Investigating Learning Progress of Children Aged 6-12 in the Kidedu Digital Environment: A Comparative Analysis of Three Age Groups

This study, conducted by researchers at the University of Piraeus, examines how children aged 6 to 12 engage with KIDEDU, an adaptive digital learning platform for mathematics and natural sciences, and whether their age group shapes their experience. Its central aim is to compare three developmental groups (6-8, 8-10, and 10-12 years) in terms of engagement, accuracy, and learning outcomes, and to offer design recommendations for age-appropriate adaptive learning systems. The sample comprised approximately 368 pupils from Greek primary schools with diverse socio-economic backgrounds, who completed a structured questionnaire during regular school hours while their sessions were observed.

The results indicate broadly positive reception across all groups. Roughly 90% of pupils rated the game as entertaining or very entertaining, and about 78% expressed strong willingness to replay it. Ratings of overall quality were high, with 76% rating the game good or excellent. Majorities also reported that the theory helped them solve mathematics (88%) and geology and environment (78%) exercises. However, age differences were pronounced. Younger pupils, particularly those aged 8-10, reported the highest enjoyment, replay intent, and recommendation rates, while older pupils (10-12) gave more moderate and dispersed responses, including more ratings of "average" and "difficult." Chi-square tests confirmed statistically significant associations between age and perceptions of learning gains in mathematics, willingness to recommend the game, and overall rating (p < 0.001), though the association with perceived geology learning was not significant on linear trend.

The authors conclude that KIDEDU is well received and combines educational content with engaging gameplay, while noting that age appears to shape pupils' views. The study relies primarily on self-reported questionnaire data supplemented by observation, and it does not measure long-term academic achievement or knowledge retention, which the authors identify as priorities for future research.