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

Children's engagement during shared reading of ebooks and paper books: A systematic review 儿童在共同阅读电子书和纸质书时的参与度：系统综述

International Journal of Child-Computer Interaction Pub Date : 2024-01-04 DOI: 10.1016/j.ijcci.2023.100632

Virginia Clinton-Lisell , Gabrielle Strouse , Alexia M. Langowski

{"title":"Children's engagement during shared reading of ebooks and paper books: A systematic review","authors":"Virginia Clinton-Lisell , Gabrielle Strouse , Alexia M. Langowski","doi":"10.1016/j.ijcci.2023.100632","DOIUrl":"10.1016/j.ijcci.2023.100632","url":null,"abstract":"<div><p>Children's engagement during shared reading of ebooks<span> and paper books (reading medium) has been compared in numerous studies. Findings vary, making it difficult to advise caretakers and educators in selecting reading materials for children. The primary purpose of this systematic review<span> is to synthesize the prior findings on reading medium engagement in children to ascertain the overall effect of reading medium on behavioral, emotional, and cognitive engagement. The secondary purpose was to examine which characteristics of ebooks and reading contexts may possibly better support three forms of engagement. A systematic review of experimental reading medium comparisons on children's engagement during shared reading was conducted. Studies needed to compare the same book or books in both paper and ebook form to be included. The systematic search yielded 15 eligible studies with 27 behavioral engagement effect sizes, 16 emotional engagement effect sizes, and 24 cognitive engagement effect sizes. Based on meta-analyses, there were no reliable differences between reading medium on any form of engagement. Based on a narrative synthesis, narrated ebooks appeared to foster greater levels of behavioral engagement in terms of visual attention than paper books. Parents and children demonstrated similar patterns of emotional and cognitive engagement with each other. Enhancements to ebooks may possibly foster all three forms of engagement. Overall, the results provide some insight into why enhancements may facilitate reading comprehension as well as why static ebooks comprehension is typically less than paper book comprehension.</span></span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"39 ","pages":"Article 100632"},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139395132","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 as an opportunity for classroom assessment: Canadian maker educators’ views on assessment 制作是课堂评估的契机：加拿大创客教育者对评估的看法

International Journal of Child-Computer Interaction Pub Date : 2023-12-26 DOI: 10.1016/j.ijcci.2023.100631

Yumiko Murai, A. Yulis San Juan

{"title":"Making as an opportunity for classroom assessment: Canadian maker educators’ views on assessment","authors":"Yumiko Murai, A. Yulis San Juan","doi":"10.1016/j.ijcci.2023.100631","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100631","url":null,"abstract":"<div><p>A growing number of studies have shown that the exploratory, collaborative, and contextualized nature of maker activities create opportunities for learners to engage with knowledge in a uniquely different way from traditional education which largely relies on de-contextualized instructions. The increased integration of making into K-12 curricula has enormous implications not only for instructional design but also for assessment practices. Maker-oriented activities have the potential to shed light on types of learning that previous assessment systems have not captured and examined. Nevertheless, little is discussed on how making can contribute to the assessment and instructional practices at large. This case study investigated educators' experiences with assessment in classrooms integrating maker activities. Through a qualitative analysis of interviews with six K-12 educators in Canada, the researchers examined: (1) in what ways does making activities create opportunities for assessment and instruction in K-12 classrooms? (2) in what ways does maker learning become a challenge for assessment and instruction in K-12 classrooms? Our analysis revealed several ways in which teachers experienced the advantages of the making approach for understanding student learning and for helping students become further aware of their own progress. The results also revealed challenges to conducting assessments for maker learning, including administrative challenges like continuing to gain support from the administration, and literacy challenges such as students’ obsession with letter grades. This study provides insights into how making may help improve assessment and instructional practices in K-12 classrooms.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"39 ","pages":"Article 100631"},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139108969","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

