International Journal of Child-Computer Interaction最新文献_第2页

Game over? Investigating students’ working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game

International Journal of Child-Computer Interaction Pub Date : 2025-01-08 DOI: 10.1016/j.ijcci.2025.100721

Michaela Arztmann , Jessica Lizeth Domínguez Alfaro , Lisette Hornstra , Jacqueline Wong , Johan Jeuring , Liesbeth Kester

{"title":"Game over? Investigating students’ working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game","authors":"Michaela Arztmann , Jessica Lizeth Domínguez Alfaro , Lisette Hornstra , Jacqueline Wong , Johan Jeuring , Liesbeth Kester","doi":"10.1016/j.ijcci.2025.100721","DOIUrl":"10.1016/j.ijcci.2025.100721","url":null,"abstract":"<div><div>Educational games are designed to increase students' motivation and persistence. Nevertheless, student dropout is a very common issue that many game interventions in education face, which can hamper students' learning opportunities. Dropout can be manifested in different ways for different reasons, for instance quitting due to lack of interest or failing due to lack of abilities to succeed in the game. Thus far, little is known about the underlying factors that lead to student dropout. The present paper (<em>N</em> = 272 early secondary school students) investigates different types of dropout and whether students' working memory capacity and situational interest are predictive of the likelihood of dropping out during an educational game using augmented reality (AR). Moreover, log data were used to explore differences in students' in-game behavior (i.e., number, type, and patterns of mistakes) while playing the game. The results indicate that 16.9% of the students dropped out during the game, either because they quit or because they failed to reach the last level. Working memory capacity and situational interest were not predictive of students' dropout. However, process maps of students’ in-game behavior showed that dropout students differed in the number of mistakes they made and also followed a different behavioral pattern than non-dropout students. In all, this study contributes to the knowledge base by revealing different types of dropout students who showed distinct behavioral patterns. More insights into these patterns could help to identify students at-risk of dropping out early on and to develop targeted interventions to prevent dropout.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100721"},"PeriodicalIF":0.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139524","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

Culturing computation: A multi-case study on students as ethnocomputing researchers during a virtual after-school program

International Journal of Child-Computer Interaction Pub Date : 2024-12-15 DOI: 10.1016/j.ijcci.2024.100719

Michael Lachney, Madison C. Allen Kuyenga, Christa Robinson

{"title":"Culturing computation: A multi-case study on students as ethnocomputing researchers during a virtual after-school program","authors":"Michael Lachney, Madison C. Allen Kuyenga, Christa Robinson","doi":"10.1016/j.ijcci.2024.100719","DOIUrl":"10.1016/j.ijcci.2024.100719","url":null,"abstract":"<div><div>Ethnocomputing is a field about the co-constitutive relationships of culture and computational technology, digital and analog. It assumes that all technologies are value-laden and that cultural activities, practices, designs, and knowledge can be computational. Within education, ethnocomputing has inspired the design of software and hardware to help children study the computing ideas that are embedded in Indigenous and vernacular epistemologies, designs, and practices, such as African American cornrow braiding, Anishinaabeg quilting, Ghanaian Adinkra stamping, and more. Not only does this provide a way to add epistemic diversity to computing curricula but it is also a challenge to Eurocentric histories of computer science. Quantitative research on these educational technologies has been promising in terms of supporting children's attitudes toward and content knowledge of computing. This research also suggests that just being exposed to these technologies may not be enough for students to make the connections between culture and computing that ethnocomputing assumes as its foundation. To address this challenge, we report findings from a multi-case study of four Black high school students who took on roles as ethnocomputing researchers during a five-week virtual after-school program. Instead of focusing on if the program supported their computer science content knowledge, we sought to study the students' meaning-making and knowledge production practices on culture and computing in their ethnocomputing research. Our findings show that while only two of the four children felt confident identifying themselves as ethnocomputing researchers by the time the program ended, all students were able to express nuanced and unique ideas about culture-computing relationships that were relevant to ethnocomputing. We end with some recommendations about framing the image of the “researcher” in future ethnocomputing education.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100719"},"PeriodicalIF":0.0,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139521","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

