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During the last decade, there has been an explosive increase in the number of mobile apps that are called educational and target children aged three to six. Research has shown that only a few of them have been created taking into consideration young children’s development and learning processes. The key question that emerges is how parents, custodians, or teachers can choose appropriate, high-quality educational apps. Literature has presented limited assessment tools based on advanced statistical procedures, which allow one to address validity and reliability issues. This study investigates the dimensions of using and operating educational apps for kids and presents a thirteen-item assessment instrument along with its psychometric properties. Data (N = 218) were collected via an electronic questionnaire from pre-service teachers of preschool education. Principal Component Analysis (PCA) with Varimax rotation was used to investigate the underlying dimensions. The resulting structure included four factors, namely: Usability, Efficiency, Parental Control, and Security. PCA supported the factorial validity of the instrument, while the reliability measures of Cronbach’s alpha for the four dimensions were satisfactory. Finally, a lucid discussion on the findings is provided.
Papadakis et al. (Wed,) studied this question.