This review synthesizes empirical research (2015–2025) on how interactive digital learning media support vocabulary development in multilingual preschoolers (ages 3–6) learning a language of instruction (LoI) different from their first language. Guided by the SPIDER framework, systematic searches across ERIC, PsycINFO, Scopus, PubMed, Web of Science, ProQuest, and Google Scholar identified 24 studies conducted in informal learning contexts. Eligible studies included intervention, observational, and mixed-methods designs reporting receptive or expressive vocabulary outcomes. Using the Mixed Methods Appraisal Tool (MMAT, 2018), most studies were rated as moderate to high quality. Findings indicate that interactive media (i.e. e-books, mobile apps, and gamified tools) enhance vocabulary learning when paired with adult scaffolding, bilingual content, and meaningful interaction. However, the evidence base remains fragmented for multilingual preschool children in informal learning contexts, and methodological heterogeneity together with limited longitudinal evidence constrains generalizability. This review addresses that gap by synthesizing research on receptive and expressive vocabulary development in this specific population and setting. The findings suggest that digital tools are most effective when they are interactive, linguistically inclusive, and supported by adult mediation, with practical implications for educators, caregivers, developers, and policymakers seeking to design equitable early language-learning environments.
Gfeller et al. (Fri,) studied this question.