Evaluating the usability of a conversational agent to enhance parent-child shared reading interactions

International Journal of Child-Computer Interaction Pub Date : 2024-12-15 DOI: 10.1016/j.ijcci.2024.100720

Kathryn A. Leech , Grace Lin , Sarah Pedonti , Ilana Schoenfeld , Cigdem Uz Bilgin

{"title":"Evaluating the usability of a conversational agent to enhance parent-child shared reading interactions","authors":"Kathryn A. Leech , Grace Lin , Sarah Pedonti , Ilana Schoenfeld , Cigdem Uz Bilgin","doi":"10.1016/j.ijcci.2024.100720","DOIUrl":"10.1016/j.ijcci.2024.100720","url":null,"abstract":"<div><div>Interactive shared book reading – particularly when parents engage in decontextualized talk which goes beyond the here-and-now – is an evidenced-based approach to promote preschool-aged children's engagement with a story and emergent literacy. Parental training of interactive reading often involves an experienced clinician or researcher who can provide personalized, “in-the-moment” instruction. Although such methods are highly effective, they are expensive and time-intensive, often limiting participation by busy parents. Here, we extend this approach through a digital tool designed to encourage dyadic interaction during shared book reading via a conversational agent (CA). In this paper, we describe the results of a one-month usability test of the app with N = 20 parents and their 3-to-5-year-old children. The app first provided parents with information on interactive reading strategies. During reading, it used AI technology to deliver interactive prompts aimed at promoting decontextualized conversation. Parent-child conversation while reading with the CA was nearly double that of conversation when reading without the CA. Approximately one month later, parent and child talk while reading with CA remained high. Additional analyses indicated that parents most often expanded on the CA's prompts rather than repeating them, thereby eliciting more verbal responses from children. Results indicate that CAs have the potential to enrich dyadic interactions around print books in ways known to promote children's early literacy abilities. Future directions around the scalability and efficacy of CA technologies to augment literacy practices are discussed.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100720"},"PeriodicalIF":0.0,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139776","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

More than words: Conceptualizing narrative computational thinking based on a multicase study

International Journal of Child-Computer Interaction Pub Date : 2024-12-13 DOI: 10.1016/j.ijcci.2024.100704

Michael Schlauch , Cristina Sylla , Maitê Gil

引用次数: 0

Exploring parent self-efficacy in children's digital device use: Understanding shame and self-stigma through a mixed-methods approach

International Journal of Child-Computer Interaction Pub Date : 2024-12-12 DOI: 10.1016/j.ijcci.2024.100718

Stephanie C. Milford , Lynette Vernon , Joseph J. Scott , Nicola F. Johnson

{"title":"Exploring parent self-efficacy in children's digital device use: Understanding shame and self-stigma through a mixed-methods approach","authors":"Stephanie C. Milford , Lynette Vernon , Joseph J. Scott , Nicola F. Johnson","doi":"10.1016/j.ijcci.2024.100718","DOIUrl":"10.1016/j.ijcci.2024.100718","url":null,"abstract":"<div><div>This study utilized a mixed-methods approach to explore the relationship between shame, parental self-stigma, and parental self-efficacy in managing children's digital device use, while considering societal pressure and social media influence. Data was collected via an online survey administered to parents of school-aged children. The sample included 394 predominantly female Australian parents. Quantitative analyses, including confirmatory factor analysis and structural equation modeling, were complemented by qualitative thematic inductive content analysis. Results indicated a significant mediation effect of self-stigma on the relationship between shame and self-efficacy. Qualitative analysis revealed themes of societal pressure, judgement-based pressure, and social media pressure, highlighting contextual influences on parent self-stigma and self-efficacy. The convergence of quantitative and qualitative findings emphasizes the pivotal role of shame in influencing parental self-efficacy in the digital realm. This comprehensive approach enriches our understanding by illustrating how societal pressures and online influences contribute to feelings of shame and self-stigma among parents. Recommendations include establishing clear digital device guidelines for parents and implementing targeted interventions to mitigate parental shame and self-stigma, thereby enhancing parental self-efficacy in managing children's digital device use. These findings contribute to understanding the psychological dynamics of parenting in the digital age and offer insights to support parents in navigating this evolving landscape.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100718"},"PeriodicalIF":0.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139523","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 rapid and inclusive instrument for assessing children’s basic understanding of physical computing

