See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/377659648

Design And Implementation Of An Edutainment Games Application For

Kindergarten Kids Learning

Article in IOSR Journal of Computer Engineering · January 2024

DOI: 10.9790/0661-2601020110

CITATIONS READS

0 66

2 authors:

Ogbu N Henry Joseph Igwe

20 PUBLICATIONS 159 CITATIONS

Ebonyi State University
9 PUBLICATIONS 6 CITATIONS
SEE PROFILE
SEE PROFILE

All content following this page was uploaded by Joseph Igwe on 24 January 2024.

The user has requested enhancement of the downloaded file.

IOSR Journal of Computer Engineering (IOSR-JCE)
e-ISSN: 2278-0661,p-ISSN: 2278-8727, Volume 26, Issue 1, Ser. 2 (Jan. – Feb. 2024), PP 01-10
www.iosrjournals.org

Design And Implementation Of An Edutainment Games

Application For Kindergarten Kids Learning
1
ori,S.E.,2igwe,J.S., 3ituma C., 4 Ogbu, H.N.
1,
Ict Department, David Umahi Federal University Of Health Sciences, Uburu–Nigeria.
2,3,4
Department Of Computer Science, Ebonyi State University, Abakaliki–Nigeria.

Abstract
Edutainment is a worldwide known concept, adopted by many countries for its educational uses and
studied in various forms, unfortunately less explored in the teaching learning space due to other priorities
regarding education. The lack of case studies related to this concept in the educational space brings the
opportunity to adapt the concept to the needs of preschoolers and teachers. Technology became a part of
everyday life and its usage should be oriented to the benefit of the next generations. The situation of
kindergartens having difficulties in counting numbers and pronouncing letters on their own, less excitement
while learning in class via the traditional method of teaching, lack of motivation to learn on their own, and the
boredom that comes with the traditional way of teaching, led to this research. This research is on design and
implementation of an edutainment games application for kindergartens that enable them to effectively learn
alphabets and numbers by producing the sound of each of them when clicked, acquaint themselves with various
animals and the sound they make, know the names of various fruits and vegetables by a click. It also enable
kids learn popular nursery school rhymes in both English and Igbo languages by just a click. The methodology
adopted is Object Oriented Analysis and Design (OOADM). Multiple Regression Algorithm was utilized for
the analysis The application was developed in two versions; mobile application installed in android version
5.0 and web- based application that was deployed via XAMPP that provided cross-platform for utilizing tools
such as MySQL, PhP, Java script and CSS(Cascading Style Sheet) that enhanced interactivity and dynamism
in the web app.
Keywords: Edutainment, education Game, Mobile application, E-Learning, Game base learning, kindergarten
---------------------------------------------------------------------------------------------------------------------------------------
Date of Submission: 05-01-2024 Date of Acceptance: 15-01-2024
---------------------------------------------------------------------------------------------------------------------------------------

I. INTRODUCTION
The need for an upgrade in the educational approaches has been raised in the recent times. The
advancement of technology has opened new horizons for the future work context. The trend of digitalization in
every aspect of our life is increasing evidently each day. The requirement for digital citizens forces the need for
developing digital skills in the young African Union citizens. The use of technology in the teaching process raises
many debates from the perspective of replacing teachers by teacher-bots, based on the advances in Artificial
Intelligence[1] [2]. Educational system has faced several reforms along the last twenty-eight years
regarding curriculum, and redefining the ideal of education according to the EU requirements. It is organized
in three stages: preschool stage (children aged 3 to 6), school stage, children aged 6/7 to 18-primary, secondary and
high school) and university stage. [3]. Our research in developing edutainment applications for preschoolers has the
main goal of introducing digital competences elements to young children by providing digital tools that support,
but not replace, the kindergarten teachers’ activities. We need to mention that developing edutainment
applications for preschoolers is considered a support tool in regular activities. Statistics show that the role of
kindergarten teachers is a complex one and it has a small probability of being replaced by computers [4].
As such, education experts have become the key for building fundamental digital skills in young
children. Educators themselves need to integrate technology as a teaching/learning tool in their activities. The
digital resources must be appropriate for teachers’ tasks and for children’s age. Nowadays, different solutions of
teaching using technology are used depending on the children’s age. However, when the learners are preschoolers
(aged 3-6 years in Nigeria) supplementary constraints on the design of edutainment applications occur. These
constraints are determined by children’s age and capabilities limitations. One of the proposed approaches in
designing interactive applications that fit the educational requirements is to actively involve teachers in the design
of these products. For edutainment applications for preschoolers, the kindergarten teachers are the most
appropriate design partners, as they master the content children should learn, and, at the same time, they know
their preferences and limitations. Children also play a role in the design of technology, but they cannot always be
involved due to their early age and the educational role of the final products. In this paper, we describe the
DOI: 10.9790/0661-2601020110 www.iosrjournals.org 1 | Page
 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

