This article presents a theoretical analysis of the pedagogical affordances of digital interactive games within preschool educational environments and examines their influence on educational effectiveness. The study elucidates how such games contribute to the activation of the instructional process and explores their multifaceted impact on children's cognitive, emotional, and social development. Particular attention is devoted to the conditions under which digital play transitions from recreational engagement to a purposeful pedagogical instrument, emphasising the necessity of intentional design, contextual adaptation, and methodologically grounded implementation.
Pedagogical Affordances Of Digital Interactive Games In Preschool Education And Their Impact On Educational Effectiveness
DOI:
Keywords:
Digital interactive games
preschool education
pedagogical affordances
Abstract
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References
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