International Journal of Child-Computer Interaction最新文献_第4页

Infrastructuring digital literacy in K-12 education: A national case study 构建 K-12 教育中的数字扫盲：全国案例研究

International Journal of Child-Computer Interaction Pub Date : 2024-10-24 DOI: 10.1016/j.ijcci.2024.100697

Lars Bo Andersen , Ditte Amund Basballe , Lillian Buus , Christian Dindler , Thomas Illum Hansen , Mikkel Hjorth , Ole Sejer Iversen , Christian Mosbæk Johannessen , Katrine Holm Kanstrup , Rasmus Fink Lorentzen , Morten Misfeldt , Line Have Musaeus , Camilla Balslev Nielsen , Marianne Graves Petersen , Vibeke Schrøder , Marie Falkesgaard Slot

{"title":"Infrastructuring digital literacy in K-12 education: A national case study","authors":"Lars Bo Andersen , Ditte Amund Basballe , Lillian Buus , Christian Dindler , Thomas Illum Hansen , Mikkel Hjorth , Ole Sejer Iversen , Christian Mosbæk Johannessen , Katrine Holm Kanstrup , Rasmus Fink Lorentzen , Morten Misfeldt , Line Have Musaeus , Camilla Balslev Nielsen , Marianne Graves Petersen , Vibeke Schrøder , Marie Falkesgaard Slot","doi":"10.1016/j.ijcci.2024.100697","DOIUrl":"10.1016/j.ijcci.2024.100697","url":null,"abstract":"<div><div>While much CCI research has dealt with the educational challenge of providing children with knowledge and skills for a digital society, little work has dealt with the strategic challenge of developing and implementing a digital literacy subject in K-12 education. In this paper, we explore how to develop, implement, and sustain a national program on technology comprehension by analyzing the newly established Danish knowledge center for digital technology comprehension. We draw on the concept of infrastructuring to shed light on how to create and sustain the social, material, political and organizational structures that form the basis for introducing the new national initiative. Based on our case, we distill seven propositions that describe more generally how to work strategically with this challenge.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100697"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142720017","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

What do children and early adolescents say they do when playing an educational digital game? 儿童和青少年在玩教育数字游戏时会做些什么？

International Journal of Child-Computer Interaction Pub Date : 2024-10-11 DOI: 10.1016/j.ijcci.2024.100694

Fran C. Blumberg , Harneet K. Sahni , John D. Randall , Colin Teeter , Rachel Besharat Mann

{"title":"What do children and early adolescents say they do when playing an educational digital game?","authors":"Fran C. Blumberg , Harneet K. Sahni , John D. Randall , Colin Teeter , Rachel Besharat Mann","doi":"10.1016/j.ijcci.2024.100694","DOIUrl":"10.1016/j.ijcci.2024.100694","url":null,"abstract":"<div><div>We examined fourth through seventh graders' reported behaviors while playing a digital game and their reflections about those behaviors after playing. Students were randomly assigned to one of three conditions in which participants were to think about what they were learning while playing (metacognitive); about how much they liked the game (affective); or no goal (control condition). Students then were trained to think aloud as they played a coding game for 10 consecutive minutes. Following gameplay, students indicated what they learned and remembered while playing. All comments were coded for reference to cognitive processes, specific game aspects, and participants’ evaluations of the game or their gameplay. Sixth- and seventh-graders outperformed and made more references to cognitive processes than the younger students. Those in the affective condition performed worse than those in the control condition. Seventh graders referenced cognitive processes more than fourth graders during the game. Notably, across all participants reference to rules about how to play the game showed an initial spike and then immediately decreased. Overall, the findings elucidate how pre- and early adolescents may think about their game-based learning, which may inform how they use that learning outside game contexts.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100694"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433414","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

Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education 教师作为反思性学习体验设计师：将设计思维带入校本设计和创客教育

International Journal of Child-Computer Interaction Pub Date : 2024-10-11 DOI: 10.1016/j.ijcci.2024.100695

