International Journal of Child-Computer Interaction最新文献

{"title":"Students’ achievement goals: Goal approximation, engagement, and emotions in co-design activities and product","authors":"Naska Goagoses ,&nbsp;Heike Winschiers-Theophilus ,&nbsp;Erkki Rötkönen","doi":"10.1016/j.ijcci.2023.100575","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100575","url":null,"abstract":"<div><p><span>Exploring the applicability of achievement goal theory in participatory design, we present a case study where ten students from two primary schools in Namibia and Finland jointly co-designed an online educational game. The aim of the case study was to identify participating students’ achievement goals, as well as exploring their perceived goal </span>approximations, achievement emotions, and engagement throughout the three-month co-design study. Furthermore, we explored the reflection of achievement goals within the co-designed product. Participants’ achievement goals were identified with an open-ended written task and a q-sort task at the beginning of the study. Throughout the study, students self-reported on their emotions and engagement, as well as on the extent to which the co-design sessions aligned with achievement goals. At the end of the study interviews were held with the students and their teachers. Based on new insights emerging from our findings and reflections, we delineate suggestions concerning the utilization of achievement goal theory within participatory design projects.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100575"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198611","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":"Investigating primary school children’s embodied expression of programming concepts","authors":"Abrar Almjally ,&nbsp;Kate Howland ,&nbsp;Judith Good ,&nbsp;Benedict du Boulay","doi":"10.1016/j.ijcci.2023.100574","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100574","url":null,"abstract":"<div><p>The study of children’s gestures has proved useful in understanding learning and conceptual development in subjects such as mathematics but has not yet been carried out in computing education. This paper presents an analysis of the way in which children describe programming concepts and their use of spontaneous co-speech gestures. We conducted two interviews at two different times (one directly after a programming activity, and one approximately two weeks later) with 45 primary school students in Saudi Arabia (aged 6 to 7). We analysed their responses when asked to explain two programming concepts: <em>program</em> and <em>iteration</em>. Participants using metaphorical gestures drew upon two overarching embodied metaphors in their explanations, namely (i) computing constructs as physical objects (ii) computing processes as a motion along the path. Participants moved their hands along one of three body-based axes (longitudinal, transverse, and frontal) when referring to chronological sequences. These findings were broadly in keeping with those found in previous work on University computing students’ gestures. However, our study also showed that gestures used by child learners whose first language is a right-to-left language (i.e., Arabic) had directional differences compared to the gestures used by adult learners whose first language is a left-to-right language (e.g., English). This work is the first step towards understanding young children’s embodied descriptions of programming concepts following introductory programming activities, and the potential role of gestures in supporting their learning.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100574"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198038","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":"Abstracting and decomposing in a visual programming environment","authors":"Anna Sjödahl,&nbsp;Andreas Eckert","doi":"10.1016/j.ijcci.2023.100573","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100573","url":null,"abstract":"<div><p>A growing body of research concerned with computational thinking (CT) has emerged the last couple of years, but there is still a lack of consensus about the definition of CT. There are also gaps in the understanding of how young children manifest CT. With this paper, we contribute to the field by taking an action perspective with the CT of K-3 students. The analysis focus on iterative acts of abstraction and decomposition as a core process that elicits development of CT. We call these iterative acts the Abstraction/Decomposition spiral (AD spiral). By illustrating the AD spiral through the actions of two first grade students, the analysis shows how visual representation of an emerging solution, and the development of a plan are two important elements when young students solve problems in a coding context, developing their CT.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100573"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198612","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":"Assessment of learning in child–computer interaction research: A semi-systematic literature review","authors":"Gökçe Elif Baykal ,&nbsp;Eva Eriksson ,&nbsp;Olof Torgersson","doi":"10.1016/j.ijcci.2023.100578","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100578","url":null,"abstract":"<div><p><span>In this paper, we investigate and map out how learning is assessed in Child–computer interaction (CCI) research. We have conducted a semi-systematic literature review in the CCI community’s leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child–Computer Interaction (IJCCI). This eventually led to 30 publications that use the word stem ‘learn*’ in title, abstract and keywords being included in the corpus. Based on our analysis of these publications, the results demonstrate that there are three main strands of research approaches, namely quantitative, qualitative and mixed-methods, some of which are design-based. The case studies taking a qualitative approach dominate the field whereas the mixed-methods approach remains low in number. Furthermore, the findings showed that basic characteristics of research design and approaches to the assessment of learning are rarely defined, and that assessment of learning is scarcely operationalized. This affects the methodological rigor and possibility of understanding causality of technology interaction in children’s learning. It was also found that only a limited number of works include assessment of learning regarding </span>transfer of learning and controlled groups. The main findings from this review describe the current state-of-the art and address the gaps in CCI research in presenting evidence for learning in children as a desired impact. We conclude with suggestions for future avenues for the assessment of learning in CCI.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100578"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198039","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":"The situated power of computational empowerment","authors":"Lars Bo Andersen,&nbsp;Oliver Alexander Tafdrup,&nbsp;Thilde Emilie Møller,&nbsp;Mads Middelboe Rehder,&nbsp;Vibeke Schrøder","doi":"10.1016/j.ijcci.2023.100576","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100576","url":null,"abstract":"<div><p>Processes of computational empowerment necessarily involve changing the relationships of power between children, digital technologies, and social contexts. However, research into computational empowerment rarely explicates a theory of power nor reflects on the dynamics of power implicated in attempts at empowerment. The purpose of this article is thus to investigate the problem of power in computational empowerment. The method applied is one of empirical philosophy. The article utilizes three paradigmatic cases describing how the power of computational empowerment is a matter of situated knowledge and agency, an outcome of invisible work, and a question of ontological politics.