approach we have used for designing edutainment applications for preschoolers. The paper begins with a brief
introduction to the challenges in introducing technology into the teaching process of preschoolers, followed by a
description of how edutainment can support this activity by including kindergarten teachers as co-designers.
Thus, the need to have digital skills formed from early ages, preschool stage, even earlier [3]. In [5], it started
with preparing teachers, giving them the possibility to participate to special courses in order to achieve certain digital
competencies, promoting e-learning, continued with introducing computers, useful devices and internet in schools in
order to provide resources to improve, ease and increase the benefits of education, it continued with preparing children,
an ongoing process that needs a special attention. Using technology in teaching and teaching children how to learn using
it seems to be the challenge of the 21st century in Nigeria.
Preschool stage, kindergarten time is dominated by discovering the world through games and playing.
This stage is the proper start in making acquaintance with using devices in a joyful and pleasant way. It include
making a transition from listening to a song or a story to pressing a button to listen to them, to interact according to
rules and pay attention to the process of interacting. This brought the idea of building applications to serve the teaching
environment as well as the learning process and cover the entertainment side of the process [6]. As Techopedia states,
Edutainment is a portmanteau of the words education and entertainment that refers to technologies and software
products which combine education with entertainment in some way. In the digital age, many of these products and
technologies seek to make education more attractive to young people and students, Edutainment technology comes in
many forms. A streaming video platform or a prepackaged learning product can be categorized as edutainment if it has
both entertainment and educational value. Edutainment is very much an issue in developing modern digital and
hybrid curriculum for the classroom, and for supplementary educational use. [7] Recent studies and research show
a great interest in involving several institutions in the process of developing digital teaching-learning materials, as a
partnership between university and school, with students building lessons for a computing school and visible results in
classroom. In the next section, the introduction of edutainment applications in kindergarten will be described from the
perspective of a process providing content, co-design and actual teaching based on them.[8]

