Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

Hori, Rikito; Fujii, Makoto; Toguchi, Takaaki; Wong, Steven; Endo, Masayuki

doi:https://doi.org/10.1007/s10643-024-01653-5

Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

Hori, Rikito; Fujii, Makoto; Toguchi, Takaaki et al.

Early Childhood Education Journal, 2024, 53(5), 1851-1862

Number of Access:415（2025-08-28 01:17 Counts）

Identifier to cite or link to this item: https://hdl.handle.net/11094/95730

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Title	Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children
Creator	CreatorName Hori, Rikito
	NRID 1000010803760 1000010803760 ORCID 0000-0003-4436-7456 0000-0003-4436-7456 researchmap permalink m-fujii m-fujii Scopus Author ID 55738467300 55738467300 CreatorName Fujii, Makoto
	CreatorName Toguchi, Takaaki
	CreatorName Wong, Steven
	NRID 1000030644794 1000030644794 researchmap permalink CHOP CHOP Scopus Author ID 35182871900 35182871900 CreatorName Endo, Masayuki
Subject	Early childhood education
	English as a foreign language
	Innovative teaching methods
	Interactive educational materials
	Intrinsic motivation
	Multimedia
Description	The version of record of this article, first published in Early Childhood Education Journal, is available online at Publisher’s website: https://doi.org/10.1007/s10643-024-01653-5.
Abstract	There is a lack of research evaluating the effects of digital textbooks and digital apps on learning for early elementary school learners. Therefore, this study conducted a randomized controlled trial to evaluate how an iPad application for learning English as a foreign language impacted children’s grammar understanding, satisfaction, persistence, and confidence compared to a digital textbook. A total of 119 Japanese first- and second-graders participated in the study. They were randomly divided into groups studying English using “digital books” or “applications” over five days. Pre- and post-intervention tests and questionnaires were used to measure their understanding of the study content, satisfaction, persistence, and confidence in English. Application-based learning was more effective than digital books in terms of grammar comprehension and was significantly better for satisfaction and persistence. The results suggested the use of specific criteria for selecting multimedia learning materials, including a high degree of learner control, autonomy to manipulate the learning environment, feedback on learning activities, and guaranteed interactions with the learning materials.
Publisher	Springer Science and Business Media B.V.
Source Title	Early Childhood Education Journal
Volume (Issue)	53(5)
Page	1851-1862
Date of Issued	2024-04-15
Language	English
Handle URL	https://hdl.handle.net/11094/95730
PISSN	10823301
eISSN	15731707
Relation.isIdenticalTo	DOI (Publisher Version) https://doi.org/10.1007/s10643-024-01653-5
Access Rights	open access
CopyRight	This article is licensed under a Creative Commons Attribution 4.0 International License.
oaire:version	Version of Record
Category	学術雑誌論文 Journal Article

Resource Type	journal article
Local Type	Journal Article
DCMI Type	Text
DCTERMS.bibliographicCitation	Early Childhood Education Journal. 2024, 53(5), p. 1851-1862
DC.title	Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children
DC.creator	Hori, Rikito
	Fujii, Makoto
	Toguchi, Takaaki
	Wong, Steven
	Endo, Masayuki
DC.publisher	Springer Science and Business Media B.V.
DC.language' scheme='DCTERMS.RFC1766	English
DC.type' scheme='DCTERMS.DCMIType	Text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2024-04-15
DC.identifier	https://doi.org/10.1007/s10643-024-01653-5
DC.subject	Early childhood education
	English as a foreign language
	Innovative teaching methods
	Interactive educational materials
	Intrinsic motivation
	Multimedia
DC.description	The version of record of this article, first published in Early Childhood Education Journal, is available online at Publisher’s website: https://doi.org/10.1007/s10643-024-01653-5.
DCTERMS.abstract	There is a lack of research evaluating the effects of digital textbooks and digital apps on learning for early elementary school learners. Therefore, this study conducted a randomized controlled trial to evaluate how an iPad application for learning English as a foreign language impacted children’s grammar understanding, satisfaction, persistence, and confidence compared to a digital textbook. A total of 119 Japanese first- and second-graders participated in the study. They were randomly divided into groups studying English using “digital books” or “applications” over five days. Pre- and post-intervention tests and questionnaires were used to measure their understanding of the study content, satisfaction, persistence, and confidence in English. Application-based learning was more effective than digital books in terms of grammar comprehension and was significantly better for satisfaction and persistence. The results suggested the use of specific criteria for selecting multimedia learning materials, including a high degree of learner control, autonomy to manipulate the learning environment, feedback on learning activities, and guaranteed interactions with the learning materials.
DC.rights	This article is licensed under a Creative Commons Attribution 4.0 International License.
DC.format	95730
citation_title	Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children
citation_author	Hori, Rikito
	Fujii, Makoto
	Toguchi, Takaaki
	Wong, Steven
	Endo, Masayuki
citation_publisher	Springer Science and Business Media B.V.
citation_language	English
citation_date	2024-04-15
citation_journal_title	Early Childhood Education Journal
citation_volume	53
citation_issue	5
citation_firstpage	1851
citation_lastpage	1862
citation_doi	https://doi.org/10.1007/s10643-024-01653-5
citation_public_url	https://hdl.handle.net/11094/95730

Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

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