International Journal of Child-Computer Interaction最新文献_第8页

Teaching child-computer interaction: Critical reflections on a project-based interaction design course 儿童与计算机互动教学：对基于项目的交互设计课程的批判性思考

International Journal of Child-Computer Interaction Pub Date : 2024-05-03 DOI: 10.1016/j.ijcci.2024.100654

Gökçe Elif Baykal

{"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}

引用次数: 0

Onboarding new talent to Child–Computer Interaction research: Teaching a tasting menu of CCI as an elective research subject 培养儿童与计算机互动研究的新人才：作为选修研究课题教授儿童与计算机互动的品尝菜单

International Journal of Child-Computer Interaction Pub Date : 2024-04-26 DOI: 10.1016/j.ijcci.2024.100655

Marie-Monique Schaper, Mariana Aki Tamashiro, Maarten Van Mechelen, Ole Sejer Iversen, Eva Eriksson

引用次数: 0

Deepening children’s STEM learning through making and creative writing 通过制作和创意写作深化儿童的 STEM 学习

International Journal of Child-Computer Interaction Pub Date : 2024-04-10 DOI: 10.1016/j.ijcci.2024.100651

Joey Huang , Ariel Han , Ana Villanueva , Ziyi Liu , Zhengzhe Zhu , Karthik Ramani , Kylie Peppler

{"title":"Deepening children’s STEM learning through making and creative writing","authors":"Joey Huang , Ariel Han , Ana Villanueva , Ziyi Liu , Zhengzhe Zhu , Karthik Ramani , 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}

引用次数: 0

The intentions of the designers of digital educational tools in early childhood education 幼儿教育数字教育工具设计者的意图

International Journal of Child-Computer Interaction Pub Date : 2024-04-04 DOI: 10.1016/j.ijcci.2024.100653

Maria Ploog , Tomasz Wiktorski

{"title":"The intentions of the designers of digital educational tools in early childhood education","authors":"Maria Ploog , 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}

引用次数: 0

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