International Journal of Child-Computer Interaction Pub Date : 2024-12-09 DOI: 10.1016/j.ijcci.2024.100709

Andrea Bonani , Rosella Gennari , Alessandra Melonio , Pierpaolo Vittorini

{"title":"A rapid and inclusive instrument for assessing children’s basic understanding of physical computing","authors":"Andrea Bonani , Rosella Gennari , Alessandra Melonio , Pierpaolo Vittorini","doi":"10.1016/j.ijcci.2024.100709","DOIUrl":"10.1016/j.ijcci.2024.100709","url":null,"abstract":"<div><div>While there are many initiatives that strive to empower children with physical computing, there seems to be no validated questionnaire for rapidly measuring different children’s understanding of the basics of physical computing. This paper presents the design of such an instrument—<span>PCBUQ</span>. It is rapid in that it consists of few items. It is inclusive because designed for different young children. It is for the basics of physical computing in that it considers physical input and output devices, basic patterns and programs that use them for interacting with the physical world. Data gathered from experts, primary and middle schools were used to validate <span>PCBUQ</span>. The first items assess children’s capability of classifying physical devices as input (e.g., buttons), and output devices (e.g., LED, speaker). The other items evaluate whether children can interpret problematic scenarios and infer how to resolve them with adequate input and output devices, patterns and programs. <span>PCBUQ</span> was found to have adequate reliability. The reported statistical analyses highlight the items that strongly and weakly correlate with the construct under analysis, their difficulty and discrimination. Results are discussed to guide future physical computing initiatives for children and their assessment.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100709"},"PeriodicalIF":0.0,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139529","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 workshop on artificial intelligence biases and its effect on high school students’ perceptions

International Journal of Child-Computer Interaction Pub Date : 2024-12-07 DOI: 10.1016/j.ijcci.2024.100710

Marcos J. Gómez , Julián Dabbah , Luciana Benotti

{"title":"A workshop on artificial intelligence biases and its effect on high school students’ perceptions","authors":"Marcos J. Gómez , Julián Dabbah , Luciana Benotti","doi":"10.1016/j.ijcci.2024.100710","DOIUrl":"10.1016/j.ijcci.2024.100710","url":null,"abstract":"<div><div>This paper introduces a workshop aimed at concurrently addressing technical concepts and ethical considerations on artificial intelligence (AI) biases, with an emphasis on societal and automation biases. Unlike conventional approaches that often prioritize either the technical intricacies or the ethical implications of AI, our workshop integrates these dimensions in parallel. Through a series of activities, we illustrate how design decisions made by individuals involved in AI development, such as defining classes and selecting training sets, can introduce biases into AI models. We also explore errors or biases in model decisions, shedding light on the nuanced challenges of AI development.</div><div>The workshop’s impact on high school students’ perceptions of AI technology was assessed through pre and post-tests. Statistical analysis revealed a significant reduction in students’ agreement with statements regarding the absence of AI societal biases, the lack of influence of AI designers on AI behavior, and the superiority of AI solutions over human alternatives. While perceived as a highly positive and engaging experience, the workshop was also recognized as a practical and motivating endeavor, aligning with our didactic approach emphasizing experiential learning over theoretical exposition.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100710"},"PeriodicalIF":0.0,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139528","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