II. PREVIOUS RELATED WORKS

Introducing technology in the learning activities involves a mix between entertainment and educational
content, to be acceptable. Edutainment applications provide both characteristics, being interactive applications
that promote fun while providing educational content. The use of edutainment for preschoolers’ activity seems
an appropriate solution to help them build their fundamental digital skills and to support the development of an
appropriate attitude towards technology. Children should be made to be aware of the fact that we are using
technology not only for fun, but also to learn new things or to create new things. This way, children get support
in understanding technology as a tool for achieving goals it must accomplish. That is, being educative but also
fun at the same time. The final users of the edutainment applications are preschoolers (aged 3-6 years). This age
bracket cannot read, write, focus for long period, and desire rewards for accomplishing tasks. Deep understanding
of what fun means for preschoolers and what are the goals and means of education at this age is highly needed.
Therefore, the participation of kindergarten teachers in the design process is the appropriate method to ensure an
appropriate solution. [9].
While the need of schools, students, educators and parents for apps that take advantage of the latest
mobile and touch screen technology is high, the majority of educational apps that are available in popular stores
such as Google Play and Apple’s App Store (both free and fee-based), have no guarantee of educational
value.[10].
In the United States, a report from the New America Foundation and the Joan Ganz Cooney Center at
Sesame Workshop characterizes the current state of the 'educational' app Sustainability market aimed at young
children as a 'Digital Wild West1, suggesting that parents should be wary of those claims. [11].
For parents and educators, choosing an appropriate educational application is a great challenge. The issue
of what constitutes an educational app is therefore strikingly complex, since it implies the consideration of
various scientific aspects. Thus, sometimes it is easier to identify what constitutes a lack of quality. For
instance, [12] reported that the presence of ads, including pop-tips and pop-unders, poor or inadequate design, and
non-functional elements are disruptive to the educational process, while privacy violation issues, etc. further diminish
the value of an app. [12]
[13] state that researchers who aim at proposing a conceptual framework for mobile learning applications
face many of the same challenges as those researching educational software used for desktop computers. To
highlight that, [14] describe the current app market as the 'first wave of application development', in which already-
existing non-digital material is being converted into a digital format. Indeed, most of them are found to be
reproductions of their print-based counterparts of simple, enjoyable activities offering just passive learning
experiences, even though apps with educational value should focus primarily on promoting education, and
not just being entertaining. [15]
[16] analyzed the best children's educational apps by evaluating the 100 educational apps available for

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 2 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

the iPad and iPhone devices (200 apps in total). They found that more than 80% of top-selling paid apps in the
Education category target children, 72% of which are designed for preschool-aged children. The study also
revealed that developers' target audience was primarily parents seeking to cultivate a creative environment at
home for their children. For anyone that is not a mobile educational technology expert, finding high -quality
and appropriate educational apps requires a great deal of time, effort, and luck because this procedure is not only
hampered by both the sheer volume available in the stores and the inconvenient digital store user interface, but
also by factors such as the lack of description, the misleading scoring system, the subjective user comments,
ineffective and unworkable search algorithms.[17].
[12]. noted that a simple search in the Apple App Store using the terms ‘A, B, C ’ or 'Alphabet' returned
approximately 279 to 286 results. Indeed, the world's two major smart device app stores do not provide the users
with a user-friendly interface in which navigation is easy and reliable. Moreover, the information included on the
principles followed and the methodology used by the development team is often not sufficient for successful
decision-making. Although one might argue that information about apps is available in digital stores. This
information cannot be used as a general criterion for evaluating the educational value. In fact, this content often
comes from the app's creator, and therefore cannot be considered as accurate or reliable. [18]
In addition, there are very few tools for evaluating applications. Although there may be assessment
tools in the form of rubrics and checklists developed by researchers at universities, parents and teachers either ignore
their existence or find it difficult to use and interpret the results [12]. Researchers such as [14] and [19] also emphasize
the fierce competition in the app market.
[19] states that developing an application is a costly endeavor; the average cost ranges from 10.UOO to
70,000 USD. At the same time, the average fee is about 3 USD, while most Android and Apple apps are available for
free download. [19]
Given that the app market is highly competitive with dozens of new products introduced every week,
commercial success is not just a result of their quality; it is also a matter of luck. In fact, success relates closely to
the number of users who have chosen any given app from a plethora of similar products. Therefore, rapid growth in
production and sale is a survival bet for most of the developers that may be a possible explanation about the
phenomenon that lots of children's apps offer the same content with a slightly modified design, resulting into lack
of effectiveness in academic terms while choosing among the most popular educational apps. [14]
user reviews, star ratings, or the number of installations is often misleading for parents and teachers, who
make a choice based solely on the aforementioned subjective and therefore unreliable criteria. [20]
The low quality of the majority of educational apps targeting preschool -aged children highlights the
need for a tool to help parents and educators to evaluate the self-proclaimed educational apps for their real
value.[10]
The results collected during our review reinforced the importance of evaluation tools for
educational apps. The study found 11 articles describing two different assessment approaches. Six studies
present a rubric and five studies present a checklist. Additionally, the study also identified seven
nonscientific-based tools. Four web sources present a rubric and three sources present a checklist. [10]
In conclusion, the digital market is full of apps that are promoted as educational, but they have little
or no pedagogical value because they are often made with limited input from educators or developmental
specialists. Moreover, the majority of the tools presented in the relevant literature are not available for the
parents, caregivers, and educators of young children, as they are stored in copyrighted digital repositories and
databases. However, even if they were available, several questions arise in terms of their appropriateness, the
time needed to complete an evaluation, etc. On the other hand, the freely available tools are considered as
outdated and not appropriate in terms of their depth and scientific evidence.
Being an integrated instrument for complementary education, serious games play an important role
in the learning process and help students concentrate on the given subject. Perceived usefulness, ease of
use and clear goals are benchmarks for satisfaction and effectiveness of serious games. When learners
clearly understand the goals and easily use the game controls, they are willing to focus on the actual content.
[21] latest research in the field of serious games shows that there are specific factors, which
influence the learning process - production, realism, artificial intelligence and adaptability, interaction,
feedback and debriefing. Production describes the final product of serious games. Realism is the degree to
which serious games meet users' expectations. Artificial intelligence and adaptability include any
algorithms that improve user experience by meeting individual needs, Interaction in a serious game includes
communication of the user with the game, other users or the teacher. Feedback and debriefing are means to
evaluate and analyze the in-game experience and content. Designers of serious games should consider all
these factors and integrate them in their games, to bring the best experience and maximum results to the
learners [22]. Serious games can be used to effectively increase cognitive abilities and improve the
result of education. They help learners reach their academic goals and encourage their participation in
learning activities. Education that is based on games has been proved effective in social and cultural training,

