International Journal of Child-Computer Interaction最新文献

Adaptive metacognitive prompting in young learners and the role of prior performance 青年学习者的适应性元认知提示及其先前表现的作用

International Journal of Child-Computer Interaction Pub Date : 2025-05-02 DOI: 10.1016/j.ijcci.2025.100740

Rebecca Pape, Joachim Thomas

引用次数: 0

Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming 切换模式：一个环境如何支持多种策略从基于块的编程过渡到基于文本的编程

International Journal of Child-Computer Interaction Pub Date : 2025-04-21 DOI: 10.1016/j.ijcci.2025.100737

Yuhan Lin , David Weintrop , Jason McKenna

引用次数: 0

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 探索幼儿园STEM（科学、技术、工程和数学）玩具：教师的教学方法、视角和对儿童大脑发育的影响：系统的文献综述

International Journal of Child-Computer Interaction Pub Date : 2025-04-05 DOI: 10.1016/j.ijcci.2025.100736

Mahendra Prasad ‘Pandey’

{"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 & 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}

引用次数: 0

Providing user perspectives to the next generation of parental controls 为下一代家长控制提供用户视角

International Journal of Child-Computer Interaction Pub Date : 2025-04-04 DOI: 10.1016/j.ijcci.2025.100735

Vahiny Gnanasekaran, Katrien De Moor

{"title":"Providing user perspectives to the next generation of parental controls","authors":"Vahiny Gnanasekaran, 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}

引用次数: 0

Emerging computational and digital literacies in K-12 education K-12教育中新兴的计算和数字素养

International Journal of Child-Computer Interaction Pub Date : 2025-03-01 DOI: 10.1016/j.ijcci.2024.100707

David Weintrop, Rotem Israel-Fishelson, Christina Gardner-McCune

引用次数: 0

Community partnership design of a maker-related camp for underserved youth: Impacts on youths’ present and future learning trajectories 为欠缺服务的青少年而设的创客营的社区合作设计：对青少年目前及未来学习轨迹的影响

International Journal of Child-Computer Interaction Pub Date : 2025-02-22 DOI: 10.1016/j.ijcci.2025.100723

Srinjita Bhaduri , Quentin Biddy , Melissa Rummel , Mimi Recker

{"title":"Community partnership design of a maker-related camp for underserved youth: Impacts on youths’ present and future learning trajectories","authors":"Srinjita Bhaduri , Quentin Biddy , Melissa Rummel , 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}

引用次数: 0

Social and curious: Lessons in designing digital manipulatives for young children 社交和好奇：为幼儿设计数字教具的经验

International Journal of Child-Computer Interaction Pub Date : 2025-02-17 DOI: 10.1016/j.ijcci.2025.100725

Sarah Matthews , Maria Nicholas , Louise Paatsch , Lisa Kervin , Peta Wyeth

{"title":"Social and curious: Lessons in designing digital manipulatives for young children","authors":"Sarah Matthews , Maria Nicholas , Louise Paatsch , Lisa Kervin , 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}

引用次数: 0

Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system 通过OSMoSIS（一种基于动作的声音系统）来支持和理解自闭症儿童的非语言互动

International Journal of Child-Computer Interaction Pub Date : 2025-02-16 DOI: 10.1016/j.ijcci.2025.100726

Grazia Ragone , Judith Good , Kate Howland

{"title":"Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system","authors":"Grazia Ragone , Judith Good , 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}

引用次数: 0

Scaffolding Children's critical reflection on intelligent technologies: Opportunities from speculative fiction 为儿童对智能技术的批判性思考搭建支架：来自推理小说的机遇

International Journal of Child-Computer Interaction Pub Date : 2025-02-08 DOI: 10.1016/j.ijcci.2025.100727

Laura Malinverni , Marie-Monique Schaper , Elisa Rubegni , Mariana Aki Tamashiro

引用次数: 0

Inside or between devices: The internet in the mind of primary school children 设备内部或设备之间：小学生心中的互联网

International Journal of Child-Computer Interaction Pub Date : 2025-02-05 DOI: 10.1016/j.ijcci.2025.100724

Luca Botturi , Loredana Addimando

引用次数: 0