International Journal of Child-Computer Interaction最新文献_第9页

A literature review of children’s and youth’s conceptions of the internet 儿童和青少年网络观念的文献综述

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100595

Parvaneh Babari , Michael Hielscher , Peter Adriaan Edelsbrunner , Martina Conti , Beat Döbeli Honegger , Eva Marinus

{"title":"A literature review of children’s and youth’s conceptions of the internet","authors":"Parvaneh Babari , Michael Hielscher , Peter Adriaan Edelsbrunner , Martina Conti , Beat Döbeli Honegger , Eva Marinus","doi":"10.1016/j.ijcci.2023.100595","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100595","url":null,"abstract":"<div><p>The Internet has become an important environment in everyday life of children and youth. Consequently, understanding basic Internet concepts has been listed as a target competence in many school curricula. However, any constructive approach to teaching concepts of the Internet should take into account learners’ initial conceptions, shaped by daily experiences, that they bring into the classroom. Based on a systematic literature review of research published between January 2000 and March 2022, we synthesized more than 400 descriptions reported by children and youth and classified them into five categories: (1) the structure of the Internet, (2) responsibility for the operation of the Internet, (3) web search engines and their function, (4) transmission techniques and (5) services of the Internet, as well as into subcategories that encompass commonly found kinds of conceptions within these categories. In addition, we classified all conceptions into three types: (1) intuitive, (2) elaborate and (3) misconception. The results show that children and youth hold more intuitive than elaborate conceptions. They also hold many misconceptions in all five categories. Although it has been suggested that age or user’s online experiences may be important factors for shaping elaborate conceptions about the Internet, we observed that many intuitive conceptions and misconceptions seem to be persistent across different age groups. This indicates that these factors, although necessary, but may not be sufficient for developing adequate conceptions. Instead, we argue that an elaborate conception of the structure of the Internet requires explicit learning and instruction. Finally, we explain implications of our findings for education and for future research.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100595"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176808","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: 2

Computational empowerment of children: Design research on empowering and impactful designs by children 儿童的计算赋权：儿童赋权和有影响力设计的设计研究

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100600

Netta Iivari, Leena Ventä-Olkkonen, Heidi Hartikainen, Sumita Sharma, Essi Lehto, Jenni Holappa, Tonja Molin-Juustila

{"title":"Computational empowerment of children: Design research on empowering and impactful designs by children","authors":"Netta Iivari, Leena Ventä-Olkkonen, Heidi Hartikainen, Sumita Sharma, Essi Lehto, Jenni Holappa, Tonja Molin-Juustila","doi":"10.1016/j.ijcci.2023.100600","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100600","url":null,"abstract":"<div><p>Prioritizing children’s empowerment in and through design has been on the agenda of child–computer interaction (CCI) research for a long time. Recently, the notion of the computational empowerment of children has received attention. However, there are still open issues in our understanding and advocacy of it. A related development is the recent interest in the longer-term impacts of our work. Fast and furious participation of children in design sessions is considered inadequate. We should advocate for longer-term trajectories and possibilities for children to make changes that will influence our world. However, the literature is limited in addressing longer-term impacts. This study taps into these two research gaps and showcases how we have addressed the computational empowerment of children in a project tackling bullying at school through critical design and making. In this paper, we examine in detail the children’s designs and their trajectories from the viewpoint of empowerment and impact: whether and how these children’s designs show potential for the empowerment of those bullied and whether and how their designs have had an impact in the realm of digital technology development. Our study has interesting conceptual and methodological implications for CCI research and practice on the computational empowerment of children and on our design research practice.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100600"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176811","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

A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families 一项共同设计研究，探讨数字健康平台的需求、战略和机会，以应对疫情对儿童和家庭的影响

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100596

Jillian L. Warren , Alissa N. Antle , Alexandra Kitson , Alireza Davoodi

{"title":"A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families","authors":"Jillian L. Warren , Alissa N. Antle , Alexandra Kitson , Alireza Davoodi","doi":"10.1016/j.ijcci.2023.100596","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100596","url":null,"abstract":"<div><p><span>In this paper we contribute seven design opportunities for future digital health platforms, like Private Social Networks (PSNs), focused on supporting the (un)met mental health and socioemotional needs of children (</span><span><math><mo>∼</mo></math></span><span><span>8-12 years old) and their supporting adults (parents and teachers) in the wake of the Covid-19 pandemic. These were derived from the thematic analysis of a two-phase co-design study with children, their parents, and their teachers (Phase 1), and employees at our industry partner Curatio.me (Phase 2). Our thematic findings contribute understanding about the types of experiences children, families and educators have had, and open the conversation around designing digital health platforms that can support mental health and socioemotional wellbeing in children and their supporting adults. Through individualized tracking, social capabilities, and secure, vetted sources of support, PSNs offer unique opportunities to (1) provide children with a safe space to share, reflect and come together, (2) extend existing practices related to SEL across children’s changing contexts and developmental needs, (2) support an integrated </span>digital ecosystem of care across different stakeholders that allows for engagement and targeted interventions, and (3) support niche or marginalized communities in gaining access to relevant, meaningful and identity-specific support that may not otherwise be available.</span></p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100596"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176813","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

