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

Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design 走向文化可持续设计:通过参与式设计集中社区的学习声音

International Journal of Child-Computer Interaction Pub Date : 2023-11-10 DOI: 10.1016/j.ijcci.2023.100621

Maria J. Anderson-Coto , Julie Salazar , John Louis-Strakes Lopez , R. Mishael Sedas , Fabio Campos , Andres S. Bustamante , June Ahn

{"title":"Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design","authors":"Maria J. Anderson-Coto , Julie Salazar , John Louis-Strakes Lopez , R. Mishael Sedas , Fabio Campos , Andres S. Bustamante , June Ahn","doi":"10.1016/j.ijcci.2023.100621","DOIUrl":"10.1016/j.ijcci.2023.100621","url":null,"abstract":"<div><p>Embedding cultural ways of knowing and being of non-dominant communities into learning tools and environments often falls short of authentically representing the people they are meant to serve. Designers have used principles and methods of Participatory Design (PD) to work alongside minoritized communities due to its roots in democratic participation. However, following PD methods may fall short when infusing the community’s culture and values in the design in a way that is responsive to the community’s preferences, intentions and aspirations. In the field of education, researchers and practitioners have designed teaching and learning<span> tools and environments by leveraging the cultural wealth and ways of knowing of minoritized learners through an asset-based perspective, as exemplified by Culturally Sustaining Pedagogy (CSP). In this paper we present a case study for the development of a mobile application to extend physical playful learning spaces, designed with local low-income Latine families to foster fun family learning. We highlight how our design practices helped us center youth voices and community ways of knowing and being, particularly in the stages of ideation, concept, testing, and prototyping. Our case study reflects how we foregrounded cultural values and practices into our educational mobile application. Through these practices, we present concrete examples and initial building blocks for future work towards building a Culturally Sustaining Design Framework.</span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"39 ","pages":"Article 100621"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135614155","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

AMBY: A development environment for youth to create conversational agents AMBY:为年轻人创造对话代理的发展环境

International Journal of Child-Computer Interaction Pub Date : 2023-11-08 DOI: 10.1016/j.ijcci.2023.100618

Xiaoyi Tian , Amit Kumar , Carly E Solomon , Kaceja D Calder , Gloria Ashiya Katuka , Yukyeong Song , Mehmet Celepkolu , Lydia Pezzullo , Joanne Barrett , Kristy Elizabeth Boyer , Maya Israel

引用次数: 0

Wired, wild, wonderful: A scoping review of early childhood nature connections fostered by digital technologies 连线，狂野，美妙:对数字技术培养的幼儿自然联系的范围审查

International Journal of Child-Computer Interaction Pub Date : 2023-10-28 DOI: 10.1016/j.ijcci.2023.100619

Kellie Vella , Madeleine Dobson , Shannon Rodgers , Chimi Om , Filip Bircanin , Tshering Dema , Jonathan Pillai , Karen Murcia , Margot Brereton

{"title":"Wired, wild, wonderful: A scoping review of early childhood nature connections fostered by digital technologies","authors":"Kellie Vella , Madeleine Dobson , Shannon Rodgers , Chimi Om , Filip Bircanin , Tshering Dema , Jonathan Pillai , Karen Murcia , Margot Brereton","doi":"10.1016/j.ijcci.2023.100619","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100619","url":null,"abstract":"<div><p>Nature connections in early childhood are being lost due to increasingly urban and managed lives. Yet, emerging research is signalling the usefulness of digital technologies in reconnecting children with the natural world. This review scopes the last ten years of research reporting child-nature-technology interactions to identify: (1) methods, (2) approaches to children's agency in research and design, (3) technologies used and the experiences they produced. After screening, a search of seven databases produced 24 papers that were analysed across these three dimensions. We describe the current research and make recommendations including more granular reporting of participation, increased engagement with theory and nature connection frameworks, and consideration of methods that encourage children's agency at earlier stages in design work. We also suggest novel directions when designing for nature experiences that encourage personal meaning-making, relationality, and build child competencies for a rapidly changing world.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100619"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868923000569/pdfft?md5=0f5806918ec95d43b3ab60cb60e52c65&pid=1-s2.0-S2212868923000569-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92045416","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

A research agenda for computational empowerment for emerging technology education 新兴技术教育的计算赋权研究议程

International Journal of Child-Computer Interaction Pub Date : 2023-10-23 DOI: 10.1016/j.ijcci.2023.100616

Rachel Charlotte Smith, Marie-Monique Schaper, Mariana Aki Tamashiro, Maarten Van Mechelen, Marianne Graves Petersen, Ole Sejer Iversen

{"title":"A research agenda for computational empowerment for emerging technology education","authors":"Rachel Charlotte Smith, Marie-Monique Schaper, Mariana Aki Tamashiro, Maarten Van Mechelen, Marianne Graves Petersen, Ole Sejer Iversen","doi":"10.1016/j.ijcci.2023.100616","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100616","url":null,"abstract":"<div><p>The article proposes a research agenda for computational empowerment for emerging technologies in the field of child–computer interaction (CCI) – in artificial intelligence (AI), machine learning (ML), the internet of things (IoT), augmented reality (AR), and virtual reality (VR). This research agenda includes three levels of operation for future studies: (1) <em>participatory practice</em>, capable of engaging teachers and students in co-developing and designing approaches for teaching and learning emerging technologies, (2) <em>educational principles</em> for integrating technological and societal aspects of emerging technologies, and (3) <em>digital tools</em> for engaging students in construction of and critical reflection on emerging technologies. The research agenda was developed from longitudinal studies of the respective emerging technologies in Danish K–12 education, participatory design research with in-service teachers, development of novel tools and technologies, and literature studies of current CCI research. The paper addresses current gaps in the CCI literature and contributes a coherent approach and guiding questions for future CCI research on computational empowerment for emerging technology in education.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100616"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92039531","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: 1

