EFFECTIVENESS OF DIGITAL LITERACY INTERVENTIONS IN EARLY CHILDHOOD (AGES 3–8): A SYSTEMATIC REVIEW AND META-ANALYSIS

Peter A. Betiang; Elizabeth I. Aniah-Betiang; Theresa B. Ugbe; Bernadette Lutaaya; Julius A. Basake

Authors

Betiang Peter A. Department of Adult Education, University of Calabar Author
Aniah-Betiang Elizabeth I. Department of Mathematics, Federal College of Education, Obudu Author
Ugbe Theresa B. Department of Adult Education, University of Calabar Author
Bernadette Lutaaya Department of Educational Foundations College of Education, Kampala International University, Uganda Author
Basake, Julius A. Department of Educational Foundations College of Education, Kampala International University, Uganda Author

Keywords:

digital literacy, early childhood education, overview of research, meta-analysis, technology incorporation, computational thinking, digital competence

Abstract

Digital literacy is now a core competency of early childhood education, but a coherent evidence base for intervention remains elusive for children 3–8 years of age. Using a Systematic Review (PRISMA 2020), PubMed, EBSCO, Web of Science, ERIC, PsycINFO, and Education Resources Information Center (2000–2024) searches identified 25 eligible studies (k = 25; N =4,019; 14 RCTs, 11 QRCTs). Significant, pooled random-effects meta-analysis revealed a moderate-to-large effect (g = 0.61, 95% CI [0.53, 0.68], p < .001; I 2 = 68.3%). Intervention types most effective at subgroup analysis included internet safety programmes (g = 0.88), coding or computational thinking (g = 0.74) and digital storytelling (g = 0.69). Meta-regression confirmed intervention duration (β = 0.021, p = .003), lower-SES studies (β = 0.142, p = .029) and embedded teacher training (β = 0.175, p = .004) as key moderators. Publication bias tests showed publication bias to be negligible (Egger p = .095; trim-and-fill g = 0.59). GRADE overall quality was moderate that improved from moderate-to-high for coding outcomes. Results add a powerful evidence base for the systematic infusion of digital literacy curriculum into early childhood, with an important role identified for interventions leveraging teacher training over programmes of 8+ weeks.

Downloads

Download data is not yet available.

References

Al-Qirim, N., Rouibah, K., Serhani, M. A., Yammahi, A. R., & Yammahi, M. A. (2021). Towards smart learning environments and student-learning outcomes in higher education. Computers & Education, 162, 1-17. https://doi.org/10.1016/j.compedu.2020.104099

Beschorner, B., & Hutchison, A. (2013). iPads as a literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science and Technology, 1(1), 16–24.

Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors affecting the use of digital technology in early childhood education. Computers & Education, 77, 82-90. https://doi.org/10.1016/j.compedu.2014.04.006

Chen, S.-Y., & Chang, H.-H. (2022). The impact of digital storytelling on young children’s oral language development and emergent literacy skills. Early Childhood Education Journal, 50(3), 431–441. https://doi.org/10.1007/s10643-021-01183-7

Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38(2), 136–163.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Dong, C., Mertala, P., Salomaa, S., & Tähtinen, L. (2023). Digital technology in early childhood education: A systematic review of research from 2014 to 2022. Computers & Education, 195(105657). https://doi.org/10.1016/j.compedu.2022.104725

Drigas, A., & Charami, F. (2023). ICT and co-taught learning to support preschool digital skills development. Sustainability, 15(6), 5297.

Duval, S., & Tweedie, R. (2000). An investigation of the trim and fill method in funnel plots. Biometrics, 56(2), 455–463. https://doi.org/10.1111/j.0006-341X.2000.00455.x

Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(7109), 629–634. https://doi.org/10.1136/bmj.315.7109.629

European Commission. (2022). Digital education action plan (2021–2027): Resetting education and training for the digital age. Publications Office of the European Union.

Falloon, G. (2020). Using iPads to support elementary students’ digital competency development. Computers & Education, 154, Article 103917. https://doi.org/10.1016/j.compedu.2020.103917

Gialamas, V., Nikolopoulou, K., & Koutromanos, G. (2013). Student teachers’ attitudes toward the internet, computers, and mobile phones: Implications for education. Computers & Education, 56(4), 1242–1248. https://doi.org/10.1016/j.compedu.2011.01.005

Guyatt, G. H., Oxman, A. D., Vist, G. E., Kunz, R., Falck-Ytter, Y., Alonso-Coello, P., & Schünemann, H. J. (2008). GRADE: An emerging consensus on rating quality of evidence and strength of recommendations. BMJ, 336(7650), 924–926. https://doi.org/10.1136/bmj.39489.470347.AD

Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107–128. https://doi.org/10.2307/1164588

Herodotou, C., Winters, N., & Kambouri, M. (2019). An iterative, multidisciplinary approach to studying children’s digital play: The case of AppTivity. Games and Culture, 14(7–8), 822–843. https://doi.org/10.1177/1555412017711637

Higgins, J. P. T., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539–1558. https://doi.org/10.1002/sim.1186

Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (Eds.). (2023). Cochrane handbook for systematic reviews of interventions (version 6.4). Cochrane. https://training.cochrane.org/handbook

Ihmeideh, F. M. (2014). The effect of electronic books on improving emergent literacy abilities of pre-school children. Computers & Education, 79, 40–48. https://doi.org/10.1016/j.compedu.2014.07.008

International Society for Technology in Education. (2016). ISTE standards for students. ISTE. https://www.iste.org/standards/students

Jara, I., Claro, M., Hinostroza, J. E., San Martín, E., Rodríguez, P., Cabello, T., Ibieta, A., & Labbé, C. (2015). Factors associated with the digital abilities of Chilean students: A mixed methods study. Computers & Education, 88, 387–398. https://doi.org/10.1016/j.compedu.2015.07.016

Kucirkova, N., Messer, D., Sheehy, K., & Flewitt, R. (2021). Using digital books in early childhood: Effects on literacy and creativity outcomes. Early Childhood Education Journal, 49(3), 401–412. https://doi.org/10.1007/s10643-020-01082-y

Lindqvist, A. K., Kostenius, C., Gard, G., & Rutberg, S. (2020). A project-based approach to develop teaching about and for sustainable development. Cogent Education, 7(1), 1823315. Early Childhood Education Journal, 48(5), 591–601. https://doi.org/10.1007/s10643-019-01010-9

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., Lahmar, J., & Scott, F. (2018). Play and creativity in young children’s use of apps. British Journal of Educational Technology, 49(5), 870–882. https://doi.org/10.1111/bjet.12622

McCarthy, S., Linehan, C., & Moreno-Ger, P. (2018). How do I do this on this game? Gamification and potential in online safety education. Computers & Education, 119, 104–116. https://doi.org/10.1016/j.compedu.2018.01.005

Nikolopoulou, K. (2020). Early childhood teachers’ knowledge, confidence and self-efficacy to teach with tablets. Human Behavior & Emerging Technologies, 2(1), 11–18. https://doi.org/10.1002/hbe2.140

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2022). Teaching mathematics with mobile devices and the realistic mathematical education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1), 1–10. https://doi.org/10.25082/AMLER.2021.01.001

Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society, 24(1), 63-74. https://doi.wiley.com/10.1111/j.1099-0860.2008.00180.x

Rideout, V., & Robb, M. B. (2020). The Common-Sense census: Media use by kids age zero to eight, 2020. Common Sense Media.

Schacter, J., & Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: A randomized controlled trial. Mathematical Thinking and Learning, 19(1), 23–38. https://doi.org/10.1080/10986065.2017.1258591

Stephen, C., & Plowman, L. (2014). Digital play. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 330–341). SAGE Publications.

Sterne, J. A. C., Hernán, M. A., Reeves, B. C., Savović, J., Berkman, N. D., Viswanathan, M., Henry, D., Altman, D. G., Ansari, M. T., Boutron, I., Carpenter, J. R., Chan, A.-W., Churchill, R., Deeks, J. J., Hrobjartsson, A., Kirkham, J., Jüni, P., Loke, Y. K., Pigott, T. D., ... Higgins, J. P. T. (2016). ROBINS-I: A tool for assessing risk of bias in non-randomised studies of interventions. BMJ, 355, Article i4919. https://doi.org/10.1136/bmj.i4919

Sun, Z., Lin, C.-H., Wu, M., Zhou, J., & Luo, L. (2022). A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248–261. https://doi.org/10.1111/bjet.12571

Teo, T. (2019). Using technology to scaffold teaching and learning in a primary school. Interactive Learning Environments, 27(4), 547–560. https://doi.org/10.1080/10494820.2018.1520747

Turja, L., Endepohls-Ulpe, M., & Chatoney, M. (2016). A conceptual framework for developing the curriculum and delivery of technology education in early childhood. International Journal of Technology and Design Education, 19(4), 353–365. https://doi.org/10.1007/s10798-008-9073-1

Vasconcelos, I., Carvalho, C., Rodrigues, F., & Moreira, A. (2021). Digital literacy in early childhood education: A systematic review. Education and Information Technologies, 26(5), 6067–6086. https://doi.org/10.1007/s10639-021-10552-6

Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. https://doi.org/10.18637/jss.v036.i03

Weng, X., Chiu, T. K. F., & Mok, I. A. C. (2023). Catering student interest and self-efficacy through differentiated technology-enhanced learning. Education and Information Technologies, 28(1), 281–300. https://doi.org/10.1007/s10639-022-11140-0

Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australasian Journal of Early Childhood, 36(2), 4–12. https://doi.org/10.1177/183693911103600202

Zhang, L., & Liu, J. (2024). Effects of AI-enhanced digital storytelling on young children's creativity and literacy development: A randomized controlled trial. Computers & Education, 205, Article 104886. https://doi.org/10.1016/j.compedu.2023.104886

Zhao, Y., Watterston, J., & Zhao, Y. (2022). The changes we need: Education post COVID-19. Journal of Research in Childhood Education, 36(3), 412–428. https://doi.org/10.1007/s10833-021-09417-3