DORIT: An analytical model for computational empowerment in K-9 education DORIT:K-9教育中计算赋权的分析模型

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100599

Christian Dindler , Ole Sejer Iversen , Mikkel Hjorth , Rachel Charlotte Smith , Hannah Djurssø Nielsen

引用次数: 1

Who programs whom?—Computational empowerment through mastery and appropriation in young children’s computational thinking activities 谁为谁编程--通过掌握和挪用幼儿的计算思维活动来增强计算能力

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100598

Ane Bjerre Odgaard

{"title":"Who programs whom?—Computational empowerment through mastery and appropriation in young children’s computational thinking activities","authors":"Ane Bjerre Odgaard","doi":"10.1016/j.ijcci.2023.100598","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100598","url":null,"abstract":"<div><p>This paper sheds light on 3–5-year-old children’s enactments of computational empowerment (CE) in activities with computational thinking (CT). CT is widely elaborated on as a universal problem-solving approach and a skill set necessary for thriving in today’s digitized societies. Scholars claim that CT for all should be ensured from an early age, and several studies develop and examine age-appropriate technological tools, as well as pedagogical approaches, for young children’s learning of CT. Based on 1.5 years of co-designing for children’s situated CT in two Danish kindergartens, the present study conducts a socioculturally informed analysis of video-observed interactions between children and educational robots. The findings display how children and robots engage in interactions that transcend children’s mastery of CT in any narrow sense. This is examined as situated enactments of CE; as children’s critical and informed decisions regarding the roles that technologies, in this case educational robots, can play in their institutionally situated social lives. The paper concludes that children’s various enactments of CE deserve scholarly and professional attention, both as an important prerequisite for, and as a necessary limitation to, the implementation of CT in kindergartens.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100598"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176810","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

Child-home interaction: Design and usability evaluation of a game-based end-user development for children 儿童家庭互动：基于游戏的儿童最终用户开发的设计和可用性评估

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100594

Zahra Kakavand, Ali Asghar Nazari Shirehjini, Majid Ghosian Moghaddam, Shervin Shirmohammadi

{"title":"Child-home interaction: Design and usability evaluation of a game-based end-user development for children","authors":"Zahra Kakavand, Ali Asghar Nazari Shirehjini, Majid Ghosian Moghaddam, Shervin Shirmohammadi","doi":"10.1016/j.ijcci.2023.100594","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100594","url":null,"abstract":"<div><p><span>Initiative or control authority is an important challenge in smart environments, including smart homes. One of the solutions to this challenge is End-user Development (EUD). The EUD refers to defining customized rules by users to determine their desired behaviour and preferences in the format of trigger-action or event-condition-action for their smart home. But EUD rules need an understanding of mathematical logic; hence they are not understandable for general users including children. This paper proposes a user interface specifically designed for children to define EUD tasks in smart homes. The proposed UI was designed and evaluated in three iterations and had two main characteristics: gamification and 3D abstraction level for showing devices. The proposed UI is evaluated through an experiment by 32 participants aged 8–12 to measure efficiency, operability, </span>perceived usability, enjoyment, and engagement. The experiment results show that game-based design improved usability by increasing efficiency and operability metrics. Also, based on the survey result, it improved enjoyment, engagement, and perceived usability.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100594"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176806","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

From endpoints to trading zones: Multi-directional exchange for computational empowerment in computer science education 从端点到交易区：计算机科学教育中计算赋权的多向交换

