Selected Research on EdTech Evidence
WiKIT Reports
Kucirkova, Bang, & Cooper (2024). Aspirational principles for desired capabilities and research collaborations in the EdTech industry, WiKIT AS, DOI: 10.13140/RG.2.2.36296.33284/1. LINK
Kucirkova, N., (2024): Elevating EdTech Investment: Prioritizing Evidence-Based Practices for Lasting Impact, Report for WiKIT AS, DOI: 10.13140/RG.2.2.35183.82088/1. LINK
Lindroos Cermakova, A. (2024). Edtech Efficacy and Effectiveness Frameworks, Policy Brief. Report for WiKIT, AS. LINK
Kucirkova, N., Campbell, J., Lindroos Cermakova, A. (2023). EdTech Impact Evaluation Frameworks: Summary 2023, Report for WiKIT AS, DOI:10.13140/RG.2.2.21563.59681
Kucirkova, N. (2022). Understanding Evidence: A Brief Guide for EdTech Producers, Report for WiKIT, AS, University of Stavanger. DOI: 10.13140/RG.2.2.30096.07687/1
Published peer-reviewed research
The EdTech Evidence Evaluation Routine
Kucirkova, N., Brod, G., & Gaab, N. (2023). Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER). npj Science of Learning, 8(1), 35. LINK
Prevalence and characteristics of manipulative design in mobile applications used by children
Radesky, J., Hiniker, A., McLaren, C., Akgun, E., Schaller, A., Weeks, H. M., ... & Gearhardt, A. N. (2022). Prevalence and characteristics of manipulative design in mobile applications used by children. JAMA Network Open, 5(6), e2217641-e2217641. LINK
Apps, technology and younger learners: International evidence for teaching
Kucirkova, N., & Falloon, G. (Eds.). (2016). Apps, technology and younger learners: International evidence for teaching. Taylor & Francis. LINK
How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework
Meyer, M., Zosh, J. M., McLaren, C., Robb, M., McCaffery, H., Golinkoff, R. M., ... & Radesky, J. (2021). How educational are “educational” apps for young children? App store content analysis using the Four Pillars of Learning framework. Journal of Children and Media, 15(4), 526-548. LINK
Children's agency by design: Design parameters for personalization in story-making apps
Kucirkova, N. (2019). Children’s agency by design: Design parameters for personalization in story-making apps. International Journal of Child-Computer Interaction, 21, 112-120. LINK
An integrative framework for studying, designing and conceptualising interactivity in children's digital books
Kucirkova, N. (2017). An integrative framework for studying, designing and conceptualising interactivity in children's digital books. British Educational Research Journal, 43(6), 1168-1185. LINK
Children's agency and reading with story-apps: considerations of design, behavioural and social dimensions
Kucirkova, N. (2022). Children’s agency and reading with story-apps: considerations of design, behavioural and social dimensions. Qualitative Research in Psychology, 19(1), 66-90. LINK
A taxonomy and research framework for personalization in children’s literacy apps
Kucirkova, N. (2018). A taxonomy and research framework for personalization in children’s literacy apps. Educational Media International, 55(3), 255-272. LINK
A comparison of children’s reading on paper versus screen: A meta-analysis.
Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of educational research, 91(4), 483-517. LINK
Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design
FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., ... & Scanlon, E. (2018). Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design. British Journal of Educational Technology, 49(1), 165-181. LINK
Designing personalised instruction: A research and design framework
Kucirkova, N., Gerard, L., & Linn, M. C. (2021). Designing personalised instruction: A research and design framework. British Journal of Educational Technology, 52(5), 1839-1861. LINK
iRPD—A framework for guiding design‐based research for iPad apps
Kucirkova, N. (2017). i RPD—A framework for guiding design‐based research for i P ad apps. British Journal of Educational Technology, 48(2), 598-610. LINK
The future-gazing potential of digital personalization in young children's reading: views from education professionals and app designers
Kucirkova, N., & Flewitt, R. (2020). The future-gazing potential of digital personalization in young children’s reading: views from education professionals and app designers. Early Child Development and Care, 190(2), 135-149. LINK
A literature synthesis of personalised technology-enhanced learning: what works and why
FitzGerald, E., Jones, A., Kucirkova, N., & Scanlon, E. (2018). A literature synthesis of personalised technology-enhanced learning: what works and why. Research in Learning Technology, 26. LINK
Children's engagement with educational iPad apps: Insights from a Spanish classroom
Kucirkova, N., Messer, D., Sheehy, K., & Panadero, C. F. (2014). Children's engagement with educational iPad apps: Insights from a Spanish classroom. Computers & Education, 71, 175-184. LINK
Young children's reading for pleasure with digital books: six key facets of engagement
Kucirkova, N., Littleton, K., & Cremin, T. (2017). Young children’s reading for pleasure with digital books: six key facets of engagement. Cambridge Journal of Education, 47(1), 67-84. LINK
Developing personalised education for personal mobile technologies with the pluralisation agenda
Kucirkova, N., & Littleton, K. (2017). Developing personalised education for personal mobile technologies with the pluralisation agenda. Oxford Review of Education, 43(3), 276-288. LINK
What does good look like? report on the 3rd International and Interdisciplinary Perspectives on Children & Recommender and Information Retrieval Systems
Huibers, T., Landoni, M., Pera, M. S., Fails, J. A., Murgia, E., & Kucirkova, N. (2021, March). What does good look like? report on the 3 rd International and Interdisciplinary Perspectives on Children & Recommender and Information Retrieval Systems (KidRec) at IDC 2019. In ACM SIGIR Forum (Vol. 53, No. 2, pp. 76-81). New York, NY, USA: ACM.
Evaluating the effectiveness of an educational programming intervention on children's mathematics skills, spatial awareness and working memory
Messer, D., Thomas, L., Holliman, A., & Kucirkova, N. (2018). Evaluating the effectiveness of an educational programming intervention on children’s mathematics skills, spatial awareness and working memory. Education and Information Technologies, 23, 2879-2888. LINK
Young children's use of personalized technologies: Insights from teachers and digital software designers in Japan
Kucirkova, N., Toda, Y., & Flewitt, R. (2021). Young children’s use of personalized technologies: Insights from teachers and digital software designers in Japan. Technology, Knowledge and Learning, 26, 535-554.
Parents' ontological beliefs regarding the use of conversational agents at home: resisting the neoliberal discourse
Kucirkova, N., & Hiniker, A. (2023). Parents’ ontological beliefs regarding the use of conversational agents at home: resisting the neoliberal discourse. Learning, Media and Technology, 1-16. LINK