| Alshaiji (2015) 10
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Saudi Kids, female, from an preschool |
n= 60 Age (yr) = 5-6 (SD = n.a.) |
Exp = Play a video game 3/wk x 8 wk (n=30) Exp = OI: Traditional methods of learning English (n = 30) |
Cognitive development (English vocabulary- VVT Posttests range 0-30 Follow-up = 8 weeks |
| Barnett et al. (2015) 30
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Students, male and female, from an elementary school |
n= 59 Age (yr) =4-8 (SD=0,95) |
Exp = Play an active video game 1/wk x 6 wk (n=25) Con = no treatment (n = 34) |
Motor development TGMD-2 OCS Posttests range 0-48 Follow-up = 6 weeks |
| Connor et al. (2019)5353. Connor CM, Day SL, Zargar E, Wood TS, Taylor KS, Jones MR, et al. Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book. Comput Educ. 2019;128:284-311.
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Students, male and female, from an elementary school in Arizona in the US |
n= 603 Age (yr) =8-10 (SD= n.a.) |
Exp= Word-Knowledge e-Book condition- reading alone (No book club)- 3/wk x 3 weeks (n=200) Exp = OI: Word-Knowledge e-Book condition- reading alone and meeting with their book club (book club) - 3/wk x 3 weeks (n=191) Con= no treatment (n=212) |
Language development Word knowledge Posttests range 0-15 Follow-up = 3 weeks |
| Ebrahimzadeh (2017) 77. Ebrahimzadeh M. Readers, Players, and Watchers: EFL Students Vocabulary Acquisition through Digital Video Games. Canadian Center of Science and Education Internet . 2017; 10: 1-18.
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Iranian, junior and senior high school, male students |
n = 190 Age (yr) =12-18 (SD = n.a.) |
Exp 1= Players’ treatment- 1/wk x 5 wk (n = 57) Exp 2= OI: Readers’ treatment 1/wk x 5 wk (n=62) Exp 3= OI: Watchers’ treatment- 1/wk x 5 wk (n = 71) |
Language development (vocabulary) Posttests range 0-3 Follow-up = 5 weeks |
| Hallstedt & Ghaderi (2018) 3232. Hallstedt H, Ghaderi Tka. Short and Long-Term Effects of a Mathematics Tablet Intervention for Low Performing Second Graders. Journal of Educational Psychology Internet . 2018; 110:1127-48.
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Second graders spread in 27 schools in two small cities of Sweden, male and female |
n= 281 Age (yr) = 8,3 (SD= 0,6) |
Exp 1= Math + Working Memory Training 30 min 5/wk x 19,1 wk (n=76) Exp 2= OI: Math Training 20min 5/wk x 20,1wk (n=75) Exp 3= Placebo 30 min 5/wk x 20,2wk (n=78) Con= No intervention (n=52) |
Cognitive development GRID, the test was based on the Automated Working Memory Assessment Posttests range: an Follow-up = 6 and 12 months |
| Johnson et al. (2016) 2424. Johnson TM, Ridgers ND, Hulteen RM, Mellecker RM, Barnett, M L. Does playing a sports active video game improve young children's ball skill competence? Journal of Science and Medicine in Sport Internet . 2016; 19:432-6.
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Students, male and female, from an elementary school |
n=36 Age (yr) =6-10 (SD= 1,3) |
Exp = Play an active educational video game 1/wk x 6 wk (n=19) Con = no treatment (n = 17) |
Motor development TGMD3-OCS Posttests range 0-100 Follow-up = 6 weeks |
| Kaman & Ertem (2018) 12
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4th grade students in the Kaman county center |
n=30 Age (yr) = n.a. |
Exp= Read digital texts. 1/wk x 14wk (n = 15) Con= Read the texts in print. 1/wk x 14wk (n = 15) |
Language development Number of Error in Reading Posttests range:0-50 Follow-up: 14 weeks |
| Klop et al. (2018) 3333. Klop D, Marais L, Msindwana A, De Wet F. Learning new words from an interactive electronic storybook intervention. S Afr J Commun Disord. 2018;65(1):e1-e8.