Critical Artificial Intelligence literacy: A scoping review and framework synthesis

International Journal of Child-Computer Interaction Pub Date : 2024-12-06 DOI: 10.1016/j.ijcci.2024.100708

Annemiek Veldhuis, Priscilla Y. Lo, Sadhbh Kenny, Alissa N. Antle

{"title":"Critical Artificial Intelligence literacy: A scoping review and framework synthesis","authors":"Annemiek Veldhuis, Priscilla Y. Lo, Sadhbh Kenny, Alissa N. Antle","doi":"10.1016/j.ijcci.2024.100708","DOIUrl":"10.1016/j.ijcci.2024.100708","url":null,"abstract":"<div><div>The proliferation of Artificial Intelligence (AI) in everyday life raises concerns for children, other marginalized groups, and the general public. As new AI implementations continue to emerge, it is crucial to enable children to engage critically with AI. Critical literacy objectives and practices can encourage children to question, critique, and transform the social, political, cultural, and ethical implications of AI. As an initial step towards critical AI education, we conducted a 10-year scoping review to identify publications reporting on activities that engage children, between the ages of 5 and 18, to address the critical implications of AI. Our review identifies a wide range of participants, content, and pedagogical approaches. Through framework synthesis guided by an established critical literacy model, we examine the critical literacy learning objectives embedded in the reported activities and propose a critical AI literacy framework. This paper outlines future opportunities for critical AI literacies in the field of child–computer interaction including inspiring new learning activities, encouraging inclusive perspectives, and supporting pragmatic curriculum integration.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100708"},"PeriodicalIF":0.0,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139527","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

Erratum regarding missing Declaration of Competing Interest statements in previously published articles

International Journal of Child-Computer Interaction Pub Date : 2024-12-01 DOI: 10.1016/j.ijcci.2024.100679

引用次数: 0

A systematic review on design-based nudges for adolescent online safety

International Journal of Child-Computer Interaction Pub Date : 2024-11-28 DOI: 10.1016/j.ijcci.2024.100702

Zainab Agha , Naima Samreen Ali , Jinkyung Park , Pamela J. Wisniewski

{"title":"A systematic review on design-based nudges for adolescent online safety","authors":"Zainab Agha , Naima Samreen Ali , Jinkyung Park , Pamela J. Wisniewski","doi":"10.1016/j.ijcci.2024.100702","DOIUrl":"10.1016/j.ijcci.2024.100702","url":null,"abstract":"<div><div>Within the realm of digital spaces, much of the nudging research has focused on general populations, which may not be applicable to nudges for adolescents, as minors are often more vulnerable to online risks and have unique developmental needs. To address this gap, we conducted a systematic literature review of 52 articles from the past 15 years that focused on technology-mediated nudges for teens’ online safety. We found that most nudges were designed for protecting teens as victims of cyberbullying in public settings, with recent trends towards studying nudges for diverse risk types and perspectives (e.g., risk perpetrators and bystanders). Most of the nudges were designed to be triggered during or after the risk occurrence, with fewer preventative approaches. Expanding upon Caraban et al.’s nudging framework, we found that commonly used mechanisms for nudges facilitated alternate actions or education, confronted youth with the consequences of risks, or involved parents. Lastly, most of the work focused on formative understanding or designing nudges for adolescents, with fewer ecologically valid evaluations of these nudges. We recommend building context-aware nudges with positive framing that can provide personalized guidance to help teens build resilience. We call for further investigation into how nudges can effectively empower adolescents in different cultural contextsby supporting autonomy and collective safety, while also confronting perpetrators and societal challenges for improved online safety outcomes. Finally, we provide guidelines to move towards realistic evaluations of nudges, and to engage with teens at every stage; from design to evaluations of online safety nudges.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100702"},"PeriodicalIF":0.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139530","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