod, G., & Gaab, N. (2023) · npj Science of Learning · doi:10.1038/s41539-023-00186-7 · Cited by 15
Parental Perceptions of Child’s Play in the Post-Digital Era: Parents’ Dilemma with Digital Formats Informing the Kindergarten Curriculum
Starčič, A. I., Rosanda, V., Volk, M., & Gačnik, M. (2023) · Children · doi:10.3390/children10010101 · Cited by 14
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND THE USE OF DIGITAL TECHNOLOGIES: A REVIEW OF MODERN RESEARCH
Ignatova, E. S. (2023) · Вестник Пермского университета Философия Психология Социология · doi:10.17072/2078-7898/2023-3-365-381 · Cited by 15
YouTube for young children: what are infants and toddlers watching on the most popular video-sharing app?
Henderson, D., Bailes, T., Sturza, J. S., Robb, M. B., Radesky, J. S., & Munzer, T. G. (2024) · Frontiers in Developmental Psychology · doi:10.3389/fdpys.2024.1335922 · Cited by 20
Self-citation
The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds
Schiele, T., Edelsbrunner, P. A., Mues, A., Birtwistle, E., Wirth, A., & Niklas, F. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102579 · Cited by 26
Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills
Fletcher, K., Wright, C. A., Pesch, A., Abdurokhmonova, G., & Hirsh-Pasek, K. (2024) · Journal of Children and Media · doi:10.1080/17482798.2024.2356956 · Cited by 13
Self-citation
Young children's online–offline balance
Radesky, J. S. (2020) · Acta Paediatrica · doi:10.1111/apa.15649 · Cited by 13
Self-citation
Metaanalyse zur Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen
Egert, F., Hartig, F., & Cordes, A.-K. (2022) · Frühe Bildung · doi:10.1026/2191-9186/a000562 · Cited by 12
Fostering Child Language with Short-Term Digital Storybook Interventions
Cordes, A.-K., Egert, F., & Hartig, F. (2023) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000264 · Cited by 19
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
Mathers, S. J., Kolancalı, P., Jelley, F., Singh, D., Hodgkiss, A., Booton, S. A., Malmberg, L., & Murphy, V. A. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100665 · Cited by 15
Examining Users’ Concerns while Using Mobile Learning Apps
Okuboyejo, S. R., & Koyejo, O. (2021) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v15i15.22345 · Cited by 12
Digital Ecosystems, Children, and Adolescents: Technical Report
Munzer, T., Milkovich, L. M., Madigan, S., Tomopoulos, S., Parga-Belinkie, J., Ajumobi, T., Cross, C., Gerwin, R., Council on Communications and Media, Radesky, J., et al. (2026) · Pediatrics · doi:10.1542/peds.2025-075321 · Cited by 14
Self-citation
SYNCHRONOUS IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE AND PHARMACOLOGICAL COGNITIVE ENHANCEMENTS IN EDUCATION: A SOCIO-PHILOSOPHICAL ANALYSIS
Fedorova, A. M. (2023) · Вестник Пермского университета Философия Психология Социология · doi:10.17072/2078-7898/2023-3-338-348 · Cited by 11
A PHILOSOPHER’S ANXIOUS REFLECTIONS ON MODERN SOCIAL LIFE AND SOME PROBLEMS OF EDUCATION IN THE ERA OF TOTAL DIGITALIZATION
Musayelyan, L. A. (2023) · Вестник Пермского университета Философия Психология Социология · doi:10.17072/2078-7898/2023-3-349-364 · Cited by 11
BLASÉ ATTITUDE AND THE MODERN DIGITAL CITY
Prokofyeva, A. V., & Отариевна, С. К. (2023) · Вестник Пермского университета Философия Психология Социология · doi:10.17072/2078-7898/2023-3-382-395 · Cited by 18
Evaluation of Google Play educational apps for early childhood education
Chatzopoulos, A., Karaflis, A., Kalogiannakis, M., Tzerachoglou, A., Cheirchanteri, G., Sfyroera, E., & Sklavounou, E.-O. (2023) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2023.02.004 · Cited by 10
Evaluating popular STEM applications for young children
