International Journal of Child-Computer Interaction最新文献_第7页

Digital play in the early years: A systematic review 幼儿期的数字游戏：系统回顾

International Journal of Child-Computer Interaction Pub Date : 2024-03-27 DOI: 10.1016/j.ijcci.2024.100652

Celine Chu , Louise Paatsch , Lisa Kervin , Susan Edwards

引用次数: 0

Validating a performance assessment of computational thinking for early childhood using item response theory 利用项目反应理论验证幼儿计算思维绩效评估

International Journal of Child-Computer Interaction Pub Date : 2024-03-14 DOI: 10.1016/j.ijcci.2024.100650

Chungsoo Na , Jody Clarke-Midura , Jessica Shumway , Wilhelmina van Dijk , Victor R. Lee

{"title":"Validating a performance assessment of computational thinking for early childhood using item response theory","authors":"Chungsoo Na , Jody Clarke-Midura , Jessica Shumway , Wilhelmina van Dijk , 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><sub><em>xx</em></sub> = 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}

引用次数: 0

Knowing versus doing: Children's social conceptions of and behaviors toward virtual reality agents 知与行：儿童对虚拟现实代理的社会观念和行为

International Journal of Child-Computer Interaction Pub Date : 2024-03-13 DOI: 10.1016/j.ijcci.2024.100647

Jakki O. Bailey, J. Isabella Schloss

{"title":"Knowing versus doing: Children's social conceptions of and behaviors toward virtual reality agents","authors":"Jakki O. Bailey, J. Isabella Schloss","doi":"10.1016/j.ijcci.2024.100647","DOIUrl":"10.1016/j.ijcci.2024.100647","url":null,"abstract":"<div><p>Virtual reality (VR) can blur fantasy and reality for children by replacing their physical world with artificial stimuli. This immersive technology often includes intelligent and interactive embodied agents. In this within-participant study, we investigated 5- to 9-year-old children's (<em>N</em> = 25) social conceptions of and behaviors toward embodied agents in VR that represented different probabilities of existence in their daily lives (i.e., a probable child, an improbable giraffe, and an impossible Muppet). Participants rated the child and the giraffe agents significantly higher as social living beings than they rated the Muppet agent. When tasked with walking up to each embodied agent, significantly more children chose to approach the giraffe agent first rather than the child and Muppet agents. However, children stood significantly closer to the child agent, and significantly more children spontaneously reached out to try to touch the Muppet agent. Finally, children expressed strong emotions (amazement, excitement, happiness, fear, worry) toward all three embodied agents, with the giraffe evoking the most positive and the Muppet the most negative emotions. These results show that types of embodied agents in VR significantly impact children's conscious and unconscious social conceptions and behaviors differently, with implications for future interventions.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100647"},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000151/pdfft?md5=5b4857cf9fcc28771754f49105dae37e&pid=1-s2.0-S2212868924000151-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281579","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

Play value of digital play spaces: Children's voices 数字游戏空间的游戏价值：儿童的声音

International Journal of Child-Computer Interaction Pub Date : 2024-03-12 DOI: 10.1016/j.ijcci.2024.100649

Fiona M. Loudoun , Bryan Boyle , Maria Larsson-Lund

引用次数: 0

Gender literacy through the making process: A feminist pedagogy approach 通过制作过程进行性别扫盲：女性主义教学法

International Journal of Child-Computer Interaction Pub Date : 2024-03-08 DOI: 10.1016/j.ijcci.2024.100648

