International Journal of Child-Computer Interaction最新文献

{"title":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100746","DOIUrl":"10.1016/j.ijcci.2025.100746","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100746"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240015","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":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100744","DOIUrl":"10.1016/j.ijcci.2025.100744","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100744"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239706","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":"Erratum regarding missing parent’s consent statement due to children participation in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100743","DOIUrl":"10.1016/j.ijcci.2025.100743","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100743"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239704","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":"Erratum regarding missing relevant Declaration of Competing Interest statements in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100741","DOIUrl":"10.1016/j.ijcci.2025.100741","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100741"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240017","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":"Empowering young environmental leaders: Designing interactive data visualisation to foster children's agency in eco-schools","authors":"Andrea Gauthier ,&nbsp;Asimina Vasalou ,&nbsp;Alejandra Tisnes Londoño ,&nbsp;Na Wu ,&nbsp;Billy Konyani","doi":"10.1016/j.ijcci.2025.100749","DOIUrl":"10.1016/j.ijcci.2025.100749","url":null,"abstract":"<div><div>This study takes a research-through-design approach to explore the potentials and boundaries of empowerment through interactive data visualisation (IDV) for children's collective environmental and climate action, contextualised within an existing and globally impactful environmental education initiative, Eco-Schools. We speculate how the social valences inherent to IDV mediate collaboration between children, their peers, and adult school stakeholders and identify the critical skills and scaffolding required by children to make use of IDV toward collective environmental action. We note the dichotomy of dutiful versus disruptive actions proposed by children, underscoring the necessity for stakeholder involvement from the outset to ensure ethical viability of such initiatives. Related to this, we reflect on the ethical implications of IDV as a symbol of children's agency, particularly when their efforts to engage peers and authority figures yield limited results. Ultimately, this study emphasises the importance of stakeholder collaboration in maximizing the potential of IDV as a multi-functional tool in children's collective environmental action with the aim to inform the design of future climate change education programmes and IDV tools.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100749"},"PeriodicalIF":0.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107543","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":"Age-related effects of coding interventions","authors":"Chiara Montuori ,&nbsp;Lucia Ronconi ,&nbsp;Gabriele Pozzan ,&nbsp;Costanza Padova ,&nbsp;Tullio Vardanega ,&nbsp;Barbara Arfé","doi":"10.1016/j.ijcci.2025.100747","DOIUrl":"10.1016/j.ijcci.2025.100747","url":null,"abstract":"<div><div>Past research has shown that children as young as 4–6 years can learn to code through virtual (digital) or plugged (physical, analogic) coding activities, and that exposure to those activities benefits children's cognitive skills too. Indeed, two executive functions (EFs), planning and response inhibition, seem to be strongly associated with coding. However, it remains unclear whether children's cognitive response to virtual coding instruction varies with children's age. Only a few studies to date, mostly focused on older students (aged 10–18 years), have examined age-related differences in response to coding instruction. No such studies as yet have explored whether age differences in learning to code also translate in differential cognitive benefits of coding with children's age. The present study compared the response to an 8-h coding intervention of 273 first graders (5–7 years) and 164 fourth graders (8–10 years), examining whether their respective gains in coding abilities, planning (Tower of London test), and response inhibition (Stroop test and NEPSY-II square/circle test) differed following exposure to coding. Multilevel analyses with socio-economic status covariate show significant effects of the intervention on both 1st and 4th graders' coding skills and across all cognitive measures (planning accuracy, response inhibition accuracy and time). For coding accuracy, both first and fourth graders improved, with large effect sizes (<em>d</em> = −1.53 for first graders, <em>d</em> = −1.84 for fourth graders). The experimental groups showed greater post-test gains in planning accuracy in both grades (<em>d</em> = −1.44 for first graders, <em>d</em> = −0.91 for fourth graders). First graders decreased inhibition errors significantly after the intervention in both NEPSY-II and Stroop tasks (respectively, t(425) = 8.21, <em>p</em> &lt; 0.001, <em>d</em> = 0.80; t(425) = 11.37, <em>p</em> &lt; 0.001, <em>d</em> = 1.10), as well as the fourth graders (t(427) = 3.79, <em>p</em> &lt; 0.001, <em>d</em> = 0.38 in NEPSY-II, t(427) = 4.56, <em>p</em> &lt; 0.001, <em>d</em> = 0.44 in Stroop).</div><div>These findings suggest that coding interventions designed with age-appropriate complexity can support not only the development of coding abilities but also enhance EFs skills across different age levels. The intervention's strong impact on younger children suggests that structured coding interventions should be introduced early as a fundamental component of childhood education.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100747"},"PeriodicalIF":0.