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App clusters: Exploring patterns of multiple app use in primary learning contexts
ARTICLE

, School of Education, Australia ; , , SMART Infrastructure Facility, Australia ; , LCT Centre for Knowledge Building, Australia ; , Digital Ethnography Research Centre, Australia

Computers & Education Volume 127, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

There has been a continuous and rapid increase in the volume of apps in recent years since tablets became widely available in schools. Tablets contain a wide variety of apps, which are used for a large range of activities and tasks, and they are used in different combinations over time. Yet, there is limited research on young children's real and varied use of apps. The variety and volume of apps accessed by young children contributes to difficulty understanding there use and the consequences of that use. This has limited understanding of how apps contribute to students' learning. Given the importance of high-quality early learning experiences, it is essential that the use of apps in schools is better understood. This paper explores young children's real varied app use through a large aggregated Australian dataset of app usage in primary schools, which has been collected automatically from approximately 15,000 Android devices over three years. The data mining methods of clustering and association rules analysis have been used to identify patterns of app use. Results show five distinct patterns of app use. Findings provide important insights into the complexity of multiple app use in the classroom. Implications of different use patterns in relation to learning and teaching are discussed.

Citation

Howard, S.K., Yang, J., Ma, J., Maton, K. & Rennie, E. (2018). App clusters: Exploring patterns of multiple app use in primary learning contexts. Computers & Education, 127(1), 154-164. Elsevier Ltd. Retrieved December 5, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.08.021

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