The Effects of iPad Applications on Creative Thinking and Learning Motivation among Preschool Children in Malaysia
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Introduction (1)
Digital technologies increasingly transforming early childhood education environments globally (Li, 2022)
iPads provide interactive multimedia learning enhancing engagement among young learners (Hirsh-Pasek et al., 2022)
Supports visual, auditory, and tactile learning experiences simultaneously (Clark & Sugrue, 2024)
Widely adopted in Malaysian preschools for digital learning purposes (Hassan et al., 2024)
Introduction (2)
Creative thinking involves idea generation, flexibility, and originality skills (Behnamnia et al., 2025)
Learning motivation reflects persistence, engagement, and interest in learning (Ryan & Deci, 2023)
Gamified applications increase engagement through rewards and interactive feedback systems (Singh & Wong, 2023)
Effectiveness depends on structured implementation and guided usage conditions (Clark & Sugrue, 2024)
Problem Statement
Limited empirical evidence examining iPad effects in Malaysian preschools (Lee & Ng, 2024)
Existing studies focus on teacher readiness rather than developmental outcomes (Hassan et al., 2024)
Inconsistent findings regarding technology’s impact on creativity and motivation (Muppalla et al., 2023)
Lack of integrated analysis combining creativity and motivation variables (Singh & Wong, 2023)
Research Objectives
RO1:
RO2:
RO3:
RO4:
Research Question
RQ1:
Does iPad educational application usage significantly influence creative thinking among preschool children in Malaysia?
RQ2:
Does iPad educational application usage significantly influence learning motivation among preschool children in Malaysia?
RQ3:
Is there a significant relationship between creative thinking and learning motivation among preschool children who use iPad educational applications?
RQ4:
Does the frequency of iPad educational application usage significantly predict creative thinking and learning motivation among preschool children?
Hypotheses
H1:
iPad educational application usage has a significant positive effect on creative thinking among preschool children in Malaysia.
H2:
iPad educational application usage has a significant positive effect on learning motivation among preschool children in Malaysia.
H3:
There is a significant positive relationship between creative thinking and learning motivation among preschool children who use iPad educational applications.
H4a:
The frequency of iPad educational application usage significantly predicts creative thinking among preschool children.
H4b:
The frequency of iPad educational application usage significantly predicts learning motivation among preschool children.
Significance of the Study
Provides empirical evidence on iPad applications in early childhood education (Li, 2022)
Helps teachers apply structured digital learning more effectively in classrooms (Muppalla et al., 2023)
Assists parents in regulating appropriate educational technology use among children (Muppalla et al., 2023)
Supports policymakers in strengthening Malaysia’s digital education implementation strategies (Lee & Ng, 2024)
Contributes theoretical insight to creativity and motivation development research (Ryan & Deci, 2023)
Conceptual Framework
Frequency of iPad Usage (IV1)
Duration of iPad Usage (IV2)
Type of Educational Application (IV3)
Level of Teacher Guidance During Usage (IV4)
Creative Thinking (DV)
Figure 1: Shows the conceptual framework of this study
Theoretical Framework
Constructivism explains learning through active exploration and meaningful interaction (Behnamnia et al., 2025)
Children construct knowledge through engaging and interactive digital learning experiences (Hirsh-Pasek et al., 2022)
Self-Determination Theory explains motivation through autonomy, competence, and relatedness (Ryan & Deci, 2023)
Well-designed iPad applications can strengthen children’s intrinsic learning motivation (Singh & Wong, 2023)
These theories support the study’s cognitive and motivational outcome variables (Ryan & Deci, 2023)
Methodology Overview
Quantitative research approach used to examine relationships between variables (Cohen, 2023)
Quasi-experimental design suitable for educational research settings without randomisation (Clark & Sugrue, 2024)
Pre-test and post-test used to measure intervention effects accurately (Hirsh-Pasek et al., 2022)
Control and experimental groups enable comparison of learning outcomes (Li, 2022)
Research Design
Quasi-experimental design with control and experimental group comparison (Clark & Sugrue, 2024)
Experimental group receives structured iPad-based learning intervention sessions (Hirsh-Pasek et al., 2022)
Control group continues traditional teaching without digital intervention exposure (Clark & Sugrue, 2024)
Intervention conducted over four to six weeks duration period (Muppalla et al., 2023)
Sessions conducted three times weekly under teacher supervision conditions (Lee & Ng, 2024)
Data Collection Procedure
Approval obtained from preschool management and parental consent secured (Muppalla et al., 2023)
Pre-test conducted to measure baseline creativity and motivation levels (Behnamnia et al., 2025)
Structured iPad intervention implemented under teacher guidance and supervision (Hirsh-Pasek et al., 2022)
Post-test conducted to measure changes after intervention implementation (Cohen, 2023)
Questionnaires and usage logs collected for statistical analysis purposes (Hair et al., 2022)
