Dissertation Defense: Fayth Keldgord

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Title: JOINT MEDIA ENGAGEMENT BETWEEN PARENTS AND PRESCHOOL-AGE CHILDREN WHILE USING MATHEMATICS APPS: A MULTIPLE-CASE STUDY

Program: Educational Technology EdD

Committee Chair: Yu-Hui Ching

Committee: Yu-Hui Ching, Lida Uribe-Florez, Yu-Chang Hsu

Abstract: Young children increasingly use digital applications for learning, yet relatively little is known about how parents and children interact together while using educational mathematics apps. Joint media engagement (JME), defined as the shared experience of interacting with media collaboratively, may provide opportunities for parents to support children’s learning during digital media use. This qualitative multiple-case study examined verbal interactions between parents and young children while using a digital mathematics application and explored parent and child perceptions of learning mathematics through app use. Five parent–child dyads with children ages 4 to 6 participated in the study. Each dyad completed two video-recorded sessions using Khan Academy Kids. Additional data sources included an initial questionnaire, parent pre- and post-interviews, and a child interview. Data were analyzed using qualitative coding in NVivo. Within-case analysis was conducted first, followed by cross-case analysis to identify similarities, differences, and recurring patterns across cases. Findings indicated that parent–child discussion included both app navigation and mathematical content. Parent feedback ranged from brief confirmation and correction to mathematical explanations and guidance for repairing errors. Parent questioning served multiple purposes, including directing attention, checking understanding, inviting reasoning, and prompting reconsideration, although questions did not consistently elicit extended explanations. Mathematics discourse included naming, counting, comparing, and discussion of mathematical strategies, with parents sometimes extending discussion beyond the app’s prompts. Parents generally viewed mathematics apps as potentially valuable for practice and engagement but identified concerns related to instructional quality, app design, screen use, and children’s engagement with the intended mathematics. Children generally enjoyed the app experience but differed in their preferences for independent use or parental support. Overall, joint media engagement varied across families and was shaped by app features, parental contributions, and children’s participation. The findings provide insight for parents, educators, developers, and researchers interested in supporting early mathematics learning through digital media.