Overall scores were low across all Pillars. We developed a coding scheme in which each app earned a value of 0–3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. We analyzed 100 children’s educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.’s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps.
Experts have expressed concerns about the lack of evidence demonstrating that children’s “educational” applications (apps) have educational value.
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