The Impact of Educational Software on Literacy Learning in Childhood
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| Title: | The Impact of Educational Software on Literacy Learning in Childhood |
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| Language: | English |
| Authors: | Cynthia Pasquel Lopez (ORCID |
| Source: | Digital Education Review. 2026 (48):173-187. |
| Availability: | Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Computer Software, Educational Technology, Artificial Intelligence, Foreign Countries, Elementary School Students, Preschool Children, Emergent Literacy, Technology Uses in Education, Reading Skills, Writing Skills, Program Effectiveness, Skill Development, Learning Problems |
| Geographic Terms: | Mexico |
| ISSN: | 2013-9144 |
| Abstract: | There is a global consensus about the need for improvements in literacy teaching and learning. Artificial intelligence and technology can serve as a support system for personalized learning. To address the literacy problem in Chiapas, researchers investigated the impact of artificial intelligence-based educational technology on the development of early literacy skills in preschool and elementary students under the age of eight. The results indicate that preschool students perform better when using the application in both classroom and home settings (Group 1) compared to when they use it only at home (Group 2). The elementary students who used the application in the classroom and at home (Group 1) exhibited superior performance compared to the control group (Group 2). Groups 1 and 2 demonstrated comparable performance. The results show that preschool and elementary students who faced more challenges and used the application both in class and at home (Group 1) or only at home (Group 2) developed their reading skills more effectively than what is typical for their grade levels. These findings confirm that the pedagogical integration of an artificial intelligence-based educational tool significantly enhances early literacy skills in preschool and elementary students. The results also proved insight into learning patterns, highlighting the importance of consistent and personalized use of technology in diverse educational contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500384 |
| Database: | ERIC |
| Abstract: | There is a global consensus about the need for improvements in literacy teaching and learning. Artificial intelligence and technology can serve as a support system for personalized learning. To address the literacy problem in Chiapas, researchers investigated the impact of artificial intelligence-based educational technology on the development of early literacy skills in preschool and elementary students under the age of eight. The results indicate that preschool students perform better when using the application in both classroom and home settings (Group 1) compared to when they use it only at home (Group 2). The elementary students who used the application in the classroom and at home (Group 1) exhibited superior performance compared to the control group (Group 2). Groups 1 and 2 demonstrated comparable performance. The results show that preschool and elementary students who faced more challenges and used the application both in class and at home (Group 1) or only at home (Group 2) developed their reading skills more effectively than what is typical for their grade levels. These findings confirm that the pedagogical integration of an artificial intelligence-based educational tool significantly enhances early literacy skills in preschool and elementary students. The results also proved insight into learning patterns, highlighting the importance of consistent and personalized use of technology in diverse educational contexts. |
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| ISSN: | 2013-9144 |
