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A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education

● high · 2026-08-10ai-education, ai-tutoring, educational-technology, edtech-platform, evaluation, efficacy-study

Synthesis: This study introduces a Digital Interactions Quality (DigIQ) framework and scale as a protocol to observe and index the quality of interactions and experiences involving digital technologies with children in Early Childhood Education and Care (ECEC) settings. Observations in 50 pre-school classrooms validated the framework, revealing that quality ratings were higher when learning intentions drove activity and digital technologies enhanced or transformed the learning experience rather than merely replicating non-digital activities.

Key Findings

This study introduces a Digital Interactions Quality (DigIQ) framework and scale as a protocol to observe and index the quality of interactions and experiences involving digital technologies with children in Early Childhood Education and Care (ECEC) settings. Observations in 50 pre-school classrooms validated the framework, revealing that quality ratings were higher when learning intentions drove activity and digital technologies enhanced or transformed the learning experience rather than merely replicating non-digital activities.

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    • Citation

    Howard, S. J., Lewis, K., Day, N., Peach, L., & Kervin, L. K. (2026). A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education. British Journal of Educational Technology.