Computational Empowerment and children: Expanding empowerment, agency and participation in computation 计算赋权与儿童:扩大计算赋权、代理和参与

International Journal of Child-Computer Interaction Pub Date : 2023-10-21 DOI: 10.1016/j.ijcci.2023.100617

Marie-Monique Schaper, Rachel Charlotte Smith, Ole Sejer Iversen, Christopher Frauenberger, Netta Iivari, Anja Zeising, Mike Tissenbaum, Elizabeth Marie Bonsignore, Jason Yip

引用次数: 0

Corrigendum to “How Does constructive feedback in an educational game sound to children?” [International Journal of Child-Computer Interaction 36 (2023) 100581] 更正“教育游戏中的建设性反馈对儿童来说如何？”[国际儿童计算机交互杂志36（2023）100581]

International Journal of Child-Computer Interaction Pub Date : 2023-09-14 DOI: 10.1016/j.ijcci.2023.100597

Daeun Hwang, Younah Kang

引用次数: 0

A literature review of children’s and youth’s conceptions of the internet 儿童和青少年网络观念的文献综述

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100595

Parvaneh Babari , Michael Hielscher , Peter Adriaan Edelsbrunner , Martina Conti , Beat Döbeli Honegger , Eva Marinus

{"title":"A literature review of children’s and youth’s conceptions of the internet","authors":"Parvaneh Babari , Michael Hielscher , Peter Adriaan Edelsbrunner , Martina Conti , Beat Döbeli Honegger , Eva Marinus","doi":"10.1016/j.ijcci.2023.100595","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100595","url":null,"abstract":"<div><p>The Internet has become an important environment in everyday life of children and youth. Consequently, understanding basic Internet concepts has been listed as a target competence in many school curricula. However, any constructive approach to teaching concepts of the Internet should take into account learners’ initial conceptions, shaped by daily experiences, that they bring into the classroom. Based on a systematic literature review of research published between January 2000 and March 2022, we synthesized more than 400 descriptions reported by children and youth and classified them into five categories: (1) the structure of the Internet, (2) responsibility for the operation of the Internet, (3) web search engines and their function, (4) transmission techniques and (5) services of the Internet, as well as into subcategories that encompass commonly found kinds of conceptions within these categories. In addition, we classified all conceptions into three types: (1) intuitive, (2) elaborate and (3) misconception. The results show that children and youth hold more intuitive than elaborate conceptions. They also hold many misconceptions in all five categories. Although it has been suggested that age or user’s online experiences may be important factors for shaping elaborate conceptions about the Internet, we observed that many intuitive conceptions and misconceptions seem to be persistent across different age groups. This indicates that these factors, although necessary, but may not be sufficient for developing adequate conceptions. Instead, we argue that an elaborate conception of the structure of the Internet requires explicit learning and instruction. Finally, we explain implications of our findings for education and for future research.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100595"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176808","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

Computational empowerment of children: Design research on empowering and impactful designs by children 儿童的计算赋权：儿童赋权和有影响力设计的设计研究

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100600

Netta Iivari, Leena Ventä-Olkkonen, Heidi Hartikainen, Sumita Sharma, Essi Lehto, Jenni Holappa, Tonja Molin-Juustila

{"title":"Computational empowerment of children: Design research on empowering and impactful designs by children","authors":"Netta Iivari, Leena Ventä-Olkkonen, Heidi Hartikainen, Sumita Sharma, Essi Lehto, Jenni Holappa, Tonja Molin-Juustila","doi":"10.1016/j.ijcci.2023.100600","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100600","url":null,"abstract":"<div><p>Prioritizing children’s empowerment in and through design has been on the agenda of child–computer interaction (CCI) research for a long time. Recently, the notion of the computational empowerment of children has received attention. However, there are still open issues in our understanding and advocacy of it. A related development is the recent interest in the longer-term impacts of our work. Fast and furious participation of children in design sessions is considered inadequate. We should advocate for longer-term trajectories and possibilities for children to make changes that will influence our world. However, the literature is limited in addressing longer-term impacts. This study taps into these two research gaps and showcases how we have addressed the computational empowerment of children in a project tackling bullying at school through critical design and making. In this paper, we examine in detail the children’s designs and their trajectories from the viewpoint of empowerment and impact: whether and how these children’s designs show potential for the empowerment of those bullied and whether and how their designs have had an impact in the realm of digital technology development. Our study has interesting conceptual and methodological implications for CCI research and practice on the computational empowerment of children and on our design research practice.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100600"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176811","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: 1

A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families 一项共同设计研究，探讨数字健康平台的需求、战略和机会，以应对疫情对儿童和家庭的影响

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100596

Jillian L. Warren , Alissa N. Antle , Alexandra Kitson , Alireza Davoodi

{"title":"A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families","authors":"Jillian L. Warren , Alissa N. Antle , Alexandra Kitson , Alireza Davoodi","doi":"10.1016/j.ijcci.2023.100596","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100596","url":null,"abstract":"<div><p><span>In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (</span><span><math><mo>∼</mo></math></span><span><span>8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Curatio.me (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated </span>digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.</span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100596"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176813","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

DORIT: An analytical model for computational empowerment in K-9 education DORIT:K-9教育中计算赋权的分析模型

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100599

Christian Dindler , Ole Sejer Iversen , Mikkel Hjorth , Rachel Charlotte Smith , Hannah Djurssø Nielsen

引用次数: 1