Noora Bosch , Tellervo Härkki , Pirita Seitamaa-Hakkarainen

{"title":"Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education","authors":"Noora Bosch , Tellervo Härkki , Pirita Seitamaa-Hakkarainen","doi":"10.1016/j.ijcci.2024.100695","DOIUrl":"10.1016/j.ijcci.2024.100695","url":null,"abstract":"<div><div>School-based design and maker education foster the acquisition of 21st-century competencies. Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences. The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the in-situ and post-reflections of the teacher and researcher-teacher <em>(Noora, the first author)</em> on pedagogical practices and the teacher's role. Three intertwined themes emerged: <em>design leader, collaboration and co-teaching, and (co-)reflection</em>. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"43 ","pages":"Article 100695"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143139522","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

Beyond school: The role of technology in K-12 students' lives and informal learning 学校之外：技术在 K-12 学生生活和非正式学习中的作用

International Journal of Child-Computer Interaction Pub Date : 2024-09-19 DOI: 10.1016/j.ijcci.2024.100692

Sharon Hardof-Jaffe , Meital Amzalag

引用次数: 0

Augmented reality interactive experiences for multi-level chemistry understanding 促进多层次化学理解的增强现实互动体验

International Journal of Child-Computer Interaction Pub Date : 2024-09-17 DOI: 10.1016/j.ijcci.2024.100681

Sandra Câmara Olim , Valentina Nisi , Teresa Romão

{"title":"Augmented reality interactive experiences for multi-level chemistry understanding","authors":"Sandra Câmara Olim , Valentina Nisi , Teresa Romão","doi":"10.1016/j.ijcci.2024.100681","DOIUrl":"10.1016/j.ijcci.2024.100681","url":null,"abstract":"<div><div>Children's early perception of chemistry as a complex and daunting subject can affect their achievements and future career choices. Augmented Reality (AR) and games can successfully engage students with learning content perceived to be less interesting or challenging. However, in chemistry, the vast majority of AR educational tools are designed for older students and are mainly focused on the visualisation of scientific phenomena, thus failing to engage a younger population. In this paper, we propose designing and implementing three AR game-based learning experiences that provide chemistry content at three levels: macroscopic, microscopic, and symbolic. We evaluated our experiences with 66 children (11–13 years old) with significant results: higher learning gains, an increase in the positive affect and a decrease in the negative affect. The results encouraged us to keep evaluating this technology as a tool to motivate and encourage children's interest in chemistry.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100681"},"PeriodicalIF":0.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000503/pdfft?md5=83e20d3e4aa7bed74b0623ce8993d6c0&pid=1-s2.0-S2212868924000503-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312984","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

“Yeah, no more tantrums, whoo!”: Practices parents valued to help children transition away from screens "是啊，再也不发脾气了，哇！"：父母重视的帮助孩子远离屏幕的做法

International Journal of Child-Computer Interaction Pub Date : 2024-09-17 DOI: 10.1016/j.ijcci.2024.100691

Juliana Zabatiero , Derek McCormack , Laura Stone , David Zarb , Susan Edwards , Leon Straker

{"title":"“Yeah, no more tantrums, whoo!”: Practices parents valued to help children transition away from screens","authors":"Juliana Zabatiero , Derek McCormack , Laura Stone , David Zarb , Susan Edwards , Leon Straker","doi":"10.1016/j.ijcci.2024.100691","DOIUrl":"10.1016/j.ijcci.2024.100691","url":null,"abstract":"<div><h3>Objective</h3><p>To identify practices that were valued by parents in helping their young children to transition away from sedentary screen use.</p></div><div><h3>Study design</h3><p>This longitudinal trial, in a community setting, involved 13 families, with children aged between 15 and 36 months. Representatives from three service organizations compiled a list of digital resources related to using technology to facilitate children's transition away from sedentary screen use that were suitable to be shared and trialed by parents and young children. During a pre-trial workshop, researchers, participants, and organization representatives collaboratively developed the intervention, which involved the delivery of selected resources by weekly email, over a 12-week period. Participants provided weekly feedback about their experiences and participated in a post-intervention semi-structured qualitative interview. Thematic analysis was used to analyze data from interviews and written feedback.</p></div><div><h3>Results</h3><p>Participants reported several valued practices to facilitate their children's transition away from sedentary screen use, including those where digital technology provided strategies to assist parents in facilitating transitions, where singing and dancing potentially supported by digital technology were used to facilitate transitions, where digital technology provided ideas for transitions, and where the child's digital technology related interest was used to inspire transitions.</p></div><div><h3>Conclusion</h3><p>The use of curated resources within a collaborative approach between researchers, service providers and families resulted in several practices families of young children found useful in facilitating transitions away from sedentary screen use.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100691"},"PeriodicalIF":0.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000606/pdfft?md5=8c22f17cc5758c67fa3feb8ca0db5448&pid=1-s2.0-S2212868924000606-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142270839","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

