International Journal of Child-Computer Interaction最新文献

Investigating young children's algorithmic thinking in robot programming activities from embodied cognition perspective 从具身认知的角度探讨幼儿机器人编程活动中的算法思维

International Journal of Child-Computer Interaction Pub Date : 2026-09-01 Epub Date: 2026-08-25 DOI: 10.1016/j.ijcci.2026.100847

Ying Zhang, Gary Wong, Biyao Liang

{"title":"Investigating young children's algorithmic thinking in robot programming activities from embodied cognition perspective","authors":"Ying Zhang, Gary Wong, Biyao Liang","doi":"10.1016/j.ijcci.2026.100847","DOIUrl":"10.1016/j.ijcci.2026.100847","url":null,"abstract":"<div><div>Educational robots have been increasingly used in early childhood settings to introduce young children to programming and computational thinking (CT). However, less is known about how algorithmic thinking (AT), a core CT skill, develops through children's embodied interaction with such tangible tools. Using multimodal analysis of approximately 30 h of video recordings of task-based interviews with five pairs of 5-6-year-old children, this study examines how their bodily actions and interactions with the physical environment shape their AT during Bee-Bot programming activities. The findings identify three embodied forms of early AT—incremental, transitional, and systematic—which unfold dynamically through young children's use of tapping, manipulating, and tracing actions to support algorithm construction and intertwined mathematical reasoning. Through a child-centred, non-deficit lens, we also interpret young children's encounters with recurrent challenges as meaningful embodied sense-making rather than cognitive deficits, as they draw on familiar sensorimotor experiences to understand turn commands and navigate step-counting difficulties by reorganising the environment to reduce cognitive demands. This study contributes to the literature by enriching our understanding of the embodied nature of early AT and offering pedagogical implications for its integration into early mathematics education through embodied approaches.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"49 ","pages":"Article 100847"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148951410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Family dynamics on data tracking and sharing with child-oriented wearables 家庭动态数据跟踪和共享与面向儿童的可穿戴设备

International Journal of Child-Computer Interaction Pub Date : 2026-09-01 Epub Date: 2026-08-20 DOI: 10.1016/j.ijcci.2026.100848

Isil Oygur, Yunan Chen, Daniel A. Epstein

{"title":"Family dynamics on data tracking and sharing with child-oriented wearables","authors":"Isil Oygur, Yunan Chen, Daniel A. Epstein","doi":"10.1016/j.ijcci.2026.100848","DOIUrl":"10.1016/j.ijcci.2026.100848","url":null,"abstract":"<div><div>Child-oriented wearables, such as activity trackers, smartwatches, and GPS devices, are increasingly framed as tools for safety, health, and connectivity. Beyond individual self-tracking, these devices also serve as expressions of parental care through shared data practices. This paper examines how these technologies mediate children's understanding of datafication and dataveillance, and why families adopt them by examining the benefits and values families attribute to their use. We report on 12 co-design sessions, each involving a parent and at least one child. Our findings support prior research on the early normalization of datafication and dataveillance without a corresponding depth of understanding of these concepts and processes. These technologies do not automatically foster awareness of data practices. Normalization of data tracking and sharing is reinforced both by the introduction of wearables as expressions of parental care and family values and by the lack of sustained child-parent dialogue, which emerges as a critical factor. The co-design sessions reveal both willingness and openness among children and parents to engage in such dialogue, while also suggesting that these conversations require structured facilitation to occur regularly. As situational mediators, wearables function alternately as conversation starters and as sources of tension. We argue that, for these technologies to support reflective mediation, future designs should prioritize family co-use, incorporate prompts that support meaningful dialogue about data tracking and sharing, and make datafication and dataveillance processes transparent to enhance children's understanding and agency.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"49 ","pages":"Article 100848"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Participatory Design: Reflective guidance for Child–Computer Interaction research 参与式设计：儿童-计算机交互研究的反思指导

International Journal of Child-Computer Interaction Pub Date : 2026-09-01 Epub Date: 2026-07-03 DOI: 10.1016/j.ijcci.2026.100841

