International Journal of Child-Computer Interaction最新文献

Beyond techno-solutionism: Towards critical perspectives in environmental education and digital technology. A critical-hermeneutic review 超越技术解决主义：迈向环境教育和数字技术的批判性视角。批判性神学评论

International Journal of Child-Computer Interaction Pub Date : 2024-11-19 DOI: 10.1016/j.ijcci.2024.100705

Haley Perkins

{"title":"Beyond techno-solutionism: Towards critical perspectives in environmental education and digital technology. A critical-hermeneutic review","authors":"Haley Perkins","doi":"10.1016/j.ijcci.2024.100705","DOIUrl":"10.1016/j.ijcci.2024.100705","url":null,"abstract":"<div><div>As ecological changes escalate and digital technologies continue to entangle themselves into children's lives, there is a need to critically explore the intersection of education, digital technologies, and environmental concerns. This paper aims to uncover underlying assumptions and metanarratives in current scholarship at the intersection of Environmental Education (EE), technology, and Child-Computer Interaction (CCI) to broaden perspectives and foster transformative futures. A decolonial-informed critical hermeneutic literature review of 79 papers explores EE's relationship with digital technology and CCI. Thematic analysis and iterative search cycles reveal a hegemonic discourse centred on anthropocentrism, technological solutionism, and behaviour change in children, predominantly driven by economic priorities in the Global North. Non-hegemonic perspectives (particularly those from the Global South) emphasise critical perspectives on digital technology development and sustainability discourse. These perspectives advocate for non-dualistic understandings of human-nature-technology relationships such as those informed by relationally-based Indigenous knowledges, new materialisms, arts-based pedagogies, and ecopedagogies. This review has implications for EE and the CCI communities alike. Findings suggest that researchers might reconsider prioritising techno-pedagogical sustainability solutions and shift efforts first towards transforming the underlying ways of knowing and being that drive current education and technology narratives and design. By critically addressing these onto-epistemological orientations, we might stand a chance for a more sustainable and ecologically responsible future for today's children.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100705"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142720018","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

Expanding digital literacies beyond the digital: Infusing computational thinking into unplugged pedagogical tools - Two case studies from mathematics education 将数字扫盲扩展到数字之外：在不插电的教学工具中注入计算思维 - 两项数学教育案例研究

International Journal of Child-Computer Interaction Pub Date : 2024-11-10 DOI: 10.1016/j.ijcci.2024.100703

Renato Saig, Arnon Hershkovitz

{"title":"Expanding digital literacies beyond the digital: Infusing computational thinking into unplugged pedagogical tools - Two case studies from mathematics education","authors":"Renato Saig, Arnon Hershkovitz","doi":"10.1016/j.ijcci.2024.100703","DOIUrl":"10.1016/j.ijcci.2024.100703","url":null,"abstract":"<div><div>Computational Thinking (CT), the conceptual foundations required for solving complex problems effectively and efficiently, is an imperative skill for today's learners, across disciplines and across ages. As for its importance in the wide network of digital literacies, CT has been implemented in various educational contexts, however mostly via digital artifacts, specifically in programming-related activities. This approach does not fulfill the potential of such integration for promoting learning. In this paper, we argue that digital literacies should not be bound to the digital realm, and present a novel approach to fully integrate CT into learning and teaching by the development of CT-infused “unplugged” pedagogical tools that are fully embedded in the subject matter. We demonstrate the advantages to student learning of these tools in two case studies from K-12 mathematics education: 1) An assistive tool for function investigation in high-school calculus – in this case, we point out to how CT skills that were implemented in the tool promoted students' problem solving; 2) A teaching unit for pattern sequences in elementary school – in this case, we show how students in the CT research group outperformed students in the other groups, and how they implemented CT to solve pattern sequence problems effectively and efficiently. We highlight that besides enhancing learning, this approach can help address the important issue of equity in education, and suggest ways to promote it via dedicated professional development.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100703"},"PeriodicalIF":0.0,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656801","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

How can AR-enhanced books support early readers? Exploring literacy development through AR design principles AR 增强型图书如何为早期读者提供支持？通过 AR 设计原则探索读写能力的培养

International Journal of Child-Computer Interaction Pub Date : 2024-11-09 DOI: 10.1016/j.ijcci.2024.100701