Research Instruments
Instrument | Variable | Construct/Dimension | No. of Items | Measurement Scale | Source |
Modified Torrance Test | Creative Thinking (DV) | Fluency, Originality, Flexibility, Elaboration | 6 items | 5-point Likert Scale | Behnamnia et al. (2025) |
Teacher-Rated Questionnaire | Learning Motivation (DV) | Attention, Persistence, Engagement, Participation | 6 items | 5-point Likert Scale | Ryan & Deci (2023) |
iPad Usage Log | Frequency (IV1) | Weekly usage consistency | 6 items | 5-point Likert Scale | Lee & Ng (2024) |
iPad Usage Log | Duration (IV2) | Time spent per session | 6 items | 5-point Likert Scale | Muppalla et al. (2023) |
Application Assessment | Type of Application (IV3) | Creativity, Problem-solving, Interactivity | 6 items | 5-point Likert Scale | Hirsh-Pasek et al. (2022) |
Teacher Observation | Teacher Guidance (IV4) | Scaffolding, Monitoring, Feedback | 6 items | 5-point Likert Scale | Hirsh-Pasek et al. (2022) |
Population & Sample
Item | Description | Calculation | Final Figure |
Target population | Preschool children aged 4–6 years in Malaysia | Broad study population | Not stated on slide |
Accessible population | Eligible children from selected preschools involved in study | 3 preschools × 50 children | 150 |
Confidence level | Sampling confidence level | Standard assumption | 95% |
Margin of error | Acceptable sampling error | Standard assumption | 5% |
Response distribution | Population proportion assumed for maximum sample size | Standard assumption | 50% |
Required sample size | Finite-population sample size for N = 150 | n = 108.08 | 108 |
Attrition allowance | Extras participants for dropout/non-response | 108 × 10% = 10.8 | 11 |
Adjusted sample size | Required sample plus attrition allowance | 108 + 11 = 119 | 119 |
Final rounded sample | Rounded for practical allocation | 119 ≈ 120 | 120 |
Experimental group | Children receiving iPad-based intervention | 120 ÷ 2 | 60 |
Control group | Children receiving conventional learning activities | 120 ÷ 2 | 60 |
Population & Sample
Population: Preschool children aged 4–6 years in selected Malaysian preschools.
Accessible population: 150 eligible children from three selected preschools.
Sample size: 120 children, including 10% attrition allowance.
Group allocation: 60 experimental and 60 control participants.
Data Analysis
Multiple regression determines predictive effects of iPad usage variables (Cohen, 2023)
Pearson correlation examines relationships between creativity and motivation variables (Ryan & Deci, 2023)
Independent t-tests compare differences between experimental and control groups (Hair et al., 2022)
Descriptive statistics used to summarise sample characteristics and variable distributions (Cohen, 2023)
Data Analysis
Descriptive statistics used to summarise sample characteristics and data distribution (Cohen, 2023)
Independent t-tests compare differences between experimental and control groups (Hair et al., 2022)
Pearson correlation examines relationship between creativity and motivation variables (Ryan & Deci, 2023)
Multiple regression analyses determine predictive effects of iPad usage variables (Cohen, 2023)
Significance level set at p ≤ 0.05 for hypothesis testing (Hair et al., 2022)
Reliability & Validity
Construct | No. of Items | Cronbach’s Alpha | Composite Reliability (CR) | AVE | Interpretation |
Creative Thinking | 6 | 0.889 | 0.912 | 0.634 | Reliable and valid |
Learning Motivation | 6 | 0.874 | 0.905 | 0.612 | Reliable and valid |
Frequency of iPad Usage | 6 | 0.861 | 0.898 | 0.598 | Reliable and valid |
Duration of iPad Usage | 6 | 0.852 | 0.891 | 0.583 | Reliable and valid |
Type of Application | 6 | 0.876 | 0.907 | 0.621 | Reliable and valid |
Teacher Guidance | 6 | 0.883 | 0.910 | 0.629 | Reliable and valid |
Ethical Considerations
Informed consent obtained from parents before children participate in study (Muppalla et al., 2023)
Participant anonymity ensured by excluding identifiable personal information from data (Clark & Sugrue, 2024)
Screen time controlled to prevent excessive exposure among preschool children (Muppalla et al., 2023)
Ethical approval obtained from institutional review board before data collection (Cohen, 2023)
All data used strictly for academic research purposes only (Hair et al., 2022)
Expected Outcomes
iPad applications expected to enhance preschool children’s creative thinking skills significantly (Behnamnia et al., 2025)
Learning motivation expected to improve through interactive and gamified activities (Ryan & Deci, 2023)
Moderate usage produces stronger outcomes compared to excessive screen exposure (Muppalla et al., 2023)
Structured and guided digital learning leads to better developmental outcomes (Hirsh-Pasek et al., 2022)
Findings support effective integration of digital tools in early childhood education (Lee & Ng, 2024)
Timeline
Task | Year 1 | Year 2 | Year 3 | |||||||||||||||||||||||||||||||||
| M1 | M2 | M3 | M4 | M5 | M6 | M7 | M8 | M9 | M10 | M11 | M12 | M13 | M14 | M15 | M16 | M17 | M18 | M19 | M20 | M21 | M22 | M23 | M24 | M25 | M26 | M27 | M28 | M29 | M30 | M31 | M32 | M33 | M34 | M35 | M36 |
Literature Review | | | | | | | | | | | | | | |||||||||||||||||||||||
Instrument Development & Validation | | | | | | | | | | | | | | |||||||||||||||||||||||
Pilot Study | | | | | | | | | | |||||||||||||||||||||||||||
Proposal Defense | | | | | | | | | | |||||||||||||||||||||||||||
Main Data Collection | | | | | | | | | | | | | | | ||||||||||||||||||||||