Marie-Monique Schaper

{"title":"Gender literacy through the making process: A feminist pedagogy approach","authors":"Marie-Monique Schaper","doi":"10.1016/j.ijcci.2024.100648","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100648","url":null,"abstract":"<div><p>This article aims at exploring how to support students' awareness on gender stereotypes and the development of gender literacy through the making process of interactive toys. I present a case study with 22 primary students (11–12 years) from a public primary school in Barcelona, Spain who were involved in a maker workshop series. Building on principles of transformative feminist pedagogy, the article shows exemplary design activities for children to create a space for dialogue and reflection upon gender stereotypes. To this end, the activities were used as a means to spark critical reflections among the students and to guide them in the design of prototypes of cross-gendered interactive toys. By analyzing students’ artifacts and verbal expressions during the discussions, the study illustrates how they gradually discover their own assumptions on gender stereotypes and were enabled to propose cross-gendered alternatives for interactive toys focusing on movement-based and collaborative activities. Finally, the article presents a set of educational activities that support students to reflect upon gender stereotypes in the making process and guidelines for teachers to integrate these strategies into their educational practices.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100648"},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000163/pdfft?md5=79d1b6952390f353a5f35845652dd44f&pid=1-s2.0-S2212868924000163-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140163098","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

The impact of near-peer virtual agents on computer science attitudes and collaborative dialogue 近距离虚拟代理对计算机科学态度和协作对话的影响

International Journal of Child-Computer Interaction Pub Date : 2024-03-07 DOI: 10.1016/j.ijcci.2024.100646

Toni V. Earle-Randell , Joseph B. Wiggins , Yingbo Ma , Mehmet Celepkolu , Dolly Bounajim , Zhikai Gao , Julianna Martinez Ruiz , Kristy Elizabeth Boyer , Maya Israel , Collin F. Lynch , Eric Wiebe

{"title":"The impact of near-peer virtual agents on computer science attitudes and collaborative dialogue","authors":"Toni V. Earle-Randell , Joseph B. Wiggins , Yingbo Ma , Mehmet Celepkolu , Dolly Bounajim , Zhikai Gao , Julianna Martinez Ruiz , Kristy Elizabeth Boyer , Maya Israel , Collin F. Lynch , Eric Wiebe","doi":"10.1016/j.ijcci.2024.100646","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100646","url":null,"abstract":"<div><p>Virtual learning companions, or pedagogical agents situated as “near peers”, have shown great promise for supporting learning, but little is known about their potential to scaffold other practices, such as collaboration. We report on the development and evaluation of a first-of-their-kind pair of virtual learning companions, designed to model good collaborative practices for dyads of elementary school learners, that are integrated within a block-based coding environment. Results from a study with fifteen dyads of children indicate that the learning companions fostered more higher-order questions and promoted significantly higher computer science attitude scores than a control condition. Qualitative analyses revealed that most children perceived the virtual learning companions as helpful, felt that the companions changed their interaction with their partners, and wanted to have the companions in their future work. These results highlight the potential for virtual learning companions to scaffold collaboration between young learners and provide direction for future investigation on the role that near-peer agents play in collaborative and task support.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100646"},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140163099","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

Introducing teacher students to digital fabrication to support children’s mathematical learning 向师范生介绍支持儿童数学学习的数字制造技术

International Journal of Child-Computer Interaction Pub Date : 2024-02-29 DOI: 10.1016/j.ijcci.2024.100643

Henrik Stigberg , Susanne Stigberg , Marianne Maugesten

{"title":"Introducing teacher students to digital fabrication to support children’s mathematical learning","authors":"Henrik Stigberg , Susanne Stigberg , Marianne Maugesten","doi":"10.1016/j.ijcci.2024.100643","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100643","url":null,"abstract":"<div><p>While digital fabrication has been closely linked to narratives of science, technology, engineering, and mathematics (STEM) education and design thinking, it can provide a gateway to reimagining mathematical teaching and deepening the understanding of both mathematical content and pedagogy. In this paper, we present a workshop series that engages teacher students in the creation of their own mathematical manipulatives using digital fabrication tools. Manipulatives are tangible objects that can be used to support children’s learning of mathematical concepts, such as numbers, fractions, or geometry. The workshops included activities for finding, adapting, creating, and sharing manipulatives (FACS) using 2D and 3D modeling and fabrication techniques. Our in-depth analysis of video recordings presents how teacher students successfully acquire digital fabrication skills and reflect on the use of customized manipulatives to support children’s mathematical learning. The findings suggest that introducing digital fabrication in teacher education programs can shift the focus from consuming ready-made manipulatives to creating customized materials that better suit the teaching context. The authors propose FACS as a specific approach for introducing digital fabrication to teacher students.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100643"},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000114/pdfft?md5=b2b536f6f3cb674276b95a9a974bca2b&pid=1-s2.0-S2212868924000114-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140052232","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

