International Journal of Child-Computer Interaction最新文献

{"title":"Empowering young environmental leaders: Designing interactive data visualisation to foster children's agency in eco-schools","authors":"Andrea Gauthier ,&nbsp;Asimina Vasalou ,&nbsp;Alejandra Tisnes Londoño ,&nbsp;Na Wu ,&nbsp;Billy Konyani","doi":"10.1016/j.ijcci.2025.100749","DOIUrl":"10.1016/j.ijcci.2025.100749","url":null,"abstract":"<div><div>This study takes a research-through-design approach to explore the potentials and boundaries of empowerment through interactive data visualisation (IDV) for children's collective environmental and climate action, contextualised within an existing and globally impactful environmental education initiative, Eco-Schools. We speculate how the social valences inherent to IDV mediate collaboration between children, their peers, and adult school stakeholders and identify the critical skills and scaffolding required by children to make use of IDV toward collective environmental action. We note the dichotomy of dutiful versus disruptive actions proposed by children, underscoring the necessity for stakeholder involvement from the outset to ensure ethical viability of such initiatives. Related to this, we reflect on the ethical implications of IDV as a symbol of children's agency, particularly when their efforts to engage peers and authority figures yield limited results. Ultimately, this study emphasises the importance of stakeholder collaboration in maximizing the potential of IDV as a multi-functional tool in children's collective environmental action with the aim to inform the design of future climate change education programmes and IDV tools.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100749"},"PeriodicalIF":0.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107543","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}

{"title":"Age-related effects of coding interventions","authors":"Chiara Montuori ,&nbsp;Lucia Ronconi ,&nbsp;Gabriele Pozzan ,&nbsp;Costanza Padova ,&nbsp;Tullio Vardanega ,&nbsp;Barbara Arfé","doi":"10.1016/j.ijcci.2025.100747","DOIUrl":"10.1016/j.ijcci.2025.100747","url":null,"abstract":"<div><div>Past research has shown that children as young as 4–6 years can learn to code through virtual (digital) or plugged (physical, analogic) coding activities, and that exposure to those activities benefits children's cognitive skills too. Indeed, two executive functions (EFs), planning and response inhibition, seem to be strongly associated with coding. However, it remains unclear whether children's cognitive response to virtual coding instruction varies with children's age. Only a few studies to date, mostly focused on older students (aged 10–18 years), have examined age-related differences in response to coding instruction. No such studies as yet have explored whether age differences in learning to code also translate in differential cognitive benefits of coding with children's age. The present study compared the response to an 8-h coding intervention of 273 first graders (5–7 years) and 164 fourth graders (8–10 years), examining whether their respective gains in coding abilities, planning (Tower of London test), and response inhibition (Stroop test and NEPSY-II square/circle test) differed following exposure to coding. Multilevel analyses with socio-economic status covariate show significant effects of the intervention on both 1st and 4th graders' coding skills and across all cognitive measures (planning accuracy, response inhibition accuracy and time). For coding accuracy, both first and fourth graders improved, with large effect sizes (<em>d</em> = −1.53 for first graders, <em>d</em> = −1.84 for fourth graders). The experimental groups showed greater post-test gains in planning accuracy in both grades (<em>d</em> = −1.44 for first graders, <em>d</em> = −0.91 for fourth graders). First graders decreased inhibition errors significantly after the intervention in both NEPSY-II and Stroop tasks (respectively, t(425) = 8.21, <em>p</em> &lt; 0.001, <em>d</em> = 0.80; t(425) = 11.37, <em>p</em> &lt; 0.001, <em>d</em> = 1.10), as well as the fourth graders (t(427) = 3.79, <em>p</em> &lt; 0.001, <em>d</em> = 0.38 in NEPSY-II, t(427) = 4.56, <em>p</em> &lt; 0.001, <em>d</em> = 0.44 in Stroop).</div><div>These findings suggest that coding interventions designed with age-appropriate complexity can support not only the development of coding abilities but also enhance EFs skills across different age levels. The intervention's strong impact on younger children suggests that structured coding interventions should be introduced early as a fundamental component of childhood education.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100747"},"PeriodicalIF":0.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144154448","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}

{"title":"Adaptive metacognitive prompting in young learners and the role of prior performance","authors":"Rebecca Pape,&nbsp;Joachim Thomas","doi":"10.1016/j.ijcci.2025.100740","DOIUrl":"10.1016/j.ijcci.2025.100740","url":null,"abstract":"<div><div>Metacognitive prompting has been shown to effectively support Self-Regulated Learning (SRL) in computer-based learning environments (CBLEs) and thereby enhance learning performance. Adaptive prompting as a way to successfully tailor prompts to the learners’ needs remains understudied, especially among young learners in lower secondary education who were shown to be in a critical phase in their development of metacognitive skills. The present study investigates the effects of adaptive, metacognitive prompting on SRL activities through self-reports and trace data, and on learning performance. In a pre-post experimental design, 72 lower secondary students received prompting (<em>n</em> = 38) or no prompting (<em>n</em> = 34). Results show that metacognitive prompting led to higher self-reported metacognitive SRL activities. It did not result in significant differences in learning performance, however, prior performance level was identified as a significant moderator. Implications for SRL research with focus on low achieving learners are discussed.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100740"},"PeriodicalIF":0.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068195","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}