Konca, A. S., Izci, B., & Simsar, A. (2023) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2023.2221414 · Cited by 11
Advancing the understanding of children’s digital engagement: responsive methodologies and ethical considerations in psychological research
Kucirkova, N. I., Livingstone, S., & Radesky, J. S. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1285302 · Cited by 15
Self-citation
Impact of Using a Mobile App on Improving Students’ Creative Thinking in Business English Writing with Self-regulated Learning
Liu, X., Samah, N. A., & Salleh, S. M. (2022) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v16i15.31477 · Cited by 16
The effect of cartoon images on children’s touchscreen learning
Zhang, Z., Wu, L., Yu, H., & Li, H. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11716-6 · Cited by 8
Why this app? How user ratings and app store rankings impact educators' selection of educational apps
Liptrot, E., Pearson, H. A., Montazami, A., & Dubé, A. K. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105080 · Cited by 8
Get That App!: Examining Parental Evaluations of Numeracy Apps
Urquhart, N., Lee, J., & Wood, E. (2023) · Journal of Research in Childhood Education · doi:10.1080/02568543.2023.2260433 · Cited by 8
Exploring the sense of smell in shared digital book reading: An experiment
Løkken, I. M., Campbell, J. A., Dale, P. S., & Kucirkova, N. I. (2024) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2024.100430 · Cited by 7
Developing evidence indicators for evaluating K12 EdTech: towards a consensus on educational impact
Kucirkova, N. I., Schewe, O., Campbell, J. A., Cermakova, A. L., & Pitchford, N. J. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05330-9 · Cited by 7
Digital Media Use in 0–5 Year-Old Children in Switzerland
Schmid, J., Unternäehrer, E., Benecchi, E., Bernath, J., Bolten, M. I., Bossi, C. B., Iskrzycki, K., Mazzoni, P., Steiner, O., Sticca, F., et al. (2025) · Swiss Psychology Open · doi:10.5334/spo.89 · Cited by 7
Game over? Perceptions of children’s and adolescents’ play and leisure during the COVID-19 lockdown
Garrido, L. C., Santos, P. M.-O., & Sánchez-Serrano, S. (2022) · International Journal of Play · doi:10.1080/21594937.2022.2101278 · Cited by 7
Can touchscreens replace teachers? Chinese children’s character learning from a touchscreen-based app, video, or face-to-face instruction
Gao, C., Wang, F., & Danovitch, J. H. (2024) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.105961 · Cited by 9
Associations between sedentary types, sedentary patterns and cognitive ability in preschool children
Li, D., Chia, M., Low, S. T., Chua, T. B. K., Ma, J., Kim, H., Zhang, L., Tian, L., & Li, X. (2024) · European Journal of Pediatrics · doi:10.1007/s00431-024-05813-y · Cited by 7
Exploring internet use and parental mediation in Pakistan
Ali, S., Pasha, S. A., & Youseef, E. (2025) · SN Social Sciences · doi:10.1007/s43545-024-01043-z · Cited by 10
Socioeconomic disparities in Swiss children’s use of digital technology: A typological approach based on parental reports
Röhlke, L. (2025) · Journal of Children and Media · doi:10.1080/17482798.2025.2464841 · Cited by 8
Representation in best-selling preschool storybook apps in the United States
Bruner, L., & Kucirkova, N. I. (2024) · Journal of Children and Media · doi:10.1080/17482798.2024.2402273 · Cited by 6
A conceptual family partnership model with Paud institutions in developing the potential of early children based on blended learning
Putri, L. D., Rozi, M. F., Handrianto, C., & Rahman, M. A. (2024) · Ensaio Avaliação e Políticas Públicas em Educação · doi:10.1590/s0104-40362024003204444 · Cited by 16
How children’s app play could facilitate spatial skill development.