Children's approaches to solving puzzles in videogames 儿童解决电子游戏中谜题的方法

International Journal of Child-Computer Interaction Pub Date : 2024-02-28 DOI: 10.1016/j.ijcci.2024.100635

Ekta Shokeen , Anthony J. Pellicone , David Weintrop , Diane Jass Ketelhut , Michel Cukier , Jandelyn Dawn Plane , Caro Williams-Pierce

{"title":"Children's approaches to solving puzzles in videogames","authors":"Ekta Shokeen , Anthony J. Pellicone , David Weintrop , Diane Jass Ketelhut , Michel Cukier , Jandelyn Dawn Plane , Caro Williams-Pierce","doi":"10.1016/j.ijcci.2024.100635","DOIUrl":"https://doi.org/10.1016/j.ijcci.2024.100635","url":null,"abstract":"<div><p>Puzzles are a core component of many videogames. While research has explored the potential of using puzzles in games to provide players with challenges they enjoy, little is known about how children seek information <em>while</em> solving puzzles in videogames. Using a constructivist grounded theory method, this study examines children's (ages 11–14) puzzle-solving approaches within a game titled <em>GEM of the Forest</em> [name anonymized]. The results show that children relied on two sources of information to solve puzzles: (1) information from the out-of-game world including players' prior game experiences, and (2) information within the game world including instructions, hints, inventory, and feedback. We present an empirically grounded theoretical model to understand children's information seeking behaviors while solving in-game puzzles. This paper contributes a theoretical understanding of children's information seeking behavior and strategies to solve puzzles in games. Additionally, we provide a description of the utility of this framework through design implications for the design of information in technologies that seek to engage children in puzzles.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"40 ","pages":"Article 100635"},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140024412","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 the invisible visible: Youth designs for teaching about technological and algorithmic bias 让无形变得有形：关于技术和算法偏见的青年教学设计

International Journal of Child-Computer Interaction Pub Date : 2024-02-08 DOI: 10.1016/j.ijcci.2024.100634

Merijke Coenraad

引用次数: 0

How to improve reading and writing skills in primary schools: A comparison between gamification and pen-and-paper training 如何提高小学的阅读和写作能力：游戏化与纸笔训练的比较

International Journal of Child-Computer Interaction Pub Date : 2024-01-20 DOI: 10.1016/j.ijcci.2024.100633

Angela Cattoni , Francesca Anderle , Paola Venuti , Angela Pasqualotto

{"title":"How to improve reading and writing skills in primary schools: A comparison between gamification and pen-and-paper training","authors":"Angela Cattoni , Francesca Anderle , Paola Venuti , Angela Pasqualotto","doi":"10.1016/j.ijcci.2024.100633","DOIUrl":"10.1016/j.ijcci.2024.100633","url":null,"abstract":"<div><p>This research investigates the potential of gamified tools to enhance motivation as well reading and writing skills in pupils, from 8 to 11 years old. The study compares the impact of gamified applications to traditional pen-and-paper activities, utilizing standardized reading and writing tests. The training duration spans 12 h within the school setting, and the sample comprises 113 children with typical development, evenly distributed across two groups. The results indicate significant improvements in reading and writing speed and accuracy for each group, with a slightly higher effect observed in the experimental gamified training group, although this difference was not statistically significant. Although motivation did not directly mediate performance in either group, students in the experimental training groups expressed greater enthusiasm for the activities. These findings emphasize the importance of comprehensive training and pave the way for future investigations into the effects of gamified tools on other real-life skills and motivational aspects. Such studies would prove fundamental to understand the limitations and benefits of gamification, enabling its effective integration into school programs.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"39 ","pages":"Article 100633"},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000011/pdfft?md5=529c4db21c19585441c4315232a08e35&pid=1-s2.0-S2212868924000011-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139537009","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