International Journal of Child-Computer Interaction最新文献

{"title":"“I could become a white hat hacker” or “At least I am creative”: Children's technology protagonist identities and their evolution during a critical design and making project","authors":"Leena Ventä-Olkkonen,&nbsp;Netta Iivari,&nbsp;Heidi Hartikainen,&nbsp;Sumita Sharma,&nbsp;Essi Lehto,&nbsp;Jenni Holappa,&nbsp;Tonja Molin-Juustila","doi":"10.1016/j.ijcci.2024.100667","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100667","url":null,"abstract":"<div><p>Child Computer Interaction (CCI) research stresses the importance of nurturing children's designer and maker identities; children should be growing up as future technology protagonists, who are driving technology development and critically reflecting on it. While the importance of designer and maker skills has been emphasized in the CCI literature, studies focusing on children's identity development are scarcer. This paper starts to fill this research gap. We develop a theoretical framework on children's technology protagonist identity based on multidisciplinary literature base. Based on pre- and post-interview dataset from a long-term critical design and making project with several school-classes, we identify divergent aspects of protagonist identity among children: they position themselves variably as technology users, designers, makers, critics and activists. Different designer and maker identity trajectories are also identified. The paper contributes to CCI research on identity and CCI discourse on technology protagonists and children's technology education.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100667"},"PeriodicalIF":0.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000357/pdfft?md5=1880b5a495e8466bc7d046105e7726d3&pid=1-s2.0-S2212868924000357-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141594339","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}

{"title":"Teaching CCI in Computer Science and Computer Science Education","authors":"Nadine Dittert,&nbsp;Rina M. Ferdinand","doi":"10.1016/j.ijcci.2024.100657","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100657","url":null,"abstract":"<div><p>This paper elaborates on a series of Child–Computer Interaction courses conducted at three universities in Germany. It emphasizes the integration of hands-on activities and a significant project development component, allowing students to practically apply and enhance their CCI knowledge. The article details the course structure, students’ engagement, and the evolution of content, underlining the importance of experiential learning in CCI education. Additionally, it offers reflections on the outcomes and lessons learned, serving as a resource for university lecturers looking to incorporate similar courses in their curriculum.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100657"},"PeriodicalIF":0.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000254/pdfft?md5=e5a9a38f7d8cd6ddd7231b38b82d337c&pid=1-s2.0-S2212868924000254-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141424073","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}

{"title":"Eight-year-olds engaging in guided information searches with iPads: Dimensions of reading competence","authors":"Eva Wennås Brante ,&nbsp;Robert Walldén ,&nbsp;Kim Ridell","doi":"10.1016/j.ijcci.2024.100658","DOIUrl":"10.1016/j.ijcci.2024.100658","url":null,"abstract":"<div><p>This study examines how eight-year-old students engage in teacher-guided digital online reading during internet searches for specific information. The research focuses on the students' digital literacy and their ability to evaluate sources and decode complex text. We have used Luke and Freebody's four resources model and the concept of sourcing as theoretical underpinning. The study had a descriptive and exploratory approach. The study involved 17 eight-year-old students from a school with a one-to-one tablet policy. The students were divided into small groups to encourage interaction. Data were collected through audio and screen recordings and were multimodally transcribed to provide a detailed account of the children's internet search interactions. The study reveals that while students demonstrated proficiency in using digital tools and navigating the internet, they often struggled to assess source credibility and critically interpret the information they encountered. Furthermore, the study highlights the importance of guiding young students in navigating the complex media landscape, emphasizing the need to enhance their knowledge of different types of sources and the categories of individuals producing content. The researchers found that students' prior knowledge, such as familiarity with printed books, played a role in how they approached online reading, sometimes leading to difficulties in adapting their strategies for digital formats. In conclusion, this research underscores the need for explicit instruction and collaborative efforts in the classroom to develop students' digital reading skills and their ability to critically assess online sources, thus bridging the gap between technological proficiency and effective digital literacy. The findings offer insights for educators in preparing young readers for digital literacy and effective online information evaluation.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100658"},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000266/pdfft?md5=ab06537d94772bcb8417ef879af949df&pid=1-s2.0-S2212868924000266-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141141252","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}