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144154448","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":"Developing maker activities to enhance adolescents’ self-directed learning: A systematic review","authors":"Heather Ann Pearson,&nbsp;Adam Kenneth Dubé","doi":"10.1016/j.ijcci.2025.100739","DOIUrl":"10.1016/j.ijcci.2025.100739","url":null,"abstract":"<div><div>With a greater emphasis on technology and innovation, developing self-directed learners has become a predominant goal in 21^st century education. Maker and design-centric activities, including 3D printing, may provide opportunities to foster self-directed learning (SDL) skills. To identify the elements that enhance SDL in adolescents during maker tool use, a systematic review of studies that targeted SDL was conducted. The review identified three main theories used to support SDL: a) self-regulated learning (SRL), b) inquiry-based learning, and c) problem-based learning. Each framework was evaluated on its applicability to 3D printing and making activities. Further, six key characteristics of SDL environments were identified as there were commonalities amongst frameworks. These include: a) guiding supports, b) SRL components, c) inquiry and choice, d) collaboration, e) differentiation: balancing goals with abilities, and f) hypothesis testing and inquiry. Based on these results, a set of practices is proposed that teachers can implement when using making-activities in their high school classrooms. It further provides a foundation for future research on the effective integration of 3D printing as an educational tool that extends beyond behavioural engagement.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100739"},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144168767","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":"Adaptive metacognitive prompting in young learners and the role of prior performance","authors":"Rebecca Pape,&nbsp;Joachim Thomas","doi":"10.1016/j.ijcci.2025.100740","DOIUrl":"10.1016/j.ijcci.2025.100740","url":null,"abstract":"<div><div>Metacognitive prompting has been shown to effectively support Self-Regulated Learning (SRL) in computer-based learning environments (CBLEs) and thereby enhance learning performance. Adaptive prompting as a way to successfully tailor prompts to the learners’ needs remains understudied, especially among young learners in lower secondary education who were shown to be in a critical phase in their development of metacognitive skills. The present study investigates the effects of adaptive, metacognitive prompting on SRL activities through self-reports and trace data, and on learning performance. In a pre-post experimental design, 72 lower secondary students received prompting (<em>n</em> = 38) or no prompting (<em>n</em> = 34). Results show that metacognitive prompting led to higher self-reported metacognitive SRL activities. It did not result in significant differences in learning performance, however, prior performance level was identified as a significant moderator. Implications for SRL research with focus on low achieving learners are discussed.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100740"},"PeriodicalIF":0.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068195","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":"Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming","authors":"Yuhan Lin ,&nbsp;David Weintrop ,&nbsp;Jason McKenna","doi":"10.1016/j.ijcci.2025.100737","DOIUrl":"10.1016/j.ijcci.2025.100737","url":null,"abstract":"<div><div>Switch mode blocks allow learners to write text-based commands inside of blocks within a conventional block-based programming environment. Switch mode blocks can be added by either directly drag-and-dropping them into a program or by right clicking a block and converting it into a Switch mode block. This scaffolded approach can support learners in transitioning from block-based programming to text-based programming. This paper presents an analysis of the eight distinct strategies that learners developed to compose programs using Switch mode blocks. This work contributes to our understanding of how we can design environments that support students of varying levels of prior experience and confidence in transitioning from introductory (block-based) to more powerful (text-based) programming modalities.</div></div><div><h3>Ccs concepts</h3><div>• Human-centered computing → Human computer interaction (HCI); Interactive systems and tools.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100737"},"PeriodicalIF":0.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903955","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":"Exploring STEM (science, technology, engineering and mathematics) toys in kindergarten: Teachers' pedagogical approaches, perspective and effect on Children's brain development: A systematic literature review","authors":"Mahendra Prasad ‘Pandey’","doi":"10.1016/j.ijcci.2025.100736","DOIUrl":"10.1016/j.ijcci.2025.100736","url":null,"abstract":"<div><div>This systematic literature review explores pedagogical approaches of kindergarten teachers' to facilitate children's play with STEM toys. This review summarises teachers' perspectives on the utilisation of STEM toys in children studying in kindergarten and describes the outcomes of children's development resulting from playing with STEM toys. The present systematic literature search was performed in accordance with the PRISMA-2020 checklist. The search engines used were Google Scholar, PubMed, PubMed Central, Scopus, and other journal databases including ScienceDirect, Springer, Taylor &amp; Francis etc. for papers published between 2010 and 2024. These searches yielded 2352 peer-reviewed articles. The application of the selection and rejection criteria led to the formation of a shortlisting 32 papers, following the initial evaluation. The findings revealed the various approaches that teachers can employ during play sessions with STEM toys while teaching. Kindergarten teachers take on the roles of facilitators and mediators, promote collaborative work, and encourage children to perform experiments and learn from failure. Furthermore, the findings of this study revealed that kindergarten teachers generally maintain favourable and constructive perspectives regarding the utilisation of STEM toys. The results underscore positive impacts on cognitive abilities of children like problem-solving and critical thinking, and socio-emotional skills like verbal communication from using STEM toys. Comprehensive teacher training is emphasised to identify methodologies that complement the technology, maximizing teaching-learning benefits for children's brain development.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100736"},"PeriodicalIF":0.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790887","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}