Finnish 5th and 6th graders’ misconceptions about artificial intelligence 芬兰五六年级学生对人工智能的误解

International Journal of Child-Computer Interaction Pub Date : 2023-12-09 DOI: 10.1016/j.ijcci.2023.100630

Pekka Mertala , Janne Fagerlund

{"title":"Finnish 5th and 6th graders’ misconceptions about artificial intelligence","authors":"Pekka Mertala , Janne Fagerlund","doi":"10.1016/j.ijcci.2023.100630","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100630","url":null,"abstract":"<div><p>Research on children’s initial conceptions of AI is in an emerging state, which, from a constructivist viewpoint, challenges the development of pedagogically sound AI-literacy curricula, methods, and materials. To contribute to resolving this need in the present paper, qualitative survey data from 195 children were analyzed abductively to answer the following three research questions: What kind of misconceptions do Finnish 5th and 6th graders’ have about the essence AI?; 2) How do these misconceptions relate to common misconception types?; and 3) How profound are these misconceptions? As a result, three misconception categories were identified: 1) Non-technological AI, in which AI was conceptualized as peoples’ cognitive processes (factual misconception); 2) Anthropomorphic AI, in which AI was conceptualized as a human-like entity (vernacular, non-scientific, and conceptual misconception); and 3) AI as a machine with a pre-installed intelligence or knowledge (factual misconception). Majority of the children evaluated their AI-knowledge low, which implies that the misconceptions are more superficial than profound. The findings suggest that context-specific linguistic features can contribute to students' AI misconceptions. Implications for future research and AI literacy education are discussed.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"39 ","pages":"Article 100630"},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868923000673/pdfft?md5=a527ba56b986e1615683d80486a87980&pid=1-s2.0-S2212868923000673-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138582424","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

Fast mapping in word-learning: A case study on the humanoid social robots' impacts on Children's performance 单词学习中的快速映射——以人形社交机器人对儿童学习成绩影响为例

International Journal of Child-Computer Interaction Pub Date : 2023-12-01 DOI: 10.1016/j.ijcci.2023.100614

Alireza Esfandbod , Zeynab Rokhi , Ali F. Meghdari , Alireza Taheri , Zahra Soleymani , Minoo Alemi , Mahdie Karimi

引用次数: 1

Stimulating preschoolers’ early literacy development using educational technology: A systematic literature review 运用教育技术促进学前儿童早期读写能力发展:系统的文献综述

International Journal of Child-Computer Interaction Pub Date : 2023-11-11 DOI: 10.1016/j.ijcci.2023.100620

Genica Fae Bautista , Pol Ghesquière , Joke Torbeyns

{"title":"Stimulating preschoolers’ early literacy development using educational technology: A systematic literature review","authors":"Genica Fae Bautista , Pol Ghesquière , Joke Torbeyns","doi":"10.1016/j.ijcci.2023.100620","DOIUrl":"10.1016/j.ijcci.2023.100620","url":null,"abstract":"<div><p>Research interest in the potential of educational technology to support young children as they learn to read has significantly increased during the last decades. These studies typically adopt a media comparison approach (comparing learning with one instructional medium vs. another instructional medium) or a value-added approach (comparing learning with a standard version vs. one with an added feature). We aimed to systematically review both types of studies on the effectiveness of educational technology for enhancing preschoolers’ early literacy development. Our systematic search in four databases resulted in 67 studies eligible for inclusion. Our analyses addressed three research questions: (a) Is educational technology effective in stimulating preschoolers' early literacy development? (b) Which features of educational technology and its implementation are associated with its effectiveness? (c) Which child-related characteristics are associated with its effectiveness? Results show that the media comparison studies provide some evidence for the effectiveness of educational technology in early literacy instruction, but supported by medium to large effect sizes for only part of the studies. Moreover, features of educational technology and child-related characteristics were less frequently investigated, with a small number of studies per investigated feature or characteristic. The small number of studies and limited availability of effect sizes does not allow to draw strong evidence-based conclusions related to these research questions. Future studies are needed to deepen current insights into the effectiveness of educational technology for early literacy instruction, and especially the contribution of specific educational technology features and child-related characteristics to its effectiveness.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"39 ","pages":"Article 100620"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135670476","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