{"title":"Nurturing systems thinking among young people by developing business ideas on sustainable AI","authors":"Marianne Kinnula,&nbsp;Eva Durall Gazulla,&nbsp;Noora Hirvonen,&nbsp;Jonna Malmberg,&nbsp;Lotta Haukipuro","doi":"10.1016/j.ijcci.2024.100656","DOIUrl":"10.1016/j.ijcci.2024.100656","url":null,"abstract":"<div><p>The complexity of sustainability challenges has exposed the limitations of solutions relying on atomistic disciplinary knowledge and linear thinking, evidencing the need for embracing holistic and transdisciplinary mindsets. This paper builds on the assumption that systems thinking can contribute to approaching sustainability issues. In this study we investigate how to nurture systems thinking among young people in and through developing socially sustainable business ideas that utilize Artificial Intelligence (AI) technologies. To this end, we analyze 21 9th grade students' contributions during a work practice week at a Finnish university, during which they were introduced to AI, sustainability, and business thinking and invited to generate business ideas for sustainable innovations that use AI. Our multimodal analysis examines students’ business ideation process and outputs to identify various elements present in the working process that contribute to the development of sustainable AI from a systemic perspective. Based on our findings, we propose combining business innovation with sustainability as a strategy to develop learners' systems thinking.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100656"},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000242/pdfft?md5=5f84e90e2d0c8ad47cf3d4d77bfe4fce&pid=1-s2.0-S2212868924000242-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141025296","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}

{"title":"Teaching child-computer interaction: Critical reflections on a project-based interaction design course","authors":"Gökçe Elif Baykal","doi":"10.1016/j.ijcci.2024.100654","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100654","url":null,"abstract":"<div><p>As a response to a recent call for developing teaching materials and sharing examples of good teaching practice in Child-Computer Interaction (CCI), this paper describes previous experiences from incorporating an existing CCI curriculum into an Interaction Design course, that is mandatory for third year Bachelor students enrolled in Communication Design program. This article is an attempt to reflect on the four-year experience constructively and critically in teaching and progressively developing an existing CCI course. The paper describes key elements to teaching how to carry out a theory-oriented and project-based design course formulated around the challenge of interaction design with and for children. As the paper reflects on previous experiences, the contribution of this paper is including formal procedural research ethics into student project proposals as part of core principles and giving students the possibility to manage a group work on several iterations for the same project throughout the semester. I discuss some of the reflections on the teaching experience for interaction design and children have posed to me as a CCI researcher and university teacher and outline a set of lessons learned that I think would shed a light for taking ethical approval for student project works in future CCI teaching practices.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100654"},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140880453","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":"Onboarding new talent to Child–Computer Interaction research: Teaching a tasting menu of CCI as an elective research subject","authors":"Marie-Monique Schaper,&nbsp;Mariana Aki Tamashiro,&nbsp;Maarten Van Mechelen,&nbsp;Ole Sejer Iversen,&nbsp;Eva Eriksson","doi":"10.1016/j.ijcci.2024.100655","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100655","url":null,"abstract":"<div><p>We present a case study in which we seek to investigate what motivates interaction design students to take a small elective course in Child–Computer Interaction (CCI) and what we can offer as a ‘tasting menu’, a small sample of emerging research specialties, to awaken their interest for CCI. The study clarifies what motivated students to take the elective course and what their learning expectations were before the start of the course. We then prototyped and piloted a research-based ‘tasting menu’ type of course and conducted a formative and summative evaluation with the students. The contribution of this paper is a set of recommendations for onboarding new talent to the research field by teaching CCI in a modular fashion to interaction design students, based on students’ and teachers’ experiences.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100655"},"PeriodicalIF":0.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000230/pdfft?md5=8c95442bfda8f35c28659d1bf3c03369&pid=1-s2.0-S2212868924000230-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140815358","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}