Data Analysis | | | | | | | | | | | | | | | ||||||||||||||||||||||
Thesis Writing | | | | | | | | | | | | | | | ||||||||||||||||||||||
Viva & Final Submission | | | | | | | | | | | | | | |||||||||||||||||||||||
Conclusion
Study addresses critical research gap in Malaysian preschool digital education (Lee & Ng, 2024)
Provides empirical evidence on impact of iPad usage on development (Li, 2022)
Supports theory, practice, and policy development in early childhood education (Ryan & Deci, 2023)
Contributes to improving structured digital learning implementation strategies significantly (Clark & Sugrue, 2024)
Questionnaire
No | Item | 1 | 2 | 3 | 4 | 5 |
B1 | The child generates many ideas during learning activities. |
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B2 | The child produces unique or unusual responses. |
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B3 | The child suggests different ways to solve a problem. |
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B4 | The child adds detailed elements to drawings or stories. |
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B5 | The child uses imagination creatively during digital activities. |
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B6 | The child combines ideas in new and creative ways. |
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Section B: Dependent Variable (DV)
Creative Thinking Skills (Teacher-Rated)
�5-Point Likert Scale:
1 = Strongly Disagree�2 = Disagree�3 = Neutral�4 = Agree�5 = Strongly Agree
No | Item | 1 | 2 | 3 | 4 | 5 |
C1.1 | The child uses educational iPad applications regularly each week. |
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C1.2 | The child participates in iPad learning sessions at least three times weekly. |
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C1.3 | iPad activities are integrated consistently into classroom instruction. |
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C1.4 | The child frequently engages with interactive learning apps. |
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C1.5 | Digital sessions are scheduled systematically. |
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C1.6 | The child shows consistent attendance during iPad sessions. |
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Section C: Independent Variables (IVs)
IV1: Frequency of iPad Educational Application Usage
Adapted from digital learning exposure measures (Lee & Ng, 2024)
No | Item | 1 | 2 | 3 | 4 | 5 |
C2.1 | Each iPad session lasts an appropriate amount of time (20–30 minutes). |
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C2.2 | The child remains engaged throughout the entire session. |
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C2.3 | iPad usage duration is consistent across sessions. |
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C2.4 | The child does not exceed recommended screen time limits. |
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C2.5 | The duration allows sufficient time for meaningful task completion. |
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C2.6 | The child maintains focus during the digital session period. |
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IV2: Duration of iPad Usage
Adapted from screen-time measurement frameworks (Muppalla et al., 2023)
No | Item | 1 | 2 | 3 | 4 | 5 |
C3.1 | The applications encourage creative drawing and design. |
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C3.2 | The applications promote storytelling activities. |
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C3.3 | The applications involve problem-solving tasks. |
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C3.4 | The applications require children to make choices independently. |
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C3.5 | The applications stimulate imagination and exploration. |
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C3.6 | The applications provide interactive feedback during tasks. |
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IV3: Type of Educational Application
Based on Constructivist and Multimedia Learning Theory (Clark & Sugrue, 2024; Hirsh-Pasek et al., 2022)
No | Item | 1 | 2 | 3 | 4 | 5 |
C4.1 | The teacher provides guidance during iPad activities. |
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C4.2 | The teacher asks questions to stimulate thinking during digital tasks. |
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C4.3 | The teacher supports children in solving challenges within the app. |
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C4.4 | The teacher monitors children’s progress during iPad sessions. |
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C4.5 | The teacher encourages reflection after digital activities. |
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C4.6 | The teacher integrates iPad tasks with classroom discussions. |
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IV4: Level of Teacher Guidance During iPad Use
Grounded in scaffolding theory and mediated learning (Hirsh-Pasek et al., 2022)
Conclusion
Study addresses critical research gap in Malaysian preschool digital education (Lee & Ng, 2024)
Provides empirical evidence on impact of iPad usage on development (Li, 2022)
Supports theory, practice, and policy development in early childhood education (Ryan & Deci, 2023)
Contributes to improving structured digital learning implementation strategies significantly (Clark & Sugrue, 2024)
References