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

Evaluating digital creativity support for children: A systematic literature review 评估儿童数字创造力支持：一项系统的文献综述

International Journal of Child-Computer Interaction Pub Date : 2023-08-14 DOI: 10.1016/j.ijcci.2023.100603

Marte Hoff Hagen , Daniela Soares Cruzes , Letizia Jaccheri , Jerry Alan Fails

{"title":"Evaluating digital creativity support for children: A systematic literature review","authors":"Marte Hoff Hagen , Daniela Soares Cruzes , Letizia Jaccheri , Jerry Alan Fails","doi":"10.1016/j.ijcci.2023.100603","DOIUrl":"10.1016/j.ijcci.2023.100603","url":null,"abstract":"<div><p>Creativity, the process of creating something new and valuable, benefits children by improving their skills and development, encouraging interaction and engagement, and enabling the generation and expression of novel ideas. In recent years, interactive digital tools have emerged to support the user’s creativity in the open-ended creation of new artifacts. However, the question of evaluating the creativity happening in the interplay between children, digital tools, and products is still open. This systematic literature review investigated the evaluations of digital creativity support tools for children and identified 81 peer-reviewed relevant articles from the last 10 years. This research contributes to practitioners and researchers by providing an overview of the evaluations in a framework based on 10 factors (value, novelty, fluency, enjoyment, user feeling, collaboration, expressiveness, immersion, flexibility, and interaction), nine product areas, three approaches, and five methods. The review demonstrated that the evaluations differ widely, and the area lacks a standard evaluation framework. We propose the dimensions of our analysis as an initial framework for situating the evaluation of digital creativity support tools for children that the child–computer interaction community can further refine.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100603"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49297033","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

Shimpai Muyou: Confronting Child Suicides in Japan through a Serious Game & School-based Intervention Shimpai muyou:通过严肃的游戏和基于学校的干预来面对日本的儿童自杀

International Journal of Child-Computer Interaction Pub Date : 2023-08-09 DOI: 10.1016/j.ijcci.2023.100612

Samiullah Paracha , Lynne Hall , Derek Watson , Ayesha Khuram , Naqeeb Shah

{"title":"Shimpai Muyou: Confronting Child Suicides in Japan through a Serious Game & School-based Intervention","authors":"Samiullah Paracha , Lynne Hall , Derek Watson , Ayesha Khuram , Naqeeb Shah","doi":"10.1016/j.ijcci.2023.100612","DOIUrl":"10.1016/j.ijcci.2023.100612","url":null,"abstract":"<div><p>School bullying is responsible for a large number of child suicides in Japan. Serious games have proved to be effective and highly motivational educational tools capable of increasing awareness, changing behaviour, reduce risk factors and even improving protective skills. This paper presents a novel approach of using both participatory design and gameplay to sensitize children (aged 7–12 years old) on bullying victimization. Action research strategy is used with intentions to improve the quality of school life in Japan through the use of a serious game called Shimpai Muyou. What makes it stand out from the rest of the crowd is that the entire intervention was design, developed and evaluated through partnering with children in a school setting. The research is largely qualitative and exploratory in nature, stemmed from interdisciplinary core ideas related to technology, education, psychology and interactive theatre. Findings from both formative and summative evaluations indicated that child-users empathically engaged with the synthetic characters, attributing a range of emotions to their actions e.g., empathy, compassion, sadness, anger etc., tackling ethical dilemmas and bullying situations with confidence. From these results, we can conclude that Shimpai Muyou is a useful and engaging school-based anti-bullying intervention.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100612"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49090164","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

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