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 3 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

due to their cognitive and motivational effects [23]. To that moment, there is no unified classification of
serious games, but the following major categories have been identified - Game-based learning, Gamification
of learning, Organizational-dynamic games, Simulation games and Edutainment. Game-based learning uses
video and electronic games for education.
The main purpose of these games is to combine the realization of learning goals and
entertainment, offered to the player. Gamification of learning integrates game elements and techniques in
the e-learning process. This is an educational approach for motivating students to gain knowledge in an
interesting way. Its main goal is to increase the satisfaction and involvement of the learners, by capturing
their interest and inspiring them to keep studying the given resources. The actual game elements and
techniques, used in the e-learning process are borrowed from existing board and/or computer games. One
such element is the plot - in electronic games, players go through a predefined series of events, and in e -
learning, students follow a plan set by the teacher [24].
Despite the increased popularity of Game Based Learning(GBL), there is a lack of empirical evidence to
support its validity. Addressing concerns [25] undertook an extensive systematic literature review of empirical
evidence about the positive impacts and outcomes of computer games and GBL with respect to learning
and engagement. It examined papers published between January 2004 and February 2009 which reflected
"die growing interest during that time in the use of digital games for learning and behavior change. The
papers identified were very diverse with respect to the phenomena researched, the purpose of the studies,
the underlying theoretical models and methodological approaches adopted. A key aim of Connolly's review was
to develop a workable framework for categorizing digital games and their outcomes. A multi-component analysis
of games and their outcomes was advocated distinguishing games in terms of game genre, i.e. the kind of games
and associated game mechanics such as whether the games were role playing, strategy games, adventure
games, simulations; the platform used or method of delivery such as computer game, video console, mobile,
online; and the subject discipline or curricular areas that the game addressed. The outcomes and impacts of
playing games also differed primarily with respect to the learning and behavioral outcomes of the games.
This literature review pointed out the lack of reliable and easy-to-use evaluation tools and
highlighted the need for a new, improved one to help everyone who is interested to choose apps with increased
educational value. That tool must be easy to use, reliable, short enough, and able to be used as more than a
general guideline.

