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Context: In the children's education process, not only children but parents, educators, and teachers are using touchscreen technology-enabled contrivances for better quality of life. Every stakeholder has their perspective on the usage of touchscreen contrivances. A lot of moderators and critical factors affect this perception. Objective: To analyse the moderators and critical factors that affect early childhood education. Method: A comprehensive literature survey and focused group discussion members have finalized six moderators and ten critical factors that affect early childhood education. A hybrid fuzzy AHP-fuzzy TOPSIS has been used to rank identified critical factors. Fuzzy AHP is used to get the weights of the moderators and fuzzy TOPSIS used these weights to rank the critical factors. Results: The moderator 'children age' is having the highest normalized weight (0.211) and the 'screen size' is having the lowest normalized weight (0.106). The two most critical factors that ranked first and second are 'app features and content' and 'applied pedagogical approach' having closeness coefficients of 0.9713 and 0.9594. Potential future scope: The results of the study will help the teachers, parents, and educators to focus on the highly ranked factors which will directly or indirectly improve the children's education.

Purpose: The aim of this study is to find in which conditions animation based teaching style for example teaching through 2D or 3D animations or animated diagrams leads to the better learning outcome. To achieve this purpose, we compared these two conditions (i) animation based teaching style is effective when offered to high spatial ability learners versus low spatial ability learners (ii) animation based teaching style is effective when offered to high prior knowledge learners versus low prior knowledge learners. Methodology: The data of 37 experiments from 22 different published studies were collected to identify the effective conditions. The results were obtained by conducting a meta-analysis. Animations can be effective for a wide range of subject disciplines and age group. Therefore, the present study incorporated published empirical data from different subject disciplines and age groups. Findings: The weighted mean effect size of HSA and LSA groups were 0.34 and 0.58 respectively. Thus, the current study is able to reject the null hypothesis that animation based teaching style is only effective for HSA students. The weighted mean effect size of HPK and LPK groups were 0.49 and -0.16 respectively. As a result, this study is unable to reject the null hypothesis that animation based teaching style is only effective for HPK students. Significance: This study statistically proved that prior knowledge is a crucial factor while offering animation based teaching style and thus it should only be offered to HPK students. Whereas, spatial ability is not a crucial factor as both high and low spatial ability students performed positively with animation based teaching style. These facts can help educators to design teaching methodologies to enhance the learning outcomes.