Yoo Kyung Chang , Jullia Lim , Jordan Burkland

{"title":"How can AR-enhanced books support early readers? Exploring literacy development through AR design principles","authors":"Yoo Kyung Chang , Jullia Lim , Jordan Burkland","doi":"10.1016/j.ijcci.2024.100701","DOIUrl":"10.1016/j.ijcci.2024.100701","url":null,"abstract":"<div><div>Early readers go through critical literacy development that have a significant impact on their future reading, academic performance, and lifelong learning. Previous studies have found that AR books designed for literacy development are effective, especially with improved vocabulary and motivation (Cai et al.,2022). Much of AR-enhanced books are not designed with considerations for literacy development. This study extends previous studies by examining whether and how AR-enhanced books may support such critical literacy development through informal, recreational reading. Young readers were observed as they read a set of AR-enhanced books. Their literacy behavior consisting of literacy skills and motivation were analyzed in relation to AR design principles to explore how and when the design principles engaged literacy behavior. Findings show that AR books, even if they are not designed for literacy development, may provide opportunities for engagement and development of literacy skills and motivation. A pattern of relations between literacy behavior, including print concept, vocabulary, interest, and attentional control, and AR design principles were observed. The implications for design and implementation of AR design principles and AR-enhanced books to support different readers is discussed.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100701"},"PeriodicalIF":0.0,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704509","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

Examining children's perceptions of AI-enabled interactive media characters 研究儿童对人工智能互动媒体角色的看法

International Journal of Child-Computer Interaction Pub Date : 2024-10-31 DOI: 10.1016/j.ijcci.2024.100700

Ying Xu , Trisha Thomas , Zhixin Li , Monica Chan , Grace Lin , Kate Moore

{"title":"Examining children's perceptions of AI-enabled interactive media characters","authors":"Ying Xu , Trisha Thomas , Zhixin Li , Monica Chan , Grace Lin , Kate Moore","doi":"10.1016/j.ijcci.2024.100700","DOIUrl":"10.1016/j.ijcci.2024.100700","url":null,"abstract":"<div><div>Young children may develoattachments or perceive realism in television characters due to interactive techniques like faux eye contact and pretend interactions during video watching. As artificial intelligence (AI) advances, the potential for real-time, contingent interactions with characters has emerged, potentially reshaping children's perceptions of these characters as responsive entities. This article presents findings from two experiments conducted as part of a multi-year project aimed at integrating AI into television animation series. In this project, the main characters of the series ask children questions, listen to their responses, and provide responsive feedback. The findings suggest that interactive characters, which engage viewers through contingent dialogues, are perceived as more human-like. Follow-up analyses also revealed that the opportunities for contingent interactions with the media character were the primary reason that drove such perceptions. This study contributes to advancing understanding of the mechanisms underlying children's evolving relationships with interactive media characters, a trend likely to gain prominence in the years to come.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100700"},"PeriodicalIF":0.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578236","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 Teen Mental Health: An exploration of the co-design of virtual reality in the public library setting 为青少年心理健康设计：在公共图书馆环境中共同设计虚拟现实技术的探索

International Journal of Child-Computer Interaction Pub Date : 2024-10-30 DOI: 10.1016/j.ijcci.2024.100693

Elin A. Björling , Kung Jin Lee , Jin Ha Lee , Ruican Zhang , Sean Roth , Juan Rubio

{"title":"Designing for Teen Mental Health: An exploration of the co-design of virtual reality in the public library setting","authors":"Elin A. Björling , Kung Jin Lee , Jin Ha Lee , Ruican Zhang , Sean Roth , Juan Rubio","doi":"10.1016/j.ijcci.2024.100693","DOIUrl":"10.1016/j.ijcci.2024.100693","url":null,"abstract":"<div><div>Teen mental health is in a state of crisis in the United States. One in three adolescents is suffering from a mental health issue and suicide is the third leading cause of death for teens ages 15–24. The demand for mental health resources far outweighs the supply suggesting creative and accessible mental health resources are needed. The public library is a community resource available to all community members and is an ideal location for providing mental health supports. Therefore, in this project, we engaged three, diverse groups of teens (n = 30) in the design and development of a virtual reality environment intended to support teen mental health. Teens from two urban (Seattle and Washington, D.C.) and one rural setting (Texas) participated in a 13-session, after school co-design program led by local library staff. Through these design sessions, we learned that (1) Teens are interested and engaged in talking about their mental health and find nature and animals relaxing and helpful. (2) Teens envision virtual reality (VR) as an environment to help them manage or avoid stress and feelings of overwhelm. (3) As designers, teens enjoy active interaction and the ability to iterate on their designs. (4) VR designs by teens often included being in nature and with animals. These data suggest that virtual reality may be a successful medium and public libraries an appropriate site in which to engage teens in co-design for mental health. More importantly, such programs may offer an invitation to encourage teens to think about and discuss their own mental health.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100693"},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656802","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