III. HOW THE SYSTEM WORKS

Various classes of Comprehensive School of Management and Technology (CSMT) Nursery and Primary
School, Abakaliki, were visited during this study. where some class teachers and some parents were interviewed and
some teachers lesson plans and note were also spotted. CSMT was characterized with a combination of manual
style of teaching Mathematics and English, that is writing on the white marker board and a display of
print materials for the kids to see and a television where some recorded nursery school rhythms will be
singing on display through a CD plate with the help of a DVD player. The short comings of the existing
system includes: Inability of kids to learn on their own without the help of the teacher or parents, Teaching
materials are less exciting and attractive hence kids become bored, Kids often dirty their uniforms with crayons
and pencil, Does not permit kids to gain interaction with a click of numbers, alphabets, animals, fruits and
rhythms.
Object Oriented Analysis and Design Methodology (OOADM) was adopted for the software
development process. Unified Modeling Language (UML) diagrams, such as Use Case Diagrams, Activity
Diagrams, Sequence Diagrams were used for analysis and design of the system. This aids in visualizing software
applications using variety of diagrams. Use Case diagrams serve to visually represent the system’s primary actors,
roles, actions, artifacts or classes. Some of the modules in these diagrams would be broken down to provide
further details and information about the workings of the new system. The Use Case and Activity diagrams will
be used for the behavioral UML diagrams while the block diagram will be used for the structural purposes. The
Use case diagram shows the key actors in the new system and the function they perform. Figure 1 illustrates the
Edutainment Games Application Use Case Diagram. The system has two users which are teachers/parent and the
student. Both of the them interacts with the system in different ways. In the 6 cases at the right hand, only the
teacher/parents can interact with the system while in the 9 cases at the left hand side, the kid can interact with the
system.

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 4 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

Figure 1. Use Case Diagram for the Edutainment Games Application for Kindergarten

On the Activity Diagram in Figure 2, the kids will performs the above tasks of learning the alphabets,
numbers counting, view various fruits and vegetables and know their names, run through arithmetic operator
(addition, subtraction, multiplication and others), play games , answer multiple choice question and learn rhymes
in English and Igbo languages.

Figure 3 is the Activity Diagram of the parent/teacher. They will start the application, register the kid
for login details, supervise the kids through the learning process, contact the developer for any complaint or other
details of interest and exit the application

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 5 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

IV. SYSTEM DESIGN, RESULT AND DISCUSSION

The main menu provides links and buttons for accessing modules within the system. Design of the main
menu emphasized the action buttons, links that perform description at various stage and process and the color
scheme. The arrangement, placement, structure, operation and performance of all input in the developed system
were so specified so as to capture data at any point in time. There are three main inputs to the system, registration/sign
up input, Login input and the contact us input. The system user is expected to register as a new user wherein he/ she
will enter some of their personal details to gain access to the variety resources and services offered by the system. In
the Login Input, one will provide enter his/her email as username and his chosen password. Output specification entails
the result from a given input to the system, or information obtained from processing of data which has been fed into the
computer. From the developed system the output comes with sound of the object been clicked on. The database of the
system describes an organized collection of data and its specification refers to the explicit requirements to be satisfied by
the system database.
The system can run either as an android based APP or web-based. The application requires an android phone with a
version of 5.0 and above or a computer system. It has a characteristic of mobility, autonomy, collaborative behavior and
adaptability that makes it to use less space in its environment. The internal memory size of 2GB is enough to execute the mobile
App version. The Random access memory (RAM) should be at least 1GB with Hard Disk Drive of at least 50GB should
enable smooth running of the web version.
The user interface of any application is one of the most important aspects of the application because it is the
part of the application that the users interact with. Figure 4 is the main menu design with its various input and buttons.

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 6 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

Welcome To
EDUTAINMENT GAMES
APPLICATION FOR KINDERGARTEN
KIDS

IMAGE
REGISTER LOGIN USER

LEARN TIMES VIDEOS

-- TABLE
ALPHABETS --
--NUMBERS PUZZLE CONTAC
--FRUITS -GAMES T US
-- -
MULTIPLE
GIVE YOUR CHILD PROFSSIONAL BASIC
EDUCATION

Figure 4: Main Menu Design

The inputs as they relate to form for entry text that will enable one get access to variety of learning tools the
system offers are admin login, user login, registration and contact us. Admin Form Login Input is illustrated in Figure
5.

