International Journal of Child-Computer Interaction最新文献_第10页

Making computing visible & tangible: A paper-based computing toolkit for codesigning inclusive computing education activities 使计算看得见、摸得着:共同设计包容性计算教育活动的纸质计算工具包

International Journal of Child-Computer Interaction Pub Date : 2023-08-06 DOI: 10.1016/j.ijcci.2023.100602

HyunJoo Oh , Sherry Hsi , Noah Posner , Colin Dixon , Tymirra Smith , Tingyu Cheng

{"title":"Making computing visible & tangible: A paper-based computing toolkit for codesigning inclusive computing education activities","authors":"HyunJoo Oh , Sherry Hsi , Noah Posner , Colin Dixon , Tymirra Smith , Tingyu Cheng","doi":"10.1016/j.ijcci.2023.100602","DOIUrl":"10.1016/j.ijcci.2023.100602","url":null,"abstract":"<div><p>MCVT (Making Computing Visible and Tangible) Cards are a toolkit of paper-based computing cards intended for use in the codesign of inclusive computing education. Working with groups of teachers and students over multiple design sessions, we share our toolkit, design drivers and material considerations; and use cases drawn from a week-long codesign workshop where seven teachers made and adapted cards for their future classroom facilitation. Our findings suggest that teachers valued the MCVT toolkit as a resource for their own learning and perceived the cards to be useful for supporting new computational practices, specifically for learning through making and connecting to examples of everyday computing. Critically reviewed by teachers during codesign workshops, the toolkit however posed some implementation challenges and constraints for learning through making and troubleshooting circuitry. From teacher surveys, interviews, workshop video recordings, and teacher-constructed projects, we show how teachers codesigned new design prototypes and pedagogical activities while also adapting and extending paper-based computing materials so their students could take advantage of the unique technical and expressive affordances of MCVT Cards. Our design research contributes a new perspective on using interactive paper computing cards as a medium for instructional materials development to support more inclusive computing education.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100602"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42379359","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

The role of CCI in supporting children’s engagement with environmental sustainability at a time of climate crisis CCI在气候危机时期支持儿童参与环境可持续性方面的作用

International Journal of Child-Computer Interaction Pub Date : 2023-07-27 DOI: 10.1016/j.ijcci.2023.100605

Asimina Vasalou, Andrea Gauthier

引用次数: 0

Situating computational empowerment in formal education: A multi-perspective view 在正规教育中定位计算赋权:多视角

International Journal of Child-Computer Interaction Pub Date : 2023-07-09 DOI: 10.1016/j.ijcci.2023.100604

Barbara Göbl , Elisabeth Anna Guenther , Fares Kayali , Christopher Frauenberger

{"title":"Situating computational empowerment in formal education: A multi-perspective view","authors":"Barbara Göbl , Elisabeth Anna Guenther , Fares Kayali , Christopher Frauenberger","doi":"10.1016/j.ijcci.2023.100604","DOIUrl":"10.1016/j.ijcci.2023.100604","url":null,"abstract":"<div><p>Digital literacy and respective education are of growing interest in our increasingly digitalized world. Recent works stress the importance of aiming beyond the acquisition of corresponding technical competences and call for fostering children’s empowerment and participation in digitalization. Computational Empowerment (CE) pursues that goal through a creative and reflexive participatory design approach. However, remaining conceptual vagueness with regard to what CE entails may hinder its implementation in formal education.</p><p>This paper addresses this gap, with the aim to demonstrate what is needed to advance CE’s position in this context. To this end, we elaborate on our understanding of CE’s vision, approach and impact. We then examine CE in the context of formal education, and contrast it with selected contemporary educational theory and practice. Specifically, we position CE in relation to an established learning framework (Bloom’s revised taxonomy), educational policy (DigComp) and practices in the classroom. This is complemented by an analysis of four different projects: we present lessons learned in the context of pedagogical interventions and take a closer look at the accompanying empowerment processes. As a result, this paper provides a foundation to make CE’s ideas more tangible and, thus, actionable, for researchers, policy makers and educators.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100604"},"PeriodicalIF":0.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46007660","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: 2

Students’ achievement goals: Goal approximation, engagement, and emotions in co-design activities and product 学生的成就目标：共同设计活动和产品中的目标接近度、参与度和情绪

International Journal of Child-Computer Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.ijcci.2023.100575

Naska Goagoses , Heike Winschiers-Theophilus , Erkki Rötkönen

{"title":"Students’ achievement goals: Goal approximation, engagement, and emotions in co-design activities and product","authors":"Naska Goagoses , Heike Winschiers-Theophilus , 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}

引用次数: 0

Investigating primary school children’s embodied expression of programming concepts 小学儿童编程概念的具体表达研究

International Journal of Child-Computer Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.ijcci.2023.100574

Abrar Almjally , Kate Howland , Judith Good , Benedict du Boulay

{"title":"Investigating primary school children’s embodied expression of programming concepts","authors":"Abrar Almjally , Kate Howland , Judith Good , 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}

引用次数: 0

Abstracting and decomposing in a visual programming environment 可视化编程环境中的抽象与分解

International Journal of Child-Computer Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.ijcci.2023.100573

Anna Sjödahl, Andreas Eckert

引用次数: 0

Assessment of learning in child–computer interaction research: A semi-systematic literature review 儿童-计算机交互研究中的学习评估：半系统文献综述

International Journal of Child-Computer Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.ijcci.2023.100578

Gökçe Elif Baykal , Eva Eriksson , Olof Torgersson

{"title":"Assessment of learning in child–computer interaction research: A semi-systematic literature review","authors":"Gökçe Elif Baykal , Eva Eriksson , 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}

引用次数: 0

The situated power of computational empowerment 计算赋权的情境力量

International Journal of Child-Computer Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.ijcci.2023.100576

Lars Bo Andersen, Oliver Alexander Tafdrup, Thilde Emilie Møller, Mads Middelboe Rehder, Vibeke Schrøder

引用次数: 2

Empirical validation of the Oral Narrative Competence Evaluation with the TellingApp (ONCE) Scale in Early Childhood 儿童早期口语叙述能力量表的实证验证

International Journal of Child-Computer Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.ijcci.2023.100580

Jonathan Castañeda-Fernández, M. Rosario Neira-Piñeiro, Nerea López-Bouzas, M. Esther del-Moral-Pérez

{"title":"Empirical validation of the Oral Narrative Competence Evaluation with the TellingApp (ONCE) Scale in Early Childhood","authors":"Jonathan Castañeda-Fernández, M. Rosario Neira-Piñeiro, Nerea López-Bouzas, 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}

引用次数: 0

How Does Constructive Feedback in an Educational Game Sound to Children? 教育游戏中的建设性反馈对孩子们来说如何？

International Journal of Child-Computer Interaction Pub Date : 2023-06-01 DOI: 10.1016/j.ijcci.2023.100581

Daeun Hwang, Younah Kang

引用次数: 0