Preschool Education Students’ At Toward the Use of Interactive Mobile Applications in Developing Reading and Writing Skills among Kindergarten Children
DOI:
https://doi.org/10.59759/educational.v5i2.1603Keywords:
Early Childhood Education students, interactive applications, mobile learning, reading and writing skills.Abstract
The study aimed to explore the attitudes of Early Childhood Education (ECE) students toward utilizing interactive mobile applications to develop reading and writing skills in kindergarten children, and to examine the impact of certain independent variables, including high school certificate type, university type, and students’ academic year. The study sample consisted of 228 ECE students from Jordanian universities during the 2025-2026 academic year. To achieve the study objectives, a questionnaire was developed to measure the students’ attitudes. The study employed a descriptive-analytical approach, and the results indicated that students’ attitudes were generally positive, with a clear recognition of the educational benefits of mobile applications and a practical readiness to implement them. No significant differences were observed based on high school certificate type, while some differences emerged between public and private universities. Significant differences were also found between first- and second-year students in favor of the latter, whereas attitudes stabilized in higher academic years. Based on the findings, the researchers recommend providing practical training programs, enhancing technological infrastructure, and integrating interactive activities into curricula to ensure a balance between digital learning and physical and social engagement.
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