Can Maths Apps Add Value to Learning? A Systematic Review

Educational maths applications (apps) are an emerging trend in young children's learning environments aiming to raise attainment. The current systematic review aimed to thematically synthesise quantitative, qualitative, and mixed methods studies examining the impact of maths app interventions used at home or at school for young children in the first three years of compulsory education. The thematic narrative synthesis included 50 studies evaluating 77 maths apps with 23,981 children across 18 countries. Experimental methods were the most common designs, with 20 randomised control trials and 13 quasi-experimental designs. Most studies focused on mathematical learning outcomes with typically developing children and were conducted in the classroom, where practitioners implemented the app-based interventions. Studies predominately reported greater learning outcomes for young children using the evaluated maths apps compared to a range of control conditions. This provides promising evidence that maths apps can support young children's learning. However, usage and mathematical outcomes before and after the intervention were not consistently or reliably reported across studies, which should be addressed in future research. Based on the current evidence, eight directions for future research are also outlined to enhance the evidence base in this field and raise attainment in mathematics for young children.