International Journal of Child-Computer Interaction最新文献

Facial expression recognition and the perceived emotions of three-to-five-year-old children while playing with apps 三到五岁儿童在玩应用程序时的面部表情识别和感知情绪

International Journal of Child-Computer Interaction Pub Date : 2026-03-01 Epub Date: 2025-11-13 DOI: 10.1016/j.ijcci.2025.100790

Lucrezia Crescenzi-Lanna , Cristina Palmero , Sergio Escalera , Eloi Puertas

{"title":"Facial expression recognition and the perceived emotions of three-to-five-year-old children while playing with apps","authors":"Lucrezia Crescenzi-Lanna , Cristina Palmero , Sergio Escalera , Eloi Puertas","doi":"10.1016/j.ijcci.2025.100790","DOIUrl":"10.1016/j.ijcci.2025.100790","url":null,"abstract":"<div><div>Despite the extensive literature on emotional expression recognition, few studies have focused on children. Current research has only reliably linked six prototypical emotions to specific combinations of ‘action units’ (AUs). The objective of this study is to assess whether thirteen emotional expressions automatically detected in three-to-five-year-old pupils during play correlated with an observer's perception of those emotions in context. We conducted a literature review of the expressions associated with AU combinations, extending beyond the basic emotions. Using a dataset of videos of spontaneous play by young children, we then conducted an exploratory study to test these sequences. The study provides a guide for the future analysis of automatic emotional facial expression recognition, a tool that could be groundbreaking for studying emotional behavior in children. However, this AI-based solution still contains certain biases, making it essential to enrich machine-learning results with human observations to ensure acceptable data quality. Since human behavior is context-related, only humans can interpret the activity in context, while machines are uniquely suited for a frame-level coding. Mutual learning between humans and machines can generate a co-evolutionary process, leading to progress in multidisciplinary research with children.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"47 ","pages":"Article 100790"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145595029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A relational turn for child-computer interaction research? A scoping review 儿童-电脑交互研究的关系转折？范围审查

International Journal of Child-Computer Interaction Pub Date : 2026-03-01 Epub Date: 2026-01-12 DOI: 10.1016/j.ijcci.2026.100803

Yusra Niaz, Eva Durall Gazulla, Marianne Kinnula

引用次数: 0

Children exploring circuits and identities in the figured world of a makerspace 孩子们在创客空间的图形世界中探索电路和身份

International Journal of Child-Computer Interaction Pub Date : 2026-03-01 Epub Date: 2025-12-31 DOI: 10.1016/j.ijcci.2025.100801

Priyanka Parekh

{"title":"Children exploring circuits and identities in the figured world of a makerspace","authors":"Priyanka Parekh","doi":"10.1016/j.ijcci.2025.100801","DOIUrl":"10.1016/j.ijcci.2025.100801","url":null,"abstract":"<div><div>This paper investigates how identity and learning intertwine during making activities by analyzing the experiences of two ten-year-olds in a circuitry-making workshop at a public library makerspace. Makerspaces are increasingly recognized as sites where learners develop technical skills in making as well as negotiate identities as capable participants in STEM-rich practices. Using the theoretical framework of figured worlds, this paper examines how children simultaneously constructed circuits and positioned themselves in relation to peers, materials, and ideas. Qualitative analysis of their verbal and physical interactions revealed two key findings. First, both children engaged actively with tools, ideas, and collaboration while successfully producing working circuits. Second, their identity work diverged: one expressed confidence and agency, while the other grappled with self-doubt despite demonstrating comparable technical competence. This contrast illustrates that identifying as a successful maker may be more challenging than learning circuitry skills. By highlighting how identity negotiation shapes children’s experiences in library makerspaces, this paper extends research on maker education. The findings suggest that mentoring, recognition, and the cultivation of inclusive maker mindsets are as critical as access to resources, underscoring the importance of supporting both technical learning and identity development in STEM-rich informal learning environments.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"47 ","pages":"Article 100801"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From playful to manipulative: Exposing deceptive patterns in digital applications for young children 从好玩到操纵：揭露幼儿数字应用中的欺骗模式

International Journal of Child-Computer Interaction Pub Date : 2026-03-01 Epub Date: 2026-01-08 DOI: 10.1016/j.ijcci.2026.100804