Ole Sejer Iversen, Michail Giannakos, Christian Dindler

{"title":"Participatory Design: Reflective guidance for Child–Computer Interaction research","authors":"Ole Sejer Iversen, Michail Giannakos, Christian Dindler","doi":"10.1016/j.ijcci.2026.100841","DOIUrl":"10.1016/j.ijcci.2026.100841","url":null,"abstract":"<div><div>This editorial commentary presents a reflective and value-driven guide for Participatory Design (PD) in Child–Computer Interaction (CCI). Rather than introducing new methods or revisiting existing guidelines, it offers readers a reflective guide for understanding what meaningful participation with children entails and how it can be responsibly enacted in research practice. The paper synthesizes decades of PD work in CCI and articulates four core commitments (democracy, empowerment, mutual learning, and recognition of children’s skillfulness) and situates them within a four-wave account of the field’s development. The key contribution lies in reframing PD as an ongoing ethical and methodological stance rather than a set of techniques. By providing reflective guidance across the stages of planning, enacting, evaluating, and sustaining participatory work, the commentary equips researchers to examine their own PD practices critically, avoid tokenistic participation, and better justify why and how children are involved. Overall, the editorial aims to provide conceptual clarity and methodological reflexivity in PD-based CCI research and supports more accountable and impactful participatory practices.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"49 ","pages":"Article 100841"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148995409","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

Colorpecker: Designing and evaluating a tangible user interface to support children's observational drawing and color cognition color pecker：设计和评估一个有形的用户界面，以支持儿童的观察绘画和色彩认知

International Journal of Child-Computer Interaction Pub Date : 2026-06-01 Epub Date: 2026-05-20 DOI: 10.1016/j.ijcci.2026.100826

Pei-Jung Cheng

{"title":"Colorpecker: Designing and evaluating a tangible user interface to support children's observational drawing and color cognition","authors":"Pei-Jung Cheng","doi":"10.1016/j.ijcci.2026.100826","DOIUrl":"10.1016/j.ijcci.2026.100826","url":null,"abstract":"<div><div>This paper presents Colorpecker, a tangible user interface (TUI) designed to support fourth-grade children's observational drawing, with a particular focus on color cognition. The study examines how specific interactional affordances shape children's perceptual exploration and decision-making during drawing.</div><div>A four-week classroom study compared students using Colorpecker with peers using a stylus-only digital drawing setup. Drawing on the distinction between epistemic and pragmatic actions, the analysis combined behavioral coding of the drawing process, pre- and post-test object descriptions, and expert evaluations of drawing outcomes. Results showed that while basic drawing execution behaviors were comparable across groups, students using Colorpecker engaged more frequently in epistemic actions related to object inspection and color exploration. These behaviors were accompanied by significant gains in color-related descriptive vocabulary and higher ratings in drawing completeness, whereas differences in shape and composition remained descriptive rather than inferential.</div><div>The findings indicate that tangible interaction can support observational drawing by enabling reversible experimentation, perceptual comparison, and sustained attention to subtle color relations, without altering core drawing execution skills. The study contributes an integrative account of how tool-mediated epistemic actions link perceptual exploration, verbal articulation, and product-level outcomes in children's drawing, and highlights the role of TUIs in supporting color cognition within art education contexts.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"48 ","pages":"Article 100826"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167619","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

Designing for collaboration mediated by digital games among neurodiverse children in special education 特殊教育中神经多样性儿童以数字游戏为媒介的合作设计

International Journal of Child-Computer Interaction Pub Date : 2026-06-01 Epub Date: 2026-05-29 DOI: 10.1016/j.ijcci.2026.100829

Mihaela Taranu, Eva Eriksson

{"title":"Designing for collaboration mediated by digital games among neurodiverse children in special education","authors":"Mihaela Taranu, Eva Eriksson","doi":"10.1016/j.ijcci.2026.100829","DOIUrl":"10.1016/j.ijcci.2026.100829","url":null,"abstract":"<div><div>In this paper we investigate how co-located digital games can be designed to support peer-collaboration among neurodiverse children in special education settings (i.e., children with Autism and/or ADHD in 4th and 6th grade). Specifically, we examine how interdependence as a game dynamic – operationalized through asymmetric gameplay – affects collaborative outcomes. To systematically capture and evaluate collaboration, this study adopts the theoretical framework proposed by <span><span>Child and Shaw (2018)</span></span>, to define, operationalize, and analyze key facets of collaborative behavior as reflected in children’s play tests. The paper makes two main contributions: (1) empirical evidence on how co-located collaborative gameplay – and specifically varying levels of interdependence – facilitates and shapes different facets of collaboration among neurodiverse children in special education settings; and (2) a methodological contribution demonstrating how the <span><span>Child and Shaw (2018)</span></span> framework can be applied to define and operationalize collaboration in the context of co-located digital games.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"48 ","pages":"Article 100829"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167624","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

