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Interactive Digital Tools in the Kindergarten Curriculum: Impacts on Children's Engagement and Academic Outcomes in the Jordanian Context

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  • Mustafa Fankhour Alkhawaldeh

    (The Hashemite University, Jordan)

  • Mizyed Hyassat

    (Al-Balqa Applied University, Jordan)

  • Fathi Mahmoud Ihmeideh

    (The Hashemite University, Jordan)

Abstract

This research investigated how interactive digital tools influence the level of engagement and academic outcomes of kindergarten children in Jordan. A mixed-method approach was utilized, using a questionnaire and interviews with kindergarten teachers to investigate the relationship between the interactive digital tools used and children's engagement and academic outcomes. The study revealed that interactive digital tools accounted for 17.7% of the variance in children's classroom engagement and 13.9% of the variance in academic outcomes. The responses of five kindergarten teachers showed that their experiences using interactive digital tools were generally positive, although the degree of application and the types of tools used varied. Most stated that these tools helped make the educational process more engaging and smoother. Based on the regression analysis results, it was determined that digital tools significantly influence differences in engagement and performance.

Suggested Citation

  • Mustafa Fankhour Alkhawaldeh & Mizyed Hyassat & Fathi Mahmoud Ihmeideh, 2026. "Interactive Digital Tools in the Kindergarten Curriculum: Impacts on Children's Engagement and Academic Outcomes in the Jordanian Context," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global Scientific Publishing, vol. 16(1), pages 1-23, January.
    • Handle: RePEc:igg:jcallt:v:16:y:2026:i:1:p:1-23
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