International Journal of Child-Computer Interaction最新文献

{"title":"Designing the virtual CAT: A digital tool for algorithmic thinking assessment in compulsory education","authors":"Giorgia Adorni ,&nbsp;Alberto Piatti","doi":"10.1016/j.ijcci.2025.100760","DOIUrl":"10.1016/j.ijcci.2025.100760","url":null,"abstract":"<div><div>Algorithmic thinking (AT) is a critical skill in today’s digital society, and it is indispensable not only in computer science-related fields but also in everyday problem-solving. As a foundational component of digital education and literacy, fostering AT skills is increasingly relevant for all students and should become a standard part of compulsory education. However, successfully integrating AT into formal education requires effective teaching strategies and robust and scalable assessment procedures. In this paper, we present the design and development process of the virtual Cross Array Task (CAT), a digital adaptation of an unplugged assessment activity aimed at evaluating algorithmic skills in Swiss compulsory education. The development process followed iterative design cycles, incorporating expert evaluations to refine the tool’s usability, accessibility and functionality. A participatory design study played a dual role in shaping the platform. First, it gathered valuable insights from end users, including students and teachers, to ensure the tool’s relevance and practicality in classroom settings. Second, it facilitated the collection and preliminary analysis of data related to students’ AT skills, providing an initial evaluation of the tool’s assessment capabilities across various developmental stages. This was achieved through a pilot study involving a diverse group of students aged 4 to 12, spanning preschool to lower secondary school levels. The resulting instrument features multilingual support and includes both gesture-based and visual block-based programming interfaces, making it accessible to a broad range of learners. Findings from the pilot study demonstrate the platform’s usability and accessibility, as well as its suitability for assessing AT skills, with preliminary results showing its ability to cater to diverse age groups and educational contexts. Additionally, the CAT has proven capable of handling large-scale, automated assessments, offering a scalable solution for integrating AT evaluation into education systems.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100760"},"PeriodicalIF":0.0,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144679588","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":"Enhancing computational thinking in upper elementary: A two-phase study examining the effect of unplugged activities","authors":"Youjung Jung,&nbsp;Michael Tscholl,&nbsp;Ying Xie","doi":"10.1016/j.ijcci.2025.100765","DOIUrl":"10.1016/j.ijcci.2025.100765","url":null,"abstract":"<div><div>This two-phase study investigated the effect of unplugged activities (UAs) on learning computational thinking (CT) with educational robotics (ERs) of upper elementary school students. In Phase 1, we conducted a case study, using multiple sources of qualitative data to identify challenges students encountered in learning CT with ERs. We found that children often failed to explicitly program robot behaviors, had difficulties shifting between allocentric and egocentric reference frames, and understanding the ‘flow of control’. Based on these findings, we developed UAs to help students practicing task decomposition, identifying patterns in tasks, and applying abstraction and algorithmic thinking. In Phase 2, we tested the effects of the UAs in a quasi-experimental study conducted in a summer school. The results show that UAs targeting students' challenges significantly improved their learning of CT skills and programming. We discuss our approach and findings in relation to developing practical intervention designs for teachers and curriculum developers.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100765"},"PeriodicalIF":0.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686574","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":"Towards serious games through a playful approach for children with autism spectrum disorder","authors":"Franciely Alves de Souza ,&nbsp;Suzerlly Vanderley Lopes Pires ,&nbsp;Sara Raquel Araujo Leal ,&nbsp;Cristian Camilo Millan Arias ,&nbsp;Evanderson Heleno do Aguiar ,&nbsp;Rogério Pontes de Araújo ,&nbsp;Manoel Henrique da Nóbrega Marinho ,&nbsp;Bruno José Torres Fernandes ,&nbsp;Carlo Marcelo Revoredo da Silva","doi":"10.1016/j.ijcci.2025.100750","DOIUrl":"10.1016/j.ijcci.2025.100750","url":null,"abstract":"<div><div>Recent Brazilian school surveys highlight a growing enrollment of students with Autism Spectrum Disorder (ASD) in early childhood education, emphasizing the need for inclusive tools to address their unique challenges. Children with ASD often exhibit deficits in Executive Functions (EFs), such as working memory, cognitive flexibility, and inhibitory control, which are critical for learning and self-regulation. This study aims to develop and evaluate a Serious Game (SG) tailored to monitor and stimulate EFs in children with ASD, integrating usability requirements (URs) and autism-friendly design principles. The game features three activities – Memory, Shadow-matching, and Painting – designed to assess and enhance EFs. A case study involved 12 Brazilian children aged 3 to 6 years (6 with ASD and 6 as a control group), with support from Specialized Educational Assistance (SEA). Data from 640 sessions were analyzed using therapist-supported Exploratory Data Analysis (EDA). Findings reveal significant differences in EF performance between ASD and control groups, particularly in error rates, help requests, and session durations. The game effectively engaged children with ASD, maintaining their participation and motivation. The SG shows promise as an inclusive educational tool, fostering EF development in children with ASD. A publicly available dataset supports further research in adaptive technologies.