Nicholas O’Donnell , Madison Klarkowski , Janelle MacKenzie , Ella Horton , Sumudu Mallawaarachchi , Steven J. Howard , Daniel Johnson

{"title":"From playful to manipulative: Exposing deceptive patterns in digital applications for young children","authors":"Nicholas O’Donnell , Madison Klarkowski , Janelle MacKenzie , Ella Horton , Sumudu Mallawaarachchi , Steven J. Howard , Daniel Johnson","doi":"10.1016/j.ijcci.2026.100804","DOIUrl":"10.1016/j.ijcci.2026.100804","url":null,"abstract":"<div><div>Deceptive design patterns — i.e., user interface tactics that serve to manipulate users into making decisions that benefit a company — are endemic to playful digital experiences. Children have been identified as particularly vulnerable to these tactics, owing to their ongoing cognitive development and nascent critical reasoning. In this paper, we employ a media content analysis — utilising Grey et al. (2024) hierarchical and universal ontology — to assess the prevalence and presentation of deceptive design patterns in playful apps aimed at young children (aged 5–8 years). Our results show that free apps rely more heavily on deceptive design patterns than paid apps, and that the high-level categorisation of patterns employed most frequently include <em>Interface Interference</em>, <em>Sneaking</em>, and <em>Forced Action</em>. Exploring how these patterns are deployed (including how they manifest at the meso- and low-levels), we identify the ramifications for child users and their caregivers. We propose potential solutions that can be enacted by caregivers, suggest improvements that can be made to digital storefronts, and submit suggested foci for regulatory bodies. Building on existing research, this work contributes a vital step towards characterising the climate of deceptive design patterns in playful apps explicitly targeting young children.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"47 ","pages":"Article 100804"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Participatory design of an eco-feedback tool with teens for community energy futures 为社区能源未来与青少年一起参与设计生态反馈工具

International Journal of Child-Computer Interaction Pub Date : 2026-03-01 Epub Date: 2025-12-30 DOI: 10.1016/j.ijcci.2025.100802

Kyrill Potapov, Malak Ramadan

{"title":"Participatory design of an eco-feedback tool with teens for community energy futures","authors":"Kyrill Potapov, Malak Ramadan","doi":"10.1016/j.ijcci.2025.100802","DOIUrl":"10.1016/j.ijcci.2025.100802","url":null,"abstract":"<div><div>Energy systems increasingly require active citizen participation, yet youth voices remain marginalized in energy technology design. This paper reports on participatory design studies with 21 teenagers (ages 12–14) from economically disadvantaged areas of London, exploring how youth conceptualize community energy sharing. Using participatory design, we conducted workshops across two secondary schools involving scenario-based design, persona development, and low-fidelity prototyping around solar energy sharing scenarios. Students designed eco-feedback applications featuring priority systems based on social circumstances, negotiation tools, and community profiles emphasizing social relationships over individual optimization. Our findings reveal teenagers’ energy citizenship perspectives that challenge adult-centric approaches by prioritizing care, social justice, and interdependence over efficiency metrics. Students demonstrated sophisticated understanding of energy justice, designing transparent processes for democratic energy allocation and viewing technology as mediating community communication rather than algorithmic authority. This work contributes methodological approaches for youth participatory design in sustainability contexts and demonstrates how engaging young people reveals alternative visions for just energy transitions.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"47 ","pages":"Article 100802"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Increasing the impact of child-computer interaction research: The Translational Research Engagement Framework (TREF) 增加儿童-电脑互动研究的影响：转化研究参与框架（TREF）

International Journal of Child-Computer Interaction Pub Date : 2026-03-01 Epub Date: 2025-12-05 DOI: 10.1016/j.ijcci.2025.100798