Admin Login

User Name:

Password:

Submit

Figure 5: Admin Login

The input form was implemented using the software user interface that can allow the specified data
types to key into the computer for processing. Each module was implemented to be user friendly. Figure 6
and 7 are the Home Page and Sign Up Page Implementation Screenshots respectively.

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 7 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

Figure 6: Home Page

Figure 7: Sign Up page

The Alphabets and Numbers Display Pages are presented in Figure 8 and 9 respectively.

Figure 8: Page to Learn Alphabets

Figure 9: Page where kids can learn Numbers

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 8 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

Figure 10: page for viewing and learning different fruits

Figure 11: Page to learn different kinds of animals and they sounds they make.

Figure 12: page where kids learn popular nursery rhythms

VIII.CONCLUSION AND RECOMMENDATION

Conclusion
E-Learning applications are considerably expanding the reach of current schools, both by providing learners
enrolled with a broader choice of educational materials and by providing learning opportunities to individuals. This
paper shows the innovativeness of Kindergarten edutainment application that benefits the users.
For the kids, the system could bring a new way and experience of learning when playing the games application
using mobile phone, for interaction with play-based concepts which will help developers and researchers to make
education games suitable for kids. While for the parents, having this product for their kids could help both of them
to enjoy the concept of play to learn together at home. In fact, the system also has the potential as a teaching tool for
the teachers to teach their students and create a new way of interactive learning at school. In addition, the system
has its own special features emphasizing educational value through its applications, where it focuses on fostering
learning in key areas such as creative problem solving, languages and mathematics. It is hoped that this innovation
would advance and promote further research in the Edutainment Game Application.

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 9 | Page

 Design And Implementation Of An Edutainment Games Application For Kindergarten Kids Learning

Recommendations for Further Research

There is still no scientific evaluation process in this work. Therefore, the next steps for this work are
to evaluate the performance improvement of the games. Gamification of the application must be evaluated
so it is suitable for the kids. Comparison between the acceptance of the usage of play-beyond the screen concept
and without it can be evaluated in the future.