Editorial: Responding to the moment: A message to the IJCCI community 社论：回应当下：给IJCCI社区的信息

International Journal of Child-Computer Interaction Pub Date : 2026-06-01 Epub Date: 2026-05-05 DOI: 10.1016/j.ijcci.2026.100825

David Weintrop, Panos Markopoulos, Michael Horn, Michail Giannakos

引用次数: 0

Unplugged coding and game-based learning in primary education: A collaborative design escape room approach to foster computational thinking and cross-curricular learning 小学教育中的不插电编码和基于游戏的学习：一种培养计算思维和跨学科学习的协作设计逃生室方法

International Journal of Child-Computer Interaction Pub Date : 2026-06-01 Epub Date: 2026-05-22 DOI: 10.1016/j.ijcci.2026.100828

Flavio Manganello , Alessia Berettieri

{"title":"Unplugged coding and game-based learning in primary education: A collaborative design escape room approach to foster computational thinking and cross-curricular learning","authors":"Flavio Manganello , Alessia Berettieri","doi":"10.1016/j.ijcci.2026.100828","DOIUrl":"10.1016/j.ijcci.2026.100828","url":null,"abstract":"<div><div>This study examines the integration of unplugged coding within a Game Based Learning framework using collaboratively designed Escape Rooms in primary education. Twelve students (aged 8-10) were randomly assigned to create either a physical Escape Room with unplugged coding activities or a digital Escape Room without coding, both addressing English vocabulary on food. No significant between-group differences emerged in Computational Thinking performance (both M = 20.67) or vocabulary learning (G1: M = 23.17; G2: M = 23.67), although the study was underpowered to detect small-to-medium effects. A strong positive correlation was observed between CT and vocabulary scores in the unplugged group (rho = .814, p = .049), suggesting a potential association between CT processes and disciplinary learning, though this finding requires replication with larger samples. Qualitative data revealed high engagement, collaboration, and motivation in both groups. Teacher survey data (N = 10) indicated active prior CT implementation in the school (80% of teachers), potentially explaining comparable outcomes. Findings demonstrate that unplugged coding integrated with narrative-based GBL can foster both CT engagement and cross-curricular learning, offering an accessible approach for primary contexts.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"48 ","pages":"Article 100828"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167623","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

“Good robots fight off bad robots to protect humanity” – Children's utopian and dystopian views of future technology through a speculative filmmaking workshop “好机器人对抗坏机器人，保护人类”——孩子们对未来技术的乌托邦和反乌托邦的看法

International Journal of Child-Computer Interaction Pub Date : 2026-06-01 Epub Date: 2026-04-22 DOI: 10.1016/j.ijcci.2026.100821

Behnaz Norouzi , Sumita Sharma , Leena Ventä-Olkkonen , Marianne Kinnula , Tuure Haarjärvi , Tommi Nevala

{"title":"“Good robots fight off bad robots to protect humanity” – Children's utopian and dystopian views of future technology through a speculative filmmaking workshop","authors":"Behnaz Norouzi , Sumita Sharma , Leena Ventä-Olkkonen , Marianne Kinnula , Tuure Haarjärvi , Tommi Nevala","doi":"10.1016/j.ijcci.2026.100821","DOIUrl":"10.1016/j.ijcci.2026.100821","url":null,"abstract":"<div><div>Children have a complex relationship with technology, as it is deeply woven into their everyday lives. Young children's experiences and expectations of these intertwined relationships require further understanding. Therefore, we explored, through a speculative filmmaking workshop, how 9–10-year–old schoolchildren perceive and envision humans' future relationships with technology. The children worked in groups to design and create short stop-motion design futuring animations. Through nexus analysis (qualitative analysis) of these animations, we identified themes of utopian and dystopian discourses. Our findings reveal that young children are aware of and critical about technology's impact and potential as both a savior and a threat to humanity. We contribute by utilizing speculative filmmaking as a tool for design futuring and showing how design futuring can help young children critically reflect on their present and future relationships with technology. Our study builds a case for critical technology literacy initiatives with and by young children.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"48 ","pages":"Article 100821"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167622","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

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