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100591

Michael Lachney, Aman Yadav

{"title":"From endpoints to trading zones: Multi-directional exchange for computational empowerment in computer science education","authors":"Michael Lachney, Aman Yadav","doi":"10.1016/j.ijcci.2023.100591","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100591","url":null,"abstract":"<div><p>In this paper we build on a conceptual framing of computational empowerment that seeks to provide <em>alternative endpoints</em> for computer science (CS) education beyond degree attainment and job placement. But, as opposed to a teleological framing that prioritizes <em>ends</em>, we propose using the metaphor of <em>trading zones</em> to construct a framing for computational empowerment that is based on collaborative multi-directional exchanges of resources and knowledge between people with different expertise. This leaves the co-design and implementation of CS education open to emergent directions and possibilities. Using a descriptive case study methodology, we detail trading zones in two different co-design projects that sought to situate CS education in relationship to cultural contexts through multi-directional exchanges of resources and knowledge: (1) a co-design project in a youth boxing gym with coaches, mentors, and staff; (2) a co-design project in a high school barbering program with a barbering instructor and barbering students. Our findings show that the metaphor is useful for the concept of computational empowerment in ways that are reflexive and interventionist.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100591"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176809","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: 2

ScratchJr design in practice: Low floor, high ceiling ScratchJr设计在实践中：低地板，高天花板

International Journal of Child-Computer Interaction Pub Date : 2023-09-01 DOI: 10.1016/j.ijcci.2023.100601

Jessica C. Blake-West, Marina U. Bers

{"title":"ScratchJr design in practice: Low floor, high ceiling","authors":"Jessica C. Blake-West, Marina U. Bers","doi":"10.1016/j.ijcci.2023.100601","DOIUrl":"https://doi.org/10.1016/j.ijcci.2023.100601","url":null,"abstract":"<div><p>The demand for developmentally appropriate tools and learning environments for early childhood computer science education is greater than ever. One of the most widely used introductory coding environments designed for children ages 5–7 is ScratchJr (<span>Bers and Resnick, 2015</span>, <span>Flannery et al., 2013</span>), which has over 40 million users worldwide. ScratchJr was designed as a “low floor, high ceiling” learning environment — meaning that it is accessible to novice users while also allowing more experienced users to grow their knowledge. In this paper, we evaluate how the “low floor, high ceiling” design of ScratchJr is received in practice through looking at the programming performance of users at different ages, timepoints, and experience levels. We find that the youngest, and most novice users were able to engage with the app to some extent with no instruction, but engagement was optimized with curricular support. Additionally, we found that the oldest, and most experienced users still had room for growth and discovery in the app. We conclude that the design decisions in ScratchJr such as iconography, block variation, and open-endedness of the environment creates a welcoming and engaging experience for a wide range of users, both children and adults.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"37 ","pages":"Article 100601"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50176807","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

Co-designing a social robot for child health care 参与设计儿童保健社交机器人

International Journal of Child-Computer Interaction Pub Date : 2023-08-31 DOI: 10.1016/j.ijcci.2023.100615

Anouk Neerincx, Daan Veldhuis, Judith M.F. Masthoff, Maartje M.A. de Graaf

{"title":"Co-designing a social robot for child health care","authors":"Anouk Neerincx, Daan Veldhuis, Judith M.F. Masthoff, Maartje M.A. de Graaf","doi":"10.1016/j.ijcci.2023.100615","DOIUrl":"10.1016/j.ijcci.2023.100615","url":null,"abstract":"<div><p>Social robots provide new opportunities to support general child healthcare programs. However, it is still unclear how social robots could be used in this context and how corresponding behaviours should be designed. To ensure satisfying implementations of such new technological solutions, it is essential to include the end-users in the designing process. We have conducted a co-design study at two primary schools based on three complementary, creative methods: Draw-write-and-tell and/or story-writing-and-telling, Theatre play, and Robot avatar programming. A total of 46 children aged 7–12 years old participated in four robot co-design workshops. The drawings, stories and theatre plays were analysed, resulting in evaluations of 10 scenarios as well as 21 new scenarios and 7 main user requirements for social robots providing mental support in general child healthcare. Evaluation of the activities highlight their stimulation of out-of-the-box thinking and the development of creative solutions (i.e. drawings/stories/theatre plays resulted in robot designs, scenarios and requirements), while children’s reflections show them being enjoyable for participation. The inputs gathered during these co-design workshops will greatly influence future work on the design and application of social robots in the child healthcare domain.</p></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"38 ","pages":"Article 100615"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958776","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

“When I'm writing a story, I am really good” Exploring the use of digital storytelling technology at home “当我写故事的时候，我真的很擅长”探索在家里使用数字讲故事技术

International Journal of Child-Computer Interaction Pub Date : 2023-08-24 DOI: 10.1016/j.ijcci.2023.100613

Sara Kalantari , Elisa Rubegni , Laura Benton , Asimina Vasalou

引用次数: 0