REFERENCES
[1]. Popenici S.A.D., Kerr S. 2017. Exploring The Impact Of Artificial Intelligence On Teaching And Learning In Higher Education Res.
Pract. Technol. Enhanc. Learn. (Rptel), 12 (22) (2017), Pp. 1-13
[2]. Chatterjee S., Bhattacharjee K.K. 2020. Adoption Of Artificial Intelligence In Higher Education: A Quantitative Analysis Using
Structural Equation Modelling, Forthcoming In Education And Information Technologies (2020);
[3]. Moldovan, A., Guran, A. M., &Cojocar, G. S. (2019). Developing Edutainmentfor Romanian Preschoolers. International Journal Of
User-System Interaction, 12(2), 120-132.
[4]. Benedikt, F.K., Osborne,M.A.2017. The Futureof Employment: How Susceptible Are Jobs Tocomputerisation? Technological
Forecasting And Social Change 114(C): 254–280
[5]. Omopariola Et Al (2023) Design And Implementation Of Edutainment Games Application For Kindergarten Kids.Open Journal For
Information Technology, 2023, 6(1), 7-32.
[6]. Piaget, J., (2017). Comments On Vygotsky’s Critical Remarks Concerning The Language And Thought Of The Child, And
Judgement And Reasoning In The Child. The Massachusetts Institute Of Technology,1-14.
[7]. Rapeepisarn, K., Wong, K., W., Fung C., C., Depickere, A. (2019). Similarities And
Differences Between “Learn Through Play” And Edutainment, Https://Pdfs.Semanticscholar.Org/F92a/Aa7f6d54d2ca98b6f64122f
89d0beb6fd1
[8]. Kharuffa,A.(2019). Exploring E-Monitoring: Co-Designing And Un-Platforming, Behavior &Information Technology, Volume 38,
2019-Issue 11
[9]. Montemayor J., Druin, A., Chipman, G., Farber, A. And Guha, M. L .2018. Tools For Children To Create Physical Interactive Story
Rooms, Computers In Entertainment (Cie), Vol. 2, No. 1, Pp. 12–35, 2018
[10]. Dorouka, P., Papadakis, S., &Kalogiannakis, M. (2020). Tablets & Apps For Promoting Robotics, Mathematics, Stem Education And
Literacy In Early Childhood Education. Int. J. Mob. Learn. Organ., 14, 255-274.
[11]. Vaiopoulou, J., Papadakis, S., Sifaki, E., Stamovlasis, D., Kalogiannakis, M. (2020). Parents’ Perceptions Of Educational Apps Use
For Kindergarten Children: Development Andvalidation Of A New Instrument (Peau-P) And Exploration Of Parents’ Profiles.
Behave. Sci., 11, 82. Https://Doi.Org/10.3390/Bs11060082
[12]. Martens, M., Rinnert, G. C., & Andersen, C. (2018). Child-Centered Design: Developing An Inclusive Letter Writing App. Front.
Psychol., 9, 2277.
[13]. Kucirkova, N., Messer, D., Sheehy, K., & Panadero, C. F. (2014). Children's Engagement With Educational Ipad Apps: Insights
From A Spanish Classroom. Computers & Education, 71, 175-184.
[14]. Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education In “Educational”
Apps: Lessons From The Science Of Learning. Psychological Science In The Public Interest, 16(1), 3-34.
[15]. Kalogiannakis, M.(2020). Teaching Magnetism To Preschool Children: The Effectiveness Of Picture Story Reading. Early Child.
Education.
[16]. Shuler, C., Levine, Z., & Ree, J. (2012). Ilearn Ii: An Analysis Of The Education Category Of Apple’s App
Store. Joan Ganz Cooney Center.Retrieved 28 December 2016, From Http://Www.Joanganzcooneycenter.Org/Reports-33.Html.
[17]. Stamovlasis,D.(2020). Parents’ Perceptions Of Educational Apps Use For Kindergarten Children Development And Validation Of
A New Instrument (Peau-P) And Exploration Of Parents’ Profiles. Behav. Sci., 11, 82. Https://Doi.Org/10.3390/Bs11060082
[18]. Larkin, H., & Richardson, B. (2013). Creating High Challenge/High Support Academic Environments Through Constructive
Alignment: Student Outcomes. Teaching In Higher Education, 18(2), 192-204.
[19]. Kucirkova, N., &Falloon, G. (Eds.) (2016). Apps, Technology And Younger Learners: International Evidence For Teaching. Taylor
& Francis.
[20]. Flewitt, R. (2014). Early Literacy Learning In The Contemporary Age. Open University Press.
[21]. Raju, P. K. (2017). Let Them Play: The Impact Of Mechanics And Dynamics Of A Serious Game On Student Perceptions Of Learning
Engagement, Ieee Transactions On Learning Technologies, 10(4), 514-525.
[22]. Cheng, M.-T., Lin, Y.-W., She, H.-C., &Kuo, P.-C. (2017). Is Immersion Of Any Value? Whether, And To What Extent, Game
Immersion Experience During Serious Gaming Affects Science Learning. British Journal Of Educational Technology, 48(2), 246-
263.
[23]. Wouters, P., & Van Oostendorp, H. (2013). A Meta-Analytic Review Of The Role Of Instructional Support In Game-Based Learning.
Computers & Education, 60(1), 412-425.
[24]. Gachkova,M.,&Somova, E. (2018). Gamification Approaches In E-Learning. Plovdivuniversity, Bulgaria.
[25]. Connolly, T. C., Boyle, E. A., Hainey, T. Mcarthur, E. & Boyle, J. M. (2012). A Systematic Literature Review Of Empirical Evidence
On Computer Games And Serious Games. Computers & Education, 59, 661 – 686.

DOI: 10.9790/0661-2601020110 www.iosrjournals.org 10 | Page

View publication stats