| Abstract: | In three studies, we examined children's geography learning from a physical puzzle and an app designed to mimic the puzzle. In Study 1, 5‐ and 6‐year‐olds were taught Australia's states by an experimenter using a puzzle or were taught by an app. Children learned significantly more states from instruction with the puzzle than when they used the app independently. When children were allowed to bring home the puzzle or app for 1 week in Study 2, total learning between conditions was comparable. Length and frequency of use were related to learning only for puzzle users. In Study 3, children were taught the geography lesson by an experimenter using the app. Children's learning from this social app condition was equal to the social puzzle condition but higher than the solo app condition of the earlier studies, suggesting that learning from digital devices is most successful when supplemented with in‐person social interaction. |