{"title":"Deepening children’s STEM learning through making and creative writing","authors":"Joey Huang ,&nbsp;Ariel Han ,&nbsp;Ana Villanueva ,&nbsp;Ziyi Liu ,&nbsp;Zhengzhe Zhu ,&nbsp;Karthik Ramani ,&nbsp;Kylie Peppler","doi":"10.1016/j.ijcci.2024.100651","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100651","url":null,"abstract":"<div><p>Current trends demonstrate that researchers and K-12 educators are moving towards integrating computational thinking (CT) concepts outside of the computer science (CS) classroom (Lee et al., 2020). However, one of the present challenges includes a lack of engaging learning content and instruction for translating computational concepts that non-CS instructors can bring into their classrooms. Our research team developed the Grove-Blockly platform, a website that employs block-based programming and physical computing elements with simulations to support CT learning and IoT practices. We designed a 5-day workshop with the National Writing Project for students to engage in STEAM learning through making and creative writing. By examining students’ learning through the processes and outcomes of making, coding, and creative writing, we aim to better understand how learning occurs at the intersections of making, writing, and computing. The findings show students’ positive learning outcomes of CT and physical computing from the workshop. Mainly, students gained a deeper understanding of IoT elements (e.g., sensors, actuators) through the process of making and creative writing. This work provides empirical evidence on how students learn CT and computational practices through making and creative writing. Finally, we discuss how the engagement of STEAM practices supports and empowers students’ learning of CT and physical computing through the creation of e-crafts by students.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100651"},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140647385","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":"The intentions of the designers of digital educational tools in early childhood education","authors":"Maria Ploog ,&nbsp;Tomasz Wiktorski","doi":"10.1016/j.ijcci.2024.100653","DOIUrl":"10.1016/j.ijcci.2024.100653","url":null,"abstract":"<div><p>The popularity of programmable robots in early childhood education is growing. Such robots are discussed in the literature from the points of view of teachers, parents and children. We add the role of robot designers to this list. Focusing on designers and specifically their intentions is beneficial in two settings: in teacher training and whenever using the robots in playing activities in ECE. We present a qualitative study on robot designer intentions, conducted by group interviews with designers of two common but significantly different programmable robots, the <em>Kubo</em> robot and the <em>Rugged</em> robot. Using Activity Theory as the underlying framework for the thematic analysis of the interviews, our data reveal a large overlap of the intentions of both groups. They express the common goal of preparing children for the future although through slightly different competencies: enhancing computational thinking and 21st century skills, respectively. Both groups highlight the relevance of subjects outside computer science, specifically beyond coding. Our data also show a design process difference the <em>Rugged</em> robot was developed with a teacher-oriented approach whereas the <em>Kubo</em> robot with an object-oriented approach.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100653"},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000217/pdfft?md5=82508243ec68fa6c4d534832299b9f7b&pid=1-s2.0-S2212868924000217-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140797129","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}

{"title":"Digital play in the early years: A systematic review","authors":"Celine Chu ,&nbsp;Louise Paatsch ,&nbsp;Lisa Kervin ,&nbsp;Susan Edwards","doi":"10.1016/j.ijcci.2024.100652","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100652","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100652"},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000205/pdfft?md5=4506e20cdb65777f85bfb888c02a3106&pid=1-s2.0-S2212868924000205-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140348065","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}

{"title":"Validating a performance assessment of computational thinking for early childhood using item response theory","authors":"Chungsoo Na ,&nbsp;Jody Clarke-Midura ,&nbsp;Jessica Shumway ,&nbsp;Wilhelmina van Dijk ,&nbsp;Victor R. Lee","doi":"10.1016/j.ijcci.2024.100650","DOIUrl":"10.1016/j.ijcci.2024.100650","url":null,"abstract":"<div><p>Despite growing interest in early childhood computational thinking (CT), there is a lack of validated assessments for children who are emerging readers. This paper presents validity and reliability evidence of a performance-based assessment of CT using item response theory (IRT) from 272 children aged 4–8. Using a two-parameter logistic model IRT model (2PL IRT), we confirmed that model- and item-level fits are acceptable. Item analyses revealed a <em>high</em> discriminability (<em>M</em> = 2.26, <em>SD</em> = 1.12) and a <em>moderate</em> item difficulty (<em>M</em> = −0.21; <em>SD</em> = 0.86), on average, across 19 items. Reliability analysis demonstrated that the assessment was substantially reliable (marginal reliability: <em>r</em>_<em>xx</em> = 0.87). Differential item functioning (DIF) analyses indicated that the assessment estimated children's item parameters fairly, regardless of their gender and age. However, we confirmed gaps in latent ability (θ) of CT by gender and age: boys showed higher latent ability of CT than girls, and old children (above 72 months) showed higher latent ability than young children (below 72 months). Findings suggest the assessment is a fair measure that can serve as a reliable and valid tool to assess CT for children who are emerging readers.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100650"},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140270088","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}