{"title":"Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming","authors":"Yuhan Lin ,&nbsp;David Weintrop ,&nbsp;Jason McKenna","doi":"10.1016/j.ijcci.2025.100737","DOIUrl":"10.1016/j.ijcci.2025.100737","url":null,"abstract":"<div><div>Switch mode blocks allow learners to write text-based commands inside of blocks within a conventional block-based programming environment. Switch mode blocks can be added by either directly drag-and-dropping them into a program or by right clicking a block and converting it into a Switch mode block. This scaffolded approach can support learners in transitioning from block-based programming to text-based programming. This paper presents an analysis of the eight distinct strategies that learners developed to compose programs using Switch mode blocks. This work contributes to our understanding of how we can design environments that support students of varying levels of prior experience and confidence in transitioning from introductory (block-based) to more powerful (text-based) programming modalities.</div></div><div><h3>Ccs concepts</h3><div>• Human-centered computing → Human computer interaction (HCI); Interactive systems and tools.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100737"},"PeriodicalIF":0.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903955","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}

{"title":"Exploring STEM (science, technology, engineering and mathematics) toys in kindergarten: Teachers' pedagogical approaches, perspective and effect on Children's brain development: A systematic literature review","authors":"Mahendra Prasad ‘Pandey’","doi":"10.1016/j.ijcci.2025.100736","DOIUrl":"10.1016/j.ijcci.2025.100736","url":null,"abstract":"<div><div>This systematic literature review explores pedagogical approaches of kindergarten teachers' to facilitate children's play with STEM toys. This review summarises teachers' perspectives on the utilisation of STEM toys in children studying in kindergarten and describes the outcomes of children's development resulting from playing with STEM toys. The present systematic literature search was performed in accordance with the PRISMA-2020 checklist. The search engines used were Google Scholar, PubMed, PubMed Central, Scopus, and other journal databases including ScienceDirect, Springer, Taylor &amp; Francis etc. for papers published between 2010 and 2024. These searches yielded 2352 peer-reviewed articles. The application of the selection and rejection criteria led to the formation of a shortlisting 32 papers, following the initial evaluation. The findings revealed the various approaches that teachers can employ during play sessions with STEM toys while teaching. Kindergarten teachers take on the roles of facilitators and mediators, promote collaborative work, and encourage children to perform experiments and learn from failure. Furthermore, the findings of this study revealed that kindergarten teachers generally maintain favourable and constructive perspectives regarding the utilisation of STEM toys. The results underscore positive impacts on cognitive abilities of children like problem-solving and critical thinking, and socio-emotional skills like verbal communication from using STEM toys. Comprehensive teacher training is emphasised to identify methodologies that complement the technology, maximizing teaching-learning benefits for children's brain development.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100736"},"PeriodicalIF":0.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790887","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}

{"title":"Providing user perspectives to the next generation of parental controls","authors":"Vahiny Gnanasekaran,&nbsp;Katrien De Moor","doi":"10.1016/j.ijcci.2025.100735","DOIUrl":"10.1016/j.ijcci.2025.100735","url":null,"abstract":"<div><div>Recent studies indicate that early adolescents (i.e., 10-14-year-olds) are accessing online services without an adequate understanding of digital etiquette and risks. Parental control has been proposed as a tool for parents to observe their children’s digital use. However, the literature reveals a decreasing parental control adoption, due to the lack of usability, and insufficient privacy and security controls. Starting from an investigation of barriers or drivers in current solutions, this study explores how next-generation parental controls could facilitate increasing children’s digital competence and cybersecurity awareness. Six semi-structured interviews were conducted with parents of 10–13-year-olds and five experts within various domains of parental control, along with four focus group sessions (N=14) with 11- and 12-year-olds. The results indicate that existing parental control tools are perceived as non-pedagogical and lacking functionalities in increasing children’s digital knowledge and cybersecurity awareness. They provide parents with monitoring possibilities, without granting the children opportunities for self-regulation. This underlines the importance of implementing future parental controls that educate children to become digitally independent, while to an extent allowing parents to maintain control of their children’s digital habits. Overall, the study provides another perspective on the potential use and implications of future parental control by enhancing the significance of such applications and suggesting directions for development.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100735"},"PeriodicalIF":0.0,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790886","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}