Andrew Manches , Minna Nygren , Sara Price

{"title":"Increasing the impact of child-computer interaction research: The Translational Research Engagement Framework (TREF)","authors":"Andrew Manches , Minna Nygren , Sara Price","doi":"10.1016/j.ijcci.2025.100798","DOIUrl":"10.1016/j.ijcci.2025.100798","url":null,"abstract":"<div><div>A core goal of Child-Computer Interaction (CCI) researchers is to improve the lives of children by translating research into practice. Yet, despite efforts to enhance translation, evidence of success remains limited. This paper addresses calls for strategic efforts to improve research-practice translation in the field by presenting the Translational Research Engagement Framework. The framework draws on existing work regarding research-practice partnerships to propose three levels of translational engagement, ranging in depth and scale of impact: <em>Collaborator</em> (practice partners involved in the research), <em>Pre-Motivated Audiences</em> (non-academics with vested interest in engaging with academic events such as workshops and conferences), and <em>Vehicles of Communication</em> (outputs with intrinsic value to practitioners that can be scaled beyond projects). The framework is illustrated by the translational activities, challenges and implications of a five-year international researcher-practitioner partnership project exploring the role of embodied learning in informal science learning contexts. The paper concludes with discussion of some tensions to be navigated in efforts to translate CCI research to practice, and how the framework offers a tool to plan translational activities before, during and importantly, after projects, to scale benefits to more children.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"47 ","pages":"Article 100798"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EcoARology: Using AR to empower children in the face of climate change 生态学：利用增强现实技术帮助儿童应对气候变化

International Journal of Child-Computer Interaction Pub Date : 2025-12-01 Epub Date: 2025-09-06 DOI: 10.1016/j.ijcci.2025.100771

Ari Beckingham , Larissa Pschetz , Andrew Manches , Bettina Nissen

{"title":"EcoARology: Using AR to empower children in the face of climate change","authors":"Ari Beckingham , Larissa Pschetz , Andrew Manches , Bettina Nissen","doi":"10.1016/j.ijcci.2025.100771","DOIUrl":"10.1016/j.ijcci.2025.100771","url":null,"abstract":"<div><div>Climate change is often presented to children within narratives that seem disconnected from their daily lives. This distancing can compromise their sense of agency towards it potentially leading to anxiety, a sense of helplessness, or disdain. Our research addresses this disconnection by exploring the use of Augmented Reality (AR) to reveal subtle, yet critical, impacts of climate change on local species interactions. We specifically explore “phenological mismatches”, which occur when species seasonal patterns change, causing species that typically rely on them to fall out of sync, compromising their very survival. Such phenomena are becoming increasingly common due to climate-induced changes in environmental cues. To engage children with such subtle and yet pervasive climate-change phenomena in an accessible way, we developed “EcoARology,” a probe app that illustrates such phenomena while connecting it to children's environments and species that they are likely to be familiar with, ultimately giving them tools to discuss and explore actions within their own scope of agency. Workshops with 17 children and 13 caregivers revealed the ways the tool prompted conversations and how a sense of agency changed as 1) children and caregivers transitioned from fantastical to realistic ideas and, 2) from personal daily actions to broader climate issues. The work highlights the potential of AR as a tool to foster a sense of connection with climate change issues and its pivotal role in enhancing children's understanding and empathy towards these issues.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100771"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Once upon an AI: Six scaffolds for child-AI interaction design, inspired by Disney 曾经的AI：儿童AI交互设计的六个脚手架，灵感来自迪士尼

International Journal of Child-Computer Interaction Pub Date : 2025-12-01 Epub Date: 2025-11-07 DOI: 10.1016/j.ijcci.2025.100788

Nomisha Kurian

{"title":"Once upon an AI: Six scaffolds for child-AI interaction design, inspired by Disney","authors":"Nomisha Kurian","doi":"10.1016/j.ijcci.2025.100788","DOIUrl":"10.1016/j.ijcci.2025.100788","url":null,"abstract":"<div><div>To build AI that children can intuitively understand and benefit from, designers need a design grammar that truly serves their developmental needs. This paper bridges Artificial Intelligence design for children - an emerging field still defining its best practices - and children's animation, a well-established field with decades of experience in engaging children through accessible and engaging storytelling. Pairing Piagetian developmental theory with design pattern extraction from 52 works of children's animation, the paper presents a “six scaffold” framework that integrates design insights transferable to child-centred AI design: <strong>(1) <em>signals</em> for visual animacy and clarity, (2) <em>sound</em> for musical and auditory scaffolding, (3) <em>synchrony</em> in audiovisual cues 4) <em>sidekick</em>-style personas (5) <em>storyplay</em> that</strong> supports <strong>symbolic play and imaginative exploration,</strong> and <strong>(6) <em>structure</em> in the form of predictable narratives</strong>. These strategies - long refined in children's animation - function as multimodal scaffolds for attention, understanding, and emotional attunement, supporting children's learning and emotional comfort. This structured design grammar is transferable to AI design. By reframing cinematic storytelling and child development theory as design logic for AI, the paper offers heuristics for crafting intuitive AI that aligns with children's cognitive stages and emotional needs. The work contributes to design theory by showing how sensory, affective and narrative techniques can inform developmentally-attuned AI design. Future directions include empirical testing, cultural adaptation, and participatory co-design.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100788"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Young pupils’ positioning in multimodal interaction during text creation with digital tools 小学生在使用数字工具创作文本时的多模态互动定位

