Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis

Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, successful maths apps are. The current study developed a new, open-access, three-step framework for assessing educational value apps, comprised type app, mathematical content app design features. When applied to selection available previously evaluated with children in first 3 years school (the final sample included 23 apps), results showed that practice-based were most common tested (n = 15). Basic number skills, such as representation relationships, area mathematics targeted by 21). A follow-up qualitative comparative analysis observed outcomes enhanced when combined following: scaffolded personalised journey (programmatic levelling) explanations why answers right wrong (explanatory feedback), well praise, ‘Great job!’ (motivational feedback). This novel stresses significance feedback levelling features teaching practitioners other stakeholders should consider deciding which use young children. Directions future research discussed. Practitioner notes What is already known about this topic have been shown support attainment school. Several existing frameworks attempted assess some these apps. Emerging experimental also demonstrates benefits specific features, including levelling. paper adds Practice-based These mostly focused on basic skills. explanatory motivational feedback, programmatic (either dynamic static), was necessary condition enhancing Implications practice policy inclusion be considered developers designing parents Further consideration needed development include broad range