International Journal of Child-Computer Interaction最新文献

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

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

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

Let us make robots “Think in child!”: How children conceptualize fairness, inclusion, and privacy with social robots

International Journal of Child-Computer Interaction Pub Date : 2025-01-27 DOI: 10.1016/j.ijcci.2024.100706

Leigh Levinson , Vicky Charisi , Chris Zotos , Randy Gomez , Selma Šabanović

{"title":"Let us make robots “Think in child!”: How children conceptualize fairness, inclusion, and privacy with social robots","authors":"Leigh Levinson , Vicky Charisi , Chris Zotos , Randy Gomez , Selma Šabanović","doi":"10.1016/j.ijcci.2024.100706","DOIUrl":"10.1016/j.ijcci.2024.100706","url":null,"abstract":"<div><div>Under UNICEF’s framework on children’s rights and AI, we explore children’s priorities and concerns regarding the integration of social robots in everyday life. We conducted a series of four workshops in various children’s communities focused on introducing children to their rights with AI, fairness and non-discrimination, inclusion, and privacy within the context of child–robot interactions. Workshops performed in a middle school showed how children prioritize their rights and use their conceptualization of fairness, inclusion, and privacy to inform social robot design. Children revealed their concerns over inaccessibility of robotic sensors and designed more inclusive robots with customized personalities for the home and classroom. They also expressed discretion in which information they share with robots and additional third parties. This work highlights children’s ability to integrate social robots into their life and makes recommendations for researchers on how to design robots with children’s rights and priorities in mind.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100706"},"PeriodicalIF":0.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139520","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

The feasibility of an immersive interactive virtual reality task for children and adolescents.

International Journal of Child-Computer Interaction Pub Date : 2025-01-22 DOI: 10.1016/j.ijcci.2025.100722

Nina Krupljanin, Lenneke R.A. Alink, Anja van der Voort, Maarten R. Struijk Wilbrink, Catharina E. Bergwerff

{"title":"The feasibility of an immersive interactive virtual reality task for children and adolescents.","authors":"Nina Krupljanin, Lenneke R.A. Alink, Anja van der Voort, Maarten R. Struijk Wilbrink, Catharina E. Bergwerff","doi":"10.1016/j.ijcci.2025.100722","DOIUrl":"10.1016/j.ijcci.2025.100722","url":null,"abstract":"<div><div>The interest in using immersive Virtual Reality (hereafter referred to as VR) for clinical interventions in (mental) health care settings has been growing for adults, as well as adolescents and children. However, VR systems and evidence-based VR-software have not specifically been built for minors. To develop a potentially effective clinical VR intervention for children and adolescents, it is crucial to assess the motivation for and the feasibility of the VR software and the respective VR system first. This study assessed these aspects with regard to a self-developed interactive VR task that serves as a base for a clinical VR intervention in children and adolescents, using a Meta Quest 2 system. Feasibility was measured by assessing tolerability, usability, satisfaction, presence, and perceived realism. The relations between motivation and the different feasibility aspects were explored, and the associations between age, frequency of digital media use, and sex on the one hand and motivation and the five aspects of feasibility on the other were tested. A pre- and post-test design was implemented, using self-report questionnaires. 85 children aged 8–17 years participated (<em>M</em><sub><em>age</em></sub> = 10.55 years, <em>SD</em><sub><em>age</em></sub> = 2.06 years), of which 31 (36%) were girls and 54 (64%) were boys. The VR task was found to be highly motivating and overall feasible for this age group, whereby the motivation and the feasibility did not vary based on age, frequency of digital media use, or sex. The results of this study indicate that this task could be a feasible base for a VR mental health intervention for children and adolescents aged 8–17 years using a Meta Quest 2 system, regardless of their sex or frequency of digital media use.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100722"},"PeriodicalIF":0.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139525","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