User experience testing and co-designing a digital game for broadening participation in computing with and for elementary school children 用户体验测试和共同设计数字游戏，与小学生一起并为他们扩大参与计算的范围

International Journal of Child-Computer Interaction Pub Date : 2024-10-26 DOI: 10.1016/j.ijcci.2024.100699

Golnaz Arastoopour Irgens , Cinamon Bailey , Tolulope Famaye , Atefeh Behboudi

{"title":"User experience testing and co-designing a digital game for broadening participation in computing with and for elementary school children","authors":"Golnaz Arastoopour Irgens , Cinamon Bailey , Tolulope Famaye , Atefeh Behboudi","doi":"10.1016/j.ijcci.2024.100699","DOIUrl":"10.1016/j.ijcci.2024.100699","url":null,"abstract":"<div><div>Broadening participation in computing is more than providing access to computing for students; it requires reimagining and transforming teaching and learning to be more inclusive and culturally sustaining and it begins with elementary school children. In this study, we report on the fourth cycle of a participatory design-based research project in which researchers and children co-design culturally responsive-sustaining computational learning environments. We conducted user experience testing and co-design sessions with seven children on one level of a game-based learning environment in development. We model children's discourse through Epistemic Network Analysis models to investigate their feedback on character design, game narratives, and introductory activities. Our findings reveal 1) children's positive response to characters with counternarratives and visible intersectional identities in computing, 2) positive and negative experiences and feedback from children on game activities and narratives, and 3) suggestions for improvement.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100699"},"PeriodicalIF":0.0,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553557","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

Computational thinking integrated in school subjects – A cross-case analysis of students’ experiences 将计算思维纳入学校科目--对学生经验的跨案例分析

International Journal of Child-Computer Interaction Pub Date : 2024-10-24 DOI: 10.1016/j.ijcci.2024.100696

Sabiha Yeni , Jacqueline Nijenhuis-Voogt , Mara Saeli , Erik Barendsen , Felienne Hermans

{"title":"Computational thinking integrated in school subjects – A cross-case analysis of students’ experiences","authors":"Sabiha Yeni , Jacqueline Nijenhuis-Voogt , Mara Saeli , Erik Barendsen , Felienne Hermans","doi":"10.1016/j.ijcci.2024.100696","DOIUrl":"10.1016/j.ijcci.2024.100696","url":null,"abstract":"<div><div>The integration of computational thinking (CT) into K-12 education offers substantial potential to improve digital literacy and deepen students’ understanding across various subject areas. By embedding computational procedures and solution-oriented approaches into traditional curricula, students can develop essential skills that are critical for thriving in an increasingly digital world. However, the effective integration of CT into subject-specific learning poses challenges for educators, largely due to a lack of training and experience in implementing interdisciplinary instructional strategies. This study explores the impact of integrating CT into K-12 education through diverse instructional approaches, including modelling, storytelling, and unplugged activities. The research examines how students' subject knowledge, CT concepts, and practices evolved under each CT integration practice, as well as their acceptance toward CT integrated lessons. The study was conducted in different subjects, including language arts, biology, and physics, and at different grade levels. The technology acceptance model was used as a theoretical framework to understand students' adoption towards the different integration practices. The study revealed that different CT integration practices yield varying impacts on students' attitudes, particularly in relation to their prior programming experiences. Namely, primary school students with prior programming experience display a higher behavioural intention due to a lack of early biases toward programming. Conversely, secondary school students, less familiar with interdisciplinary approaches, initially show less enthusiasm for future engagement. These insights underscore the need for tailored instructional strategies that consider students' prior experiences and the broader goal of preparing them to contribute to a technologically driven society.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100696"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571862","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

