This thesis explores the evolving landscape of Educational Technology (EdTech) and examines how the Montessori educational philosophy is translated into digital learning environments. The study aims to identify design implications for children’s educational applications (apps) that seek to align with Montessori principles and what aspects of a Montessori-based application excel over a non-Montessori-based application. A qualitative thematic analysis was conducted using a custom-developed codebook to analyze user reviews posted by guardians of children on the Apple App Store. These reviews pertained to apps identified as Montessori-based, either through explicit labeling or meta-data. In addition to this review analysis, a user study was carried out in which children interacted with two educational apps, one Montessori-based and one non- Montessori-based. To gather richer insights into user experience, a ladder interview protocol was employed alongside an emoji-based User Experience Questionnaire (UEQ). The findings reveal key differences in design approaches, user engagement, and perceived educational value between Montessori and non-Montessori apps. Montessori-aligned apps were found to foster child-led exploration, offer greater personalization, and provide calming, non-overstimulating environments. In contrast, non-Montessori apps often focused on structured, goal-oriented tasks with less flexibility for individual learning styles. These differences highlight how Montessori principles, such as independence, freedom within limits, and respect for the child’s natural development, can be meaningfully integrated into digital learning experiences. This research contributes to the field of EdTech by offering design insights for application developers aiming to create educational tools that align with Montessori values. Ultimately, this thesis underscores the importance of child-centered design in Montessori-based educational apps and suggests directions for future research on developmentally Montessori digital learning environments.
","abstract_html":"<p>This thesis explores the evolving landscape of Educational Technology (EdTech) and examines how the Montessori educational philosophy is translated into digital learning environments. The study aims to identify design implications for children’s educational applications (apps) that seek to align with Montessori principles and what aspects of a Montessori-based application excel over a non-Montessori-based application. A qualitative thematic analysis was conducted using a custom-developed codebook to analyze user reviews posted by guardians of children on the Apple App Store. These reviews pertained to apps identified as Montessori-based, either through explicit labeling or meta-data. In addition to this review analysis, a user study was carried out in which children interacted with two educational apps, one Montessori-based and one non- Montessori-based. To gather richer insights into user experience, a ladder interview protocol was employed alongside an emoji-based User Experience Questionnaire (UEQ). The findings reveal key differences in design approaches, user engagement, and perceived educational value between Montessori and non-Montessori apps. Montessori-aligned apps were found to foster child-led exploration, offer greater personalization, and provide calming, non-overstimulating environments. In contrast, non-Montessori apps often focused on structured, goal-oriented tasks with less flexibility for individual learning styles. These differences highlight how Montessori principles, such as independence, freedom within limits, and respect for the child’s natural development, can be meaningfully integrated into digital learning experiences. This research contributes to the field of EdTech by offering design insights for application developers aiming to create educational tools that align with Montessori values. Ultimately, this thesis underscores the importance of child-centered design in Montessori-based educational apps and suggests directions for future research on developmentally Montessori digital learning environments.</p>","abstract_has_math":false,"creators":["Chilvers, Olivia"],"institution":null,"degree_name":null,"degree_level":"Thesis","degree_discipline":"Electrical Engineering and Computer Science","degree_department":null,"school":null,"contributors":["Franceli L. Cibrian","Trudi Qi","Andrew Lyon","Jared Izumi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05-01T07:00:00Z","date_published":"2025-05-01T07:00:00Z","updated_at":"2026-07-24T01:38:43Z","subjects":["montessori","edtech","mobile apps","Other Engineering"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/eecs_theses/1","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Franceli L. Cibrian","Trudi Qi","Andrew Lyon","Jared Izumi"]},{"key":"dc:creator","label":"Author","values":["Chilvers, Olivia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Electrical Engineering and Computer Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["montessori","edtech","mobile apps","Other Engineering"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/eecs_theses/1"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis explores the evolving landscape of Educational Technology (EdTech) and examines how the Montessori educational philosophy is translated into digital learning environments. The study aims to identify design implications for children’s educational applications (apps) that seek to align with Montessori principles and what aspects of a Montessori-based application excel over a non-Montessori-based application. A qualitative thematic analysis was conducted using a custom-developed codebook to analyze user reviews posted by guardians of children on the Apple App Store. These reviews pertained to apps identified as Montessori-based, either through explicit labeling or meta-data. In addition to this review analysis, a user study was carried out in which children interacted with two educational apps, one Montessori-based and one non- Montessori-based. To gather richer insights into user experience, a ladder interview protocol was employed alongside an emoji-based User Experience Questionnaire (UEQ). The findings reveal key differences in design approaches, user engagement, and perceived educational value between Montessori and non-Montessori apps. Montessori-aligned apps were found to foster child-led exploration, offer greater personalization, and provide calming, non-overstimulating environments. In contrast, non-Montessori apps often focused on structured, goal-oriented tasks with less flexibility for individual learning styles. These differences highlight how Montessori principles, such as independence, freedom within limits, and respect for the child’s natural development, can be meaningfully integrated into digital learning experiences. This research contributes to the field of EdTech by offering design insights for application developers aiming to create educational tools that align with Montessori values. Ultimately, this thesis underscores the importance of child-centered design in Montessori-based educational apps and suggests directions for future research on developmentally Montessori digital learning environments.
"]},{"key":"dc:source","label":"Dc Source","values":["O. Chilvers, \"Connecting The Montessori philosophy through EdTech,\" M. S. thesis, Chapman University, Orange, CA, 2025. https://doi.org/10.36837/chapman.000640"]},{"key":"dc:title","label":"Title","values":["Connecting The Montessori Philosophy Through EdTech"]}]}],"canonical_facts":{"dc:contributor":["Franceli L. Cibrian","Trudi Qi","Andrew Lyon","Jared Izumi"],"dc:creator":["Chilvers, Olivia"],"dc:description.abstract":["This thesis explores the evolving landscape of Educational Technology (EdTech) and examines how the Montessori educational philosophy is translated into digital learning environments. The study aims to identify design implications for children’s educational applications (apps) that seek to align with Montessori principles and what aspects of a Montessori-based application excel over a non-Montessori-based application. A qualitative thematic analysis was conducted using a custom-developed codebook to analyze user reviews posted by guardians of children on the Apple App Store. These reviews pertained to apps identified as Montessori-based, either through explicit labeling or meta-data. In addition to this review analysis, a user study was carried out in which children interacted with two educational apps, one Montessori-based and one non- Montessori-based. To gather richer insights into user experience, a ladder interview protocol was employed alongside an emoji-based User Experience Questionnaire (UEQ). The findings reveal key differences in design approaches, user engagement, and perceived educational value between Montessori and non-Montessori apps. Montessori-aligned apps were found to foster child-led exploration, offer greater personalization, and provide calming, non-overstimulating environments. In contrast, non-Montessori apps often focused on structured, goal-oriented tasks with less flexibility for individual learning styles. These differences highlight how Montessori principles, such as independence, freedom within limits, and respect for the child’s natural development, can be meaningfully integrated into digital learning experiences. This research contributes to the field of EdTech by offering design insights for application developers aiming to create educational tools that align with Montessori values. Ultimately, this thesis underscores the importance of child-centered design in Montessori-based educational apps and suggests directions for future research on developmentally Montessori digital learning environments.
"],"dc:identifier":["https://digitalcommons.chapman.edu/eecs_theses/1"],"dc:source":["O. Chilvers, \"Connecting The Montessori philosophy through EdTech,\" M. S. thesis, Chapman University, Orange, CA, 2025. https://doi.org/10.36837/chapman.000640"],"dc:subject":["montessori","edtech","mobile apps","Other Engineering"],"dc:title":["Connecting The Montessori Philosophy Through EdTech"],"thesis:degree_discipline":["Electrical Engineering and Computer Science"],"thesis:degree_level":["Thesis"]},"updated_at":"2026-07-24T01:38:43Z"}