“Hey, Alexa” “Hey, Siri”, “OK Google” ….” exploring teenagers’ interaction with artificial intelligence (AI)-enabled voice assistants during the COVID-19 pandemic “嘿，Alexa”“嘿，Siri”“OK Google”....，探索青少年在COVID-19大流行期间与人工智能(AI)语音助手的互动

International Journal of Child-Computer Interaction Pub Date : 2023-11-10 DOI: 10.1016/j.ijcci.2023.100622

Devadas Menon , K. Shilpa

{"title":"“Hey, Alexa” “Hey, Siri”, “OK Google” ….” exploring teenagers’ interaction with artificial intelligence (AI)-enabled voice assistants during the COVID-19 pandemic","authors":"Devadas Menon , K. Shilpa","doi":"10.1016/j.ijcci.2023.100622","DOIUrl":"10.1016/j.ijcci.2023.100622","url":null,"abstract":"<div><p>AI-enabled virtual voice assistants have eased user interaction and user experience<span>. The current study aims to understand how teenagers interact and engage with voice assistants. The rationale of usage, perceptions, patterns and expectations of teenagers from smart speakers has been explored within the framework of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study uses an interpretive qualitative research method to gain in-depth insights, empirical details, and narrative aspects of user experiences of smart speakers. Semi-structured interviews were conducted with 36 teenagers pursuing high school in the age group 13–15 years during the COVID-19 pandemic. The results indicated that all seven variables (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivations, habit, and privacy concerns) impact the usage of smart speakers. The study also ascertains that hedonic motivation is a significant driving factor in the UTAUT2 model.</span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100622"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135566234","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

Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design 走向文化可持续设计:通过参与式设计集中社区的学习声音

International Journal of Child-Computer Interaction Pub Date : 2023-11-10 DOI: 10.1016/j.ijcci.2023.100621

Maria J. Anderson-Coto , Julie Salazar , John Louis-Strakes Lopez , R. Mishael Sedas , Fabio Campos , Andres S. Bustamante , June Ahn

{"title":"Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design","authors":"Maria J. Anderson-Coto , Julie Salazar , John Louis-Strakes Lopez , R. Mishael Sedas , Fabio Campos , Andres S. Bustamante , June Ahn","doi":"10.1016/j.ijcci.2023.100621","DOIUrl":"10.1016/j.ijcci.2023.100621","url":null,"abstract":"<div><p>Embedding cultural ways of knowing and being of non-dominant communities into learning tools and environments often falls short of authentically representing the people they are meant to serve. Designers have used principles and methods of Participatory Design (PD) to work alongside minoritized communities due to its roots in democratic participation. However, following PD methods may fall short when infusing the community’s culture and values in the design in a way that is responsive to the community’s preferences, intentions and aspirations. In the field of education, researchers and practitioners have designed teaching and learning<span> tools and environments by leveraging the cultural wealth and ways of knowing of minoritized learners through an asset-based perspective, as exemplified by Culturally Sustaining Pedagogy (CSP). In this paper we present a case study for the development of a mobile application to extend physical playful learning spaces, designed with local low-income Latine families to foster fun family learning. We highlight how our design practices helped us center youth voices and community ways of knowing and being, particularly in the stages of ideation, concept, testing, and prototyping. Our case study reflects how we foregrounded cultural values and practices into our educational mobile application. Through these practices, we present concrete examples and initial building blocks for future work towards building a Culturally Sustaining Design Framework.</span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"39 ","pages":"Article 100621"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135614155","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

AMBY: A development environment for youth to create conversational agents AMBY:为年轻人创造对话代理的发展环境