Polinsky, N., Flynn, R. M., & Uttal, D. H. (2023) · Translational Issues in Psychological Science · doi:10.1037/tps0000360 · Cited by 7
Learning letters, not language: The nature and quality of language and literacy apps used during remote learning with preschool children in the United States
Hadley, E. B., McKenna, M., & Hull, K. (2024) · Journal of Children and Media · doi:10.1080/17482798.2024.2307593 · Cited by 5
Wisdom of the Masses? Users and Educators Contrasting Perspectives on the Data Privacy and Safety of Early Years’ Apps
Raffaghelli, J. E., Restiglian, E., Zoroaster, P., & Maria, V. (2024) · REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación · doi:10.15366/reice2024.22.2.006 · Cited by 5
Beyond Words and Time: Investigating the Association Between Screen Use, Vocabulary and Grammar Development in Five-Year-Olds
Sundqvist, A., Koch, F., & Barr, R. (2025) · Journal of Cognition and Development · doi:10.1080/15248372.2025.2456816 · Cited by 7
Young children’s science learning from a touchscreen app
Tenenbaum, H. R., & Herwegen, J. V. (2023) · International Journal of Early Years Education · doi:10.1080/09669760.2023.2259422 · Cited by 5
Balancing Digital Media Exposure: Enhancing Language and Social Development in Early Childhood
Patel, R. V., McQueen, E., & Gold, C. (2025) · Pediatrics in Review · doi:10.1542/pir.2024-006413 · Cited by 5
Exploring children's naturalistic educational media use: Prevalence, domains, and correlates
Dore, R. A., Purtell, K. M., Lin, T., & Justice, L. M. (2025) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2025.101814 · Cited by 5
Parent Verbalizations and Toddler Responses With Touchscreen Tablet Nursery Rhyme Apps
Munzer, T. G., Miller, A. L., Yeo, S., Wang, Y., McCaffery, H., Kaciroti, N., & Radesky, J. S. (2021) · PEDIATRICS · doi:10.1542/peds.2021-049964 · Cited by 5
Self-citation
Teaching Preschoolers Theory of Mind Skills With Mobile Games
Nikolayev, M., Evmenova, A. S., Reich, S. M., Clark, K., & Burns, M. S. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.872888 · Cited by 7
Digital Devices in Early Childhood Play: Digital Technology in the First Two Years of Slovene Toddlers’ Lives
Rosanda, V., Kavčič, T., & Starčič, A. I. (2022) · Education & Self Development · doi:10.26907/esd.17.3.08 · Cited by 5
Supporting children’s numeracy competencies and families’ HNE: Exploring the role of apps and digital parent information in STEM vs. Non-STEM families
Mues, A., Birtwistle, E., Wirth, A., Schiele, T., & Niklas, F. (2025) · European Journal of Psychology of Education · doi:10.1007/s10212-025-00953-7 · Cited by 8
The Role of Technology in Enhancing Urban Mathematics Education
Young, J. (2023) · Journal of Urban Mathematics Education · doi:10.21423/jume-v16i2a589 · Cited by 5
Consolidated Benchmark for Efficacy and Effectiveness Frameworks in EdTech
Kucirkova, N. I., & Cermakova, A. L. (2024) · doi:10.31265/usps.270 · Cited by 5
Screens and Preschools: The Bilingual English Language Learner Assessment as a Curriculum-Compliant Digital Application
Kilani, H., Markov, I. V., Francis, D., & Grigorenko, E. L. (2024) · Children · doi:10.3390/children11080914 · Cited by 4
Enhancing French Preschoolers’ Early Literacy Skills with a New Educational Classroom Application
Thomas, A., Hoareau, L., Jarlégan, A., Hubert, B., Luxembourger, C., & Tazouti, Y. (2025) · Early Education and Development · doi:10.1080/10409289.2025.2449694 · Cited by 5
Practitioner's perspective on young children's use of mobile technology
Srisontisuk, P. (2022) · Routledge eBooks · doi:10.4324/9781003177098-19 · Cited by 4
Experiment protocol: Exploring the sense of smell in digital book reading
Løkken, I. M., Campbell, J. A., Kucirkova, N. I., & Dale, P. S. (2023) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2023.100285 · Cited by 6
Science Chaser app: A gamified learning journey into STEM activities
Chatzidaki, E., Papavlasopoulou, S., Gijlers, H., Eysink, T. H. S., & Giannakos, M. N. (2024) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3628516.3661159 · Cited by 4
Identifying and Designing Evidence-Informed Practice, in Practice: The Case for Pragmatic Evidence Synthesis Matrices (PESM)
Knight, S. (2025) · International Journal of Qualitative Methods · doi:10.1177/16094069251318590 · Cited by 8
The science-specific home learning environment of elementary school children – how are science experiences and science talk associated with the children’s science achievement?