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100750"},"PeriodicalIF":0.0,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321390","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":"Children's information search with social robots: A focus on Children's question-asking behavior","authors":"Burcu Ünlütabak ,&nbsp;Duygun Erol Barkana","doi":"10.1016/j.ijcci.2025.100751","DOIUrl":"10.1016/j.ijcci.2025.100751","url":null,"abstract":"<div><div>As programmable virtual agents/robots are becoming increasingly common, it is essential to examine children's interactions with these technological tools. In this study, we examined how 35 5 to 9-year-old children interact with a social robot (NAO) during a Question Elicitation Task. Following receiving informed consent and demographics information from parents, we tested children individually in their schools. We invited children to ask questions to the robot about animals and objects. The robot provided scripted responses to children's questions across informative and noninformative answer conditions, presented in a fixed order. Children first received informative answers, and then non-informative answers. We simulated smooth conversations with the robot using a Wizard of Oz teleoperation interface using a Python GUI. This interface allowed us to respond to children's questions via a scripted response database generated by GPT-4 that we reviewed and edited for accuracy. If children asked questions beyond the database, this interface also allowed us to regenerate responses from GPT-4 online. Findings showed that children perceived robots as a friendly technological device rather than a living entity and asked the robot information-seeking questions about animals and objects. About 25–30 % of children's information-seeking questions were explanation-seeking. They asked fewer questions when they received non-informative answers than informative answers but this effect disappeared when frequency of questions were adjusted for the length of talk. Children mostly asked about label, function/behavior and physical properties of the items. We discuss these findings within the context of children's learning from social robots.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100751"},"PeriodicalIF":0.0,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298999","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":"Deploying computation-based Making projects in authentic public school classrooms at scale: Lessons learned","authors":"Abhishek Kulkarni ,&nbsp;David Magda ,&nbsp;Rebecca Ward ,&nbsp;Yerika Jimenez ,&nbsp;Monica Hernandez ,&nbsp;Ting Liu ,&nbsp;Christina Gardner-McCune ,&nbsp;Francis Quek ,&nbsp;Rebecca Schlegel ,&nbsp;Sharon Lynn Chu","doi":"10.1016/j.ijcci.2025.100738","DOIUrl":"10.1016/j.ijcci.2025.100738","url":null,"abstract":"<div><div>Making has historically encompassed electronics and digital fabrication technologies. Increasingly, Making projects have started incorporating computational aspects. For example, a microprocessor board is attached to electronics and 3D-printed components so that they can be programmed to perform certain functions. Adding computation to Making enables a creation to become more dynamic and interactive. However, incorporating computation into Making also increases the difficulty of integrating Making into formal educational settings not only because students need to handle an additional set of skills and concepts, but also in terms of the additional overhead in preparation. This work deployed computationally-based Making activities in authentic 5th and 6th grade (ages 10 to 12) science classrooms with 442 students in a public school in the United States for one year. Our research adopts the Design-Based Research (DBR) methodology, and this paper presents insights from our retrospective process of reflection, especially in terms of the challenges of integrating computation-based Making in the school context. Our findings indicate four key challenges to incorporate computation-based Making projects in the formal public school context on a sustained basis; achieving balance between science, Making, and computational thinking, making connections between these distinct concepts apparent, organizational and operational issues, and the delivery of designed lesson plans. Despite these challenges, we believe the potential for a positive impact is large. We make two primary contributions; a comprehensive description of an at-scale computation-based Making project as well as learnings for future Making work in formal educational settings.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100738"},"PeriodicalIF":0.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263595","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":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100742","DOIUrl":"10.1016/j.ijcci.2025.100742","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100742"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239705","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":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100745","DOIUrl":"10.1016/j.ijcci.2025.100745","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100745"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240014","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":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100746","DOIUrl":"10.1016/j.ijcci.2025.100746","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100746"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240015","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":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100744","DOIUrl":"10.1016/j.ijcci.2025.100744","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100744"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239706","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":"Erratum regarding missing parent’s consent statement due to children participation in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100743","DOIUrl":"10.1016/j.ijcci.2025.100743","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100743"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239704","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}