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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
Language: English
Authors: Cynthia Pasquel Lopez (ORCID 0000-0001-7409-3527), Yolanda Heredia-Escorza (ORCID 0000-0001-7300-1918), Victoria Bianchi de Carcano, Maria Ignacia Donoso Silva, Agustin Pardo Van Thienen
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
FullText Text:
  Availability: 0
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  Data: The Impact of Educational Software on Literacy Learning in Childhood
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  Data: <searchLink fieldCode="AR" term="%22Cynthia+Pasquel+Lopez%22">Cynthia Pasquel Lopez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7409-3527">0000-0001-7409-3527</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yolanda+Heredia-Escorza%22">Yolanda Heredia-Escorza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7300-1918">0000-0001-7300-1918</externalLink>)<br /><searchLink fieldCode="AR" term="%22Victoria+Bianchi+de+Carcano%22">Victoria Bianchi de Carcano</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+Ignacia+Donoso+Silva%22">Maria Ignacia Donoso Silva</searchLink><br /><searchLink fieldCode="AR" term="%22Agustin+Pardo+Van+Thienen%22">Agustin Pardo Van Thienen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Digital+Education+Review%22"><i>Digital Education Review</i></searchLink>. 2026 (48):173-187.
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
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  Data: 2013-9144
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  Label: Abstract
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  Data: 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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  Data: EJ1500384
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 173
    Subjects:
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Reading Skills
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      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Skill Development
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      – SubjectFull: Learning Problems
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      – SubjectFull: Mexico
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      – TitleFull: The Impact of Educational Software on Literacy Learning in Childhood
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