Are mobile neurofeedback games a feasible way to improve self-regulation of attention for young marginalized children? 移动神经反馈游戏是改善边缘化儿童注意力自我调节的可行方法吗？

International Journal of Child-Computer Interaction Pub Date : 2024-09-13 DOI: 10.1016/j.ijcci.2024.100690

Alissa N. Antle, Elgin-Skye McLaren

{"title":"Are mobile neurofeedback games a feasible way to improve self-regulation of attention for young marginalized children?","authors":"Alissa N. Antle, Elgin-Skye McLaren","doi":"10.1016/j.ijcci.2024.100690","DOIUrl":"10.1016/j.ijcci.2024.100690","url":null,"abstract":"<div><div>Interactive technology-mediated behavioral interventions are increasingly being studied with children at risk for attentional challenges. Few technology-mediated interventions have been designed for, or studied in the field with, marginalized children, who are at an elevated risk for attentional challenges. We adapted three existing neurofeedback games to create a proof-of-concept intervention to address this research gap. To investigate preliminary feasibility and efficacy we conducted a controlled field experiment with 28 children (aged 5 to 8, 22 male) from a disadvantaged community. Findings showed that with support all children were able to complete the intervention, and most were able to transfer newly attained attention regulation skills into everyday situations and maintain those skills over time. Our work serves as a proof-of-concept for this type of technology-mediated mental health intervention research, provides an exemplar of digital health research with hard-to-reach populations, and provides preliminary evidence that this research space warrants future attention.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100690"},"PeriodicalIF":0.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142319172","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

Improved socio-emotional skills in students with autism spectrum disorder (ASD) following an intervention supported by an augmented gamified environment 自闭症谱系障碍（ASD）学生在强化游戏化环境支持下接受干预后，社会情感技能得到提高

International Journal of Child-Computer Interaction Pub Date : 2024-09-10 DOI: 10.1016/j.ijcci.2024.100683

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

{"title":"Improved socio-emotional skills in students with autism spectrum disorder (ASD) following an intervention supported by an augmented gamified environment","authors":"Nerea López-Bouzas, M. Esther del Moral-Pérez, Jonathan Castañeda-Fernández","doi":"10.1016/j.ijcci.2024.100683","DOIUrl":"10.1016/j.ijcci.2024.100683","url":null,"abstract":"<div><p>This study examines the impact of an intervention using an Augmented Gamified Environment (AGE) to stimulate socio-emotional skills in a sample of 54 subjects with Autism Spectrum Disorder (ASD) aged between 3 and 17 years old. The study used a quantitative, exploratory, analytical methodology. Socio-emotional skills were evaluated before and after intervention (pre-posttest) using the <em>DiagnosticApp</em> instrument, supported by a fun app. The study specifically analyzed their ability to identify primary and secondary emotions and emotional states, as well as the cause-effect relationship linked to a context. The results show that socio-emotional skills improved after the intervention, regardless of gender, age, degree of ASD, comorbidity, or type of language. Overall, the greatest improvement was in identifying both primary and secondary emotions through recognizing facial expressions. Additionally, as expected, older students, and those with less severe ASD and more functional language exhibited higher scores in their socio-emotional skills. In conclusion, the extrinsic motivation associated with the mix of game mechanics, dynamics, and aesthetics, along with the augmented reality resources making up the AGE, are key contributing elements in improving these students’ socio-emotional skills.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"42 ","pages":"Article 100683"},"PeriodicalIF":0.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000527/pdfft?md5=4cf41e1b8f98fc2ac73649a03f8ed6c6&pid=1-s2.0-S2212868924000527-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142240098","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 关于以前发表的文章中缺少竞争利益声明的勘误

International Journal of Child-Computer Interaction Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100670

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于以前发表的文章中缺少 "竞争利益声明 "的勘误

International Journal of Child-Computer Interaction Pub Date : 2024-09-01 DOI: 10.1016/j.ijcci.2024.100678

引用次数: 0