Infrastructuring digital literacy in K-12 education: A national case study 构建 K-12 教育中的数字扫盲：全国案例研究

International Journal of Child-Computer Interaction Pub Date : 2024-10-24 DOI: 10.1016/j.ijcci.2024.100697

Lars Bo Andersen , Ditte Amund Basballe , Lillian Buus , Christian Dindler , Thomas Illum Hansen , Mikkel Hjorth , Ole Sejer Iversen , Christian Mosbæk Johannessen , Katrine Holm Kanstrup , Rasmus Fink Lorentzen , Morten Misfeldt , Line Have Musaeus , Camilla Balslev Nielsen , Marianne Graves Petersen , Vibeke Schrøder , Marie Falkesgaard Slot

{"title":"Infrastructuring digital literacy in K-12 education: A national case study","authors":"Lars Bo Andersen , Ditte Amund Basballe , Lillian Buus , Christian Dindler , Thomas Illum Hansen , Mikkel Hjorth , Ole Sejer Iversen , Christian Mosbæk Johannessen , Katrine Holm Kanstrup , Rasmus Fink Lorentzen , Morten Misfeldt , Line Have Musaeus , Camilla Balslev Nielsen , Marianne Graves Petersen , Vibeke Schrøder , Marie Falkesgaard Slot","doi":"10.1016/j.ijcci.2024.100697","DOIUrl":"10.1016/j.ijcci.2024.100697","url":null,"abstract":"<div><div>While much CCI research has dealt with the educational challenge of providing children with knowledge and skills for a digital society, little work has dealt with the strategic challenge of developing and implementing a digital literacy subject in K-12 education. In this paper, we explore how to develop, implement, and sustain a national program on technology comprehension by analyzing the newly established Danish knowledge center for digital technology comprehension. We draw on the concept of infrastructuring to shed light on how to create and sustain the social, material, political and organizational structures that form the basis for introducing the new national initiative. Based on our case, we distill seven propositions that describe more generally how to work strategically with this challenge.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100697"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142720017","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

What do children and early adolescents say they do when playing an educational digital game? 儿童和青少年在玩教育数字游戏时会做些什么？

International Journal of Child-Computer Interaction Pub Date : 2024-10-11 DOI: 10.1016/j.ijcci.2024.100694

Fran C. Blumberg , Harneet K. Sahni , John D. Randall , Colin Teeter , Rachel Besharat Mann

{"title":"What do children and early adolescents say they do when playing an educational digital game?","authors":"Fran C. Blumberg , Harneet K. Sahni , John D. Randall , Colin Teeter , Rachel Besharat Mann","doi":"10.1016/j.ijcci.2024.100694","DOIUrl":"10.1016/j.ijcci.2024.100694","url":null,"abstract":"<div><div>We examined fourth through seventh graders' reported behaviors while playing a digital game and their reflections about those behaviors after playing. Students were randomly assigned to one of three conditions in which participants were to think about what they were learning while playing (metacognitive); about how much they liked the game (affective); or no goal (control condition). Students then were trained to think aloud as they played a coding game for 10 consecutive minutes. Following gameplay, students indicated what they learned and remembered while playing. All comments were coded for reference to cognitive processes, specific game aspects, and participants’ evaluations of the game or their gameplay. Sixth- and seventh-graders outperformed and made more references to cognitive processes than the younger students. Those in the affective condition performed worse than those in the control condition. Seventh graders referenced cognitive processes more than fourth graders during the game. Notably, across all participants reference to rules about how to play the game showed an initial spike and then immediately decreased. Overall, the findings elucidate how pre- and early adolescents may think about their game-based learning, which may inform how they use that learning outside game contexts.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100694"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433414","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

Beyond school: The role of technology in K-12 students' lives and informal learning 学校之外：技术在 K-12 学生生活和非正式学习中的作用

International Journal of Child-Computer Interaction Pub Date : 2024-09-19 DOI: 10.1016/j.ijcci.2024.100692

Sharon Hardof-Jaffe , Meital Amzalag

引用次数: 0