Evaluating the effectiveness of teacher- guided versus self- directed use of educational apps on children's digital literacy and learning outcomes

The proliferation of digital technology in educational settings has made educational apps a common tool for enhancing learning. However, the pedagogical context in which these apps are used, specifically the role of the teacher, remains a critical but underexplored factor. This desktop research study synthesizes existing literature to compare the effectiveness of teacher-guided versus self-directed use of educational apps on children's digital literacy and broader learning outcomes. Findings indicate that while self-directed app use can foster exploration and initial engagement, it often leads to superficial interaction and limited cognitive gains. In contrast, teacher-guided app use, characterized by structured integration into lesson plans, scaffolding, and metacognitive support, is significantly more effective in promoting deeper conceptual understanding, critical thinking, and the transfer of skills. The analysis reveals that digital literacy is best developed not merely through app usage, but through guided reflection on the digital experience itself. The study concludes that the efficacy of an educational app is profoundly mediated by the pedagogical framework surrounding its use. Recommendations are provided for educators, app developers, and policymakers to optimize the integration of digital tools in classrooms by prioritizing guided, purposeful instruction over unstructured screen time.