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1st-grade students in the Eastern Cape. |
n=65 Age (yr) 6 - 8 (SD = n.a.) |
Exp= E-book intervention - 20 min 3/wk x 2wk (n = 33) Con= No intervention (n = 32) |
Language development Receptive vocabulary knowledge task Posttests range: 0-15 points. Follow-up: 8 weeks |
| Lin (2016) 1111. Lin C-C. Learning English with electronic textbooks on tablet PCs. Interactive Learning Environments Internet . 2016; (1744-5191).
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Adolescents, male and female, 11th graders from a public senior high school in northern Taiwan. |
n=94 Age (yr) = n.a. |
Exp= mobile group 50 min 5/wk (n = 52) Exp= OI: paper group 50 min 5/wk (n = 42) |
Language development Reading proficiency tests Posttests range: 0 - 45 Follow-up: 5 weeks |
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| Neumann (2018) 88. Neumann MM. Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly. Internet . 2018; 42: 239-46.
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Children, female and male, from six child care centers in southeast Queensland, Australia. |
n=48 Age (yr) = 2-5 (SD= 0,73) |
Exp= iPad Group 30 min/wk 9 wk(n =24) Con= no intervention (n = 24) |
Language development Clay’s Concepts About Print test Posttests range: 0-10 Follow-up: 9 weeks |
| Papadakis et al. (2018) 99. Papadakis S, Michail Kalogiannakis M, Zaranis, N. The effectiveness of computer and tablet assisted intervention in early childhood students understanding of numbers. An empirical study conducted in Greece. Educ Inf Technol Internet . 2018; 23:1849-71.
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Children, female and male, from 21 early childhood classes (state or private) in Greece |
n= 365 Age (yr) = 5 (SD= 0,45) |
Exp 1= Computer (n= 134) Exp 2= OI: Tablets - educational software was in key areas of early mathematics. 30 min x 14 wk (n = 122) Con= OI: Extra mathematics activities with hands- mathematics instruction 30 on min x 14 wk (n= 109) |
Cognitive development TEMA-3: assess mathematical skills Posttests range: 0-72 Follow-up: 14 weeks |
| Ramani et al. (2019) 5252. Ramani GB, Daubert EN, Lin GC, Kamarsu S, Wodzinski A, Jaeggi SM. Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners' numerical knowledge. Dev Sci. 2020;23(4):e12908.
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kindergarten children, male and female, from elementar schools on the east and west coast of the United States |
n=143 Age (yr) = 5,9 (SD= 0,40) |
Exp= training games - 16 sessions (n=93) Exp = OI: Active control condition -16 sessions (n=50) |
Cognitive development Working memory - touch base bw range 0-7 1 month retention |
| Reich et al. (2019) 4545. Reich SM, Yau JC, Xu Y, Muskat T, Uvalle J, Cannata D. Digital or Print? A Comparison of Preschoolers Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book. AERA Open. 2019;5:1-16.
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Children, male and female, from preschools in Southern California (USA) |
n= 200 Age (yr) = 4,5 (SD = 0,45) |
Exp= Read an e-Book - 1 session (n=100) Exp= OI: read a Print Book- 1 session (n=100) |
Language development Posttest book’s question- range 0-13 |
| Vernadakis et al. (2015) 2525. Vernadakis N, Papastergiou M, Zetou E, Antoniou P. The impact of an exergame-based intervention on children's fundamental motor skills. Computers e Education Internet . 2015; 83:90-102.
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Students in first and second grades, male and female, from three public elementary schools in southern Greece |
n=66 Age(yr) = 6-7 (SD= 0,73) |
Exp = Play an active video game 2/wk x 8 wk (n=22) Exp= OI: TA intervention for developing the OC skills. 2/wk x 8 wk (n=22) Con = no treatment (n = 22) |
Motor development TGMD-2 OCS Posttests range 0-48 Follow-up = 8 weeks |
