The impact of mobile application features on children’s language and literacy learning: a systematic review

Mobile touchscreen applications present new opportunities for children’s language learning. This systematic review synthesizes the evidence on impact of features mobile Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of 1,081 screened, identified, which examined four applications: inbuilt narration, real-time conversation prompts, augmented reality (AR), and hotspots. Inbuilt narration had a positive story comprehension word learning compared reading alone but not shared an adult. Real-time prompts improved quality quantity adult-child talk, AR supported ostensibly via increased motivation. No was found text-relevant Limitations existing literature are discussed, strong case is made further research in area, particularly that builds theory qualitative research.