{"title":"Emerging computational and digital literacies in K-12 education","authors":"David Weintrop,&nbsp;Rotem Israel-Fishelson,&nbsp;Christina Gardner-McCune","doi":"10.1016/j.ijcci.2024.100707","DOIUrl":"10.1016/j.ijcci.2024.100707","url":null,"abstract":"<div><div>The rise of new technologies, platforms, and computational tools is having a significant and meaningful impact on the ways youth experience and interact with the world. To prepare youth to thrive in these new computational and technological spaces, new skills, concepts, and practices need to be integrated into learners' K-12 experiences. This special issued asked the IJCCI community: <em>What are the critical emerging computational and digital literacies that youth are, or will be, interacting with in the coming years?</em> And, <em>What is the role of K-12 education in preparing youth to engage with and excel in a world where these literacies are needed?</em> The answers to these questions provided by the community constitute this special issue. In doing so, it provides a snapshot of what we currently view as the critical emerging computational and digital literacies and the roles they can and should play in K-12 education.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100707"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509245","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}

{"title":"Community partnership design of a maker-related camp for underserved youth: Impacts on youths’ present and future learning trajectories","authors":"Srinjita Bhaduri ,&nbsp;Quentin Biddy ,&nbsp;Melissa Rummel ,&nbsp;Mimi Recker","doi":"10.1016/j.ijcci.2025.100723","DOIUrl":"10.1016/j.ijcci.2025.100723","url":null,"abstract":"<div><div>This paper describes the design of Science, Technology, Engineering, and Mathematics (STEM) maker-related activities offered to middle school youth as part of a free, four-week summer camp. The camp was aimed at academically at-risk youth in a rural, tourism-oriented mountain community with significant income disparities. Guided by an educational model focused on enhancing youths’ present and future interests in and visions of STEM and computing fields, camp activities were collaboratively designed by a community partnership comprised of a local camp provider, the local school district, and researchers. Situating design in a community partnership helped highlight and integrate locally relevant resources, careers, and community opportunities. The paper also reports findings from a study examining how the STEM maker camp activities, which leveraged 3D modeling and printing practices, impacted youths’ perceptions of their disciplinary identity, engagement, and their present and future visions of the relevance of these STEM practices to themselves and their communities. The study also explores design tensions that emerged during the camp design process and identified barriers and opportunities that arose from balancing the needs of each partner, the research team’s focus on youth-centered learning, and the overall program goals.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100723"},"PeriodicalIF":0.0,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549141","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}

{"title":"Social and curious: Lessons in designing digital manipulatives for young children","authors":"Sarah Matthews ,&nbsp;Maria Nicholas ,&nbsp;Louise Paatsch ,&nbsp;Lisa Kervin ,&nbsp;Peta Wyeth","doi":"10.1016/j.ijcci.2025.100725","DOIUrl":"10.1016/j.ijcci.2025.100725","url":null,"abstract":"<div><div>Introducing Digital Literacy (DL), including Computational Thinking (CT), to young children develops foundational skills in computer science, problem-solving, and critical thinking. However, current digital toys for demonstrating computational thinking strategies are not always designed for early-year environments or specifically for young (preschool) children. Digital manipulatives incorporating embedded computation can offer developmentally appropriate tools to introduce foundational programming strategies and dynamic system knowledge before children become developmentally ready for more formalised programming activities. This paper presents an empirical study in a preschool environment with children (aged 3–5 years) using novel digital manipulatives, <em>Embeddables</em>, in child-led free and guided play activities in a preschool (Fig. 1). From our analysis of the types of activities the children engaged in, we identified underexplored design features of digital manipulatives that can build early exposure to CT skills through ludic and epistemic play. These are designed-in behaviour, distributed interactivity, conditional and proximal relations between artefacts, and abstracted multisensorial reactions.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100725"},"PeriodicalIF":0.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519222","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}

{"title":"Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system","authors":"Grazia Ragone ,&nbsp;Judith Good ,&nbsp;Kate Howland","doi":"10.1016/j.ijcci.2025.100726","DOIUrl":"10.1016/j.ijcci.2025.100726","url":null,"abstract":"<div><div>Music therapy for autistic children focuses on supporting motor and social interaction through creative movement and musical activities. Previous research suggests it can further support the development of underlying skills related to non-verbal communication, namely <em>social motor synchrony</em> and <em>imitation</em>. Motion-sensing technology in this context has the potential to both support children’s engagement in therapy and help researchers understand its impact. We describe and evaluate a system, OSMoSIS, which aims to provide support by generating sounds based on children’s movements. An evaluation through two empirical studies shows (1) higher levels of imitation and interactional synchrony when using the system compared with motor-only activities and (2) that children found the interaction enjoyable, showing more instances of positive affect when the system was activated with the <em>sounds on</em>. We discuss how the findings highlight new directions for further research on technology for music therapy and have the potential to support practitioners and families.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100726"},"PeriodicalIF":0.0,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465506","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}