International Journal of Child-Computer Interaction Pub Date : 2025-12-01 Epub Date: 2025-07-23 DOI: 10.1016/j.ijcci.2025.100764

Kristina Danielsson , Ann-Charlotte Rohman Roth , Marina Wernholm

{"title":"Young pupils’ positioning in multimodal interaction during text creation with digital tools","authors":"Kristina Danielsson , Ann-Charlotte Rohman Roth , Marina Wernholm","doi":"10.1016/j.ijcci.2025.100764","DOIUrl":"10.1016/j.ijcci.2025.100764","url":null,"abstract":"<div><div>Today, there is an ongoing debate about the use of digital tools among young pupils. However, previous research indicates that digital tools can play an important role even in the early school years, as hybrid learning activities can promote joint activities with interaction as a natural component. Yet, few studies have explored such hybrid activities. This case study investigates how 6- and 7-year-old pupils in two empirical data sets (one from 2012, one from 2023) position themselves when collaboratively creating digital fairy tales in small groups using a tablet application, and specifically how they position themselves in relation to each other and the task they are to fulfil. The study is grounded in social constructivist theory, which posits that individuals interact through verbal and embodied actions in collaboration with others in social contexts. The data comprises video recordings of the participants' interaction with each other and their learning tablets. These recordings were first analysed to discern patterns in the pupils' positioning and video episodes with critical sequences were transcribed with tools from multimodal interaction analysis. The analysis revealed several themes, such as pupils’ positioning through both embodied and verbal interaction in terms of invitations for collaboration, negotiations of power, and positioning in relation to the task, primarily in terms of acceptance and perseverance, with resistance being less common. To conclude, the activity appeared complex, inviting the children to various negotiations and positionings through verbal and embodied interaction. Even though most groups solved both concrete challenges and minor disagreements, the complexity of the activity points to the importance of an attentive teacher.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100764"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145333196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“They all look mad with each other”: Understanding the needs and preferences of children and parents in AI-generated images for stories “他们看起来都很生气”：在人工智能生成的故事图像中，了解孩子和父母的需求和偏好

International Journal of Child-Computer Interaction Pub Date : 2025-12-01 Epub Date: 2025-11-07 DOI: 10.1016/j.ijcci.2025.100787

Qiao Jin , Ye Yuan

{"title":"“They all look mad with each other”: Understanding the needs and preferences of children and parents in AI-generated images for stories","authors":"Qiao Jin , Ye Yuan","doi":"10.1016/j.ijcci.2025.100787","DOIUrl":"10.1016/j.ijcci.2025.100787","url":null,"abstract":"<div><div>Stories play an important part in children’s daily life—they aid literacy and learning, foster creativity and imagination, and create opportunities for children to connect with others. Visual content, such as illustrations and images, especially enhance children’s understanding and engagement with stories, as well as their interactions with others through reading or storytelling. Our research explores how AI-generated images in stories influence interactions in story-related activities and what qualities children and parents value in these generated images for stories. We conducted a qualitative study with 13 groups of parents and children between the ages of 4 and 8, where we observed how children and parents interact over stories with AI-generated images, collected their preferences, and interviewed parents about their needs and concerns on different qualities in generated images (e.g., visual style, consistency, authenticity, safety). Our work contributes empirical insights that can inform the design and evaluation of AI-empowered story related applications.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100787"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0