International Journal of Child-Computer Interaction Pub Date : 2023-11-08 DOI: 10.1016/j.ijcci.2023.100618

Xiaoyi Tian , Amit Kumar , Carly E Solomon , Kaceja D Calder , Gloria Ashiya Katuka , Yukyeong Song , Mehmet Celepkolu , Lydia Pezzullo , Joanne Barrett , Kristy Elizabeth Boyer , Maya Israel

引用次数: 0

Wired, wild, wonderful: A scoping review of early childhood nature connections fostered by digital technologies 连线，狂野，美妙:对数字技术培养的幼儿自然联系的范围审查

International Journal of Child-Computer Interaction Pub Date : 2023-10-28 DOI: 10.1016/j.ijcci.2023.100619

Kellie Vella , Madeleine Dobson , Shannon Rodgers , Chimi Om , Filip Bircanin , Tshering Dema , Jonathan Pillai , Karen Murcia , Margot Brereton

{"title":"Wired, wild, wonderful: A scoping review of early childhood nature connections fostered by digital technologies","authors":"Kellie Vella , Madeleine Dobson , Shannon Rodgers , Chimi Om , Filip Bircanin , Tshering Dema , Jonathan Pillai , Karen Murcia , Margot Brereton","doi":"10.1016/j.ijcci.2023.100619","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100619","url":null,"abstract":"<div><p>Nature connections in early childhood are being lost due to increasingly urban and managed lives. Yet, emerging research is signalling the usefulness of digital technologies in reconnecting children with the natural world. This review scopes the last ten years of research reporting child-nature-technology interactions to identify: (1) methods, (2) approaches to children's agency in research and design, (3) technologies used and the experiences they produced. After screening, a search of seven databases produced 24 papers that were analysed across these three dimensions. We describe the current research and make recommendations including more granular reporting of participation, increased engagement with theory and nature connection frameworks, and consideration of methods that encourage children's agency at earlier stages in design work. We also suggest novel directions when designing for nature experiences that encourage personal meaning-making, relationality, and build child competencies for a rapidly changing world.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100619"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868923000569/pdfft?md5=0f5806918ec95d43b3ab60cb60e52c65&pid=1-s2.0-S2212868923000569-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92045416","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

A research agenda for computational empowerment for emerging technology education 新兴技术教育的计算赋权研究议程

International Journal of Child-Computer Interaction Pub Date : 2023-10-23 DOI: 10.1016/j.ijcci.2023.100616

Rachel Charlotte Smith, Marie-Monique Schaper, Mariana Aki Tamashiro, Maarten Van Mechelen, Marianne Graves Petersen, Ole Sejer Iversen

{"title":"A research agenda for computational empowerment for emerging technology education","authors":"Rachel Charlotte Smith, Marie-Monique Schaper, Mariana Aki Tamashiro, Maarten Van Mechelen, Marianne Graves Petersen, Ole Sejer Iversen","doi":"10.1016/j.ijcci.2023.100616","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100616","url":null,"abstract":"<div><p>The article proposes a research agenda for computational empowerment for emerging technologies in the field of child–computer interaction (CCI) – in artificial intelligence (AI), machine learning (ML), the internet of things (IoT), augmented reality (AR), and virtual reality (VR). This research agenda includes three levels of operation for future studies: (1) <em>participatory practice</em>, capable of engaging teachers and students in co-developing and designing approaches for teaching and learning emerging technologies, (2) <em>educational principles</em> for integrating technological and societal aspects of emerging technologies, and (3) <em>digital tools</em> for engaging students in construction of and critical reflection on emerging technologies. The research agenda was developed from longitudinal studies of the respective emerging technologies in Danish K–12 education, participatory design research with in-service teachers, development of novel tools and technologies, and literature studies of current CCI research. The paper addresses current gaps in the CCI literature and contributes a coherent approach and guiding questions for future CCI research on computational empowerment for emerging technology in education.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100616"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92039531","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: 1