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100576"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198588","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":"Empirical validation of the Oral Narrative Competence Evaluation with the TellingApp (ONCE) Scale in Early Childhood","authors":"Jonathan Castañeda-Fernández,&nbsp;M. Rosario Neira-Piñeiro,&nbsp;Nerea López-Bouzas,&nbsp;M. Esther del-Moral-Pérez","doi":"10.1016/j.ijcci.2023.100580","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100580","url":null,"abstract":"<div><p>This study aims to discuss the design of the scale <em>Oral Narrative Competence Evaluation with TellingApp</em> (ONCE), and to validate it. ONCE was designed to evaluate oral narrative competence in preschool children (<span><math><mrow><mi>N</mi><mo>=</mo></mrow></math></span> 93) aged 4 to 6 through oral storytelling, using a digital application. Exploratory and confirmatory analysis were performed to confirm the starting theoretical model, giving good reliability (<span><math><mi>α</mi></math></span> = .842) and adequate indices of fit, justifying the validity of the scale. oral narrative competence is defined by 16 variables making up narrative competences (originality, coherence, cohesion, and conclusion of the story), communicative competences (pronunciation, intonation, gestures, vocabulary, tenses used, correct use of tenses, morphology and syntax), and engagement provided by the app (interest, curiosity, immersion, and enjoyment). Weighting was proportional to the level of precision, highlighting that engagement with the narrative task supported by the app was what most affected children’s levels of oral narrative competence. In addition, multiple linear regression analysis confirmed the high predictive capacity of the ONCE scale. The scale contributes to the evaluation of preschool children’s levels of oral narrative competence as a theoretical construct due to its reliability and validity.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100580"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198042","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":"How Does Constructive Feedback in an Educational Game Sound to Children?","authors":"Daeun Hwang,&nbsp;Younah Kang","doi":"10.1016/j.ijcci.2023.100581","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100581","url":null,"abstract":"<div><p>Educational games are effective tools for children, as they naturally increase their motivation and engagement. While previous studies have revealed the varying influences of different types of feedback in education, there has been a lack of attention to the design of constructive feedback in educational games. This study involves a 2 (peer and adult voice) × 3 (verification, encouragement, and elaboration type) factorial design to observe how different voices and types of feedback affect children’s performance, retention, inquisitiveness, impressions, and emotional reactions while playing a math game designed for preschoolers called <em>MathSoup</em><span>. The significance of the different types of feedback was analyzed through a two-way analysis of variance (ANOVA), chi-squared tests, and observation during the game sessions. This study also discusses the implications and insights driven by children’s reactions to certain types of feedback and how they perceive game characters.</span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100581"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198041","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":"Digital Media and Bildung—In memoriam of Heidi Schelhowe","authors":"Nadine Dittert,&nbsp;Iris Bockermann,&nbsp;Antje Moebus,&nbsp;Eva-Sophie Katterfeldt","doi":"10.1016/j.ijcci.2023.100564","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100564","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100564"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198589","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":"Systematic mapping of computational thinking in preschool children","authors":"Everton Carlos Martins,&nbsp;Letícia Gabrielly Zacano da Silva,&nbsp;Vânia Paula de Almeida Neris","doi":"10.1016/j.ijcci.2023.100566","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100566","url":null,"abstract":"<div><p>This study characterizes the literature on teaching computational thinking (CT) to preschoolers aged 4 to 5 years. Previous research and published systematic studies have provided important contributions about CT teaching to elementary and high school children. However, to date, there is no systematic overview<span> of CT education for preschoolers. For this reason, this systematic mapping synthesizes 82 studies on CT teaching, through the implementation and evaluation of tools and activities to teach, improve or measure the CT knowledge acquired by children. Furthermore, studies on courses or training offered to preschool teachers related to the teaching of CT were also considered. From the selected studies, the following information was collected: year of publication; recovery sources and databases; vehicles and places of publication; temporal delimitation of research, research approach, nature and research method; CT teaching approaches; tools used to teach CT and how they are classified according to their physical characteristics and, finally, participants and individuals responsible for the research. The results suggest an increase in the number of publications in recent years, revealing the interest of researchers in the topic. Furthermore, we observed a trend towards the use of physical artifacts and the use of the disconnected computing approach to teaching CT skills to preschool children. The results also exposed that preschool teachers have little autonomy in implementing CT teaching activities because those are mostly implemented by computer professionals (researchers, teachers, etc.). This is because preschool teachers are still discouraged from teaching computer and technology-related content to children, considering them complex and disconnected from basic curricula. However, when teachers are trained to teach CT, they become interested in the content and become more active during the teaching process. We argue for integrating CT-related content into education curricula and supporting preschool teachers to implement it autonomously in their classrooms.</span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100566"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198610","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":"Designing integrated physical–digital systems for children–nature interaction","authors":"Valentina Caiola ,&nbsp;Elisabetta Cusumano ,&nbsp;Margherita Motta ,&nbsp;Ludovica Piro ,&nbsp;Mirko Gelsomini ,&nbsp;Diego Morra ,&nbsp;Mehdi Rizvi ,&nbsp;Maristella Matera","doi":"10.1016/j.ijcci.2023.100582","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100582","url":null,"abstract":"<div><p>Studies in the last decades have highlighted how children spend less time outdoors, while they are increasingly attracted by screens and indoor digital activities. Based on the assumption that technology and open-air activities are not necessarily mutually exclusive, this article illustrates the design of integrated physical–digital systems motivating children to connect with nature and learn from it. A key ingredient is providing unobtrusive technology supporting playful, creative, and educational outdoor experiences without distracting children from their experience with nature. Based on the insights gathered through design-based research, the article also outlines design considerations that aim to refine the theory and practice of technology for children–nature interaction.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"36 ","pages":"Article 100582"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198043","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}