Poster #69 - Persuasive Design in Early Childhood Apps: Potential Developmental Implications

• In Event: Poster Session 04

Abstract

Despite the increasing rates of smartphone and tablet use and the wide adoption of ‘apps’ in early childhood, little is known about the possible links between the app content and early childhood development. Engagement-promoting persuasive design is common in early childhood apps and has the potential to contribute to problematic mobile technology use in early childhood (Domoff et al., 2020). App design appears to draw considerably from operant conditioning behavioural reinforcement principles (Fogg, 2009; Kidron et al., 2018) as well as major developmental theories that tap into specific developmental nuances, to optimise the app’s appeal to young children. The current content analysis aimed to systematically evaluate the prevalence of persuasive design features within popular early childhood apps guided by the Fogg behavioural model (2009), an established behavioral framework in technology use. Comparisons in persuasive design features between free and paid apps, as well as ‘Teacher-Approved’ and other apps were also examined. A coding scheme, guided by the model, was applied to 132 apps (See Figure 1 for an extract of the operationalized coding scheme). Each persuasive feature belonged to either of the three main components; motivation, ability, or prompts, and was dichotomously coded to indicate whether it was present or not. Of the 132 apps analyzed (see Table 1 for further information), a high prevalence of passive motivation features (vibrant colors and music), and ability features (in-game help suggestions and repetitive tasks) were noted across a majority of apps. Further, prompts were more prevalent in free apps compared to paid apps, while there were no differences between free and paid apps in other features. Teacher-Approved apps contained less advertising and fear-based motivation features compared to non-approved apps. The motivation (e.g., instant positive reinforcement) and ability (e.g., digital scaffolding) features appear to tap into well-known child developmental and behavioral theories, however prompts appear to primarily serve the commercial model of apps (e.g., through advertising and in-app purchases) and/or re-engage the child user. Overall, the results highlight the important but often overlooked role of the digital environment in early childhood screen use, as well as the need to consider the potential longer-term developmental implications of persuasive design features in apps.

Authors

• Sumudu Mallawaarachchi, Deakin University
  Presenting Author

• Andria Tieppo

• Merrilyn Hooley

• Sharon Horwood