Dominke, H., & Steffensky, M. (2024) · Research in Science & Technological Education · doi:10.1080/02635143.2024.2375512 · Cited by 6
Guest editorial: Beyond digital youth: understanding, supporting, and designing for young people’s digital experiences
Davis, K. S., & Subramaniam, M. M. (2022) · Information and Learning Sciences · doi:10.1108/ils-07-2022-264 · Cited by 4
Transforming Language Acquisition: Advanced Artificial Intelligence Approaches for Second Language Education in AsiaPreprint
Tran, T. N., & Nguyen, T. T. (2024) · Research Square · doi:10.21203/rs.3.rs-4182646/v1 · Cited by 4
Academia–industry partnerships in edtech: bridging the gaps in engaged research
Kucirkova, N. I. (2025) · Research for All · doi:10.14324/rfa.09.1.07 · Cited by 3
A mixed-methods study on thematic coverage, content quality, and parental perceptions of preschool digital picture book apps
Zhang, Y. (2025) · Journal of Chinese Writing Systems · doi:10.1177/25138502251369889 · Cited by 3
Why this app: How user ratings and app store rankings impact parents’ choice of educational apps
Liptrot, E., Montazami, A., Pearson, H. A., & Dubé, A. K. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105410 · Cited by 4
How do Canadian parents evaluate numeracy content in math apps for young children?
Urquhart, N., Lee, J., & Wood, E. (2024) · Journal of Children and Media · doi:10.1080/17482798.2024.2365186 · Cited by 3
Integrating Game-Based Learning and Mobile Learning in Early Childhood Education
Manditereza, B. (2024) · Advances in early childhood and K-12 education · doi:10.4018/979-8-3693-2377-9.ch009 · Cited by 3
Essential Features for Mobile Applications to Assist Early Childhood Educators
Figueredo, Ó. R. B., Sánchez, A. D. V., & Bejarano, J. C. (2024) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v18i21.48325 · Cited by 3
A Systematic Model of an Adaptive Teaching, Learning and Assessment Environment Designed Using Genetic Algorithms
Popescu, D. A., Bold, N., & Stefanidakis, M. (2025) · Applied Sciences · doi:10.3390/app15074039 · Cited by 3
Children’s Digital Books: Development, Testing and Dissemination of Quality Criteria
Vacková, P., Cermakova, A. L., & Kucirkova, N. I. (2023) · doi:10.31265/usps.268 · Cited by 3

Authors: Meyer, M., Zosh, J. M., McLaren, C., Robb, M., McCaffery, H., Golinkoff, R. M., Hirsh-Pasek, K., & Radesky, J.
Affiliations: University of Michigan (US)
Pennsylvania State University (US)
Common Sense Media (US)
University of Delaware (US)
Department of Psychology, Temple University, Philadelphia, PA, USA
Corresponding author: Radesky, Jenny
ORCID: Meyer, Marisa
Zosh, Jennifer M.
Golinkoff, Roberta Michnick
Hirsh-Pasek, Kathy
Radesky, Jenny
Venue: Journal of Children and Media
Publisher: Informa UK Limited
Published: 2021-02-23
Volume: 15
Issue: 4
Pages: 526-548
ISSN: 1748-2798 (ISSN-L)
1748-2801
DOI: 10.1080/17482798.2021.1882516
PMC: PMC8916741
OpenAlex: W3129825267
Cited by: 178
References: 26
Citations by year: 2026: 29 · 2025: 27 · 2024: 43 · 2023: 43 · 2022: 27 · 2021: 7
FWCI: 52.75
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Locations: Journal of Children and Media (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
ScholarSphere (Penn State Libraries) (submittedVersion, cc-by-nc)
Funders: National Institute of Child Health and Human Development (NICHD / R21HD094051)
Topics: Social Sciences › Education › Child Development and Digital Technology
Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Keywords: app quality, preschool children, free vs paid apps, active learning, meaningful learning, social interaction, mobile application design, digital learning media, coding scheme

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How educational are ‘educational’ apps for young children? App store content analysis using the Four Pillars of Learning framework

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks