A. Pires, Filipa Rocha, António Neto, Hugo Simão, Hugo Nicolau, Tiago Guerreiro
Previous attempts to make block-based programming accessible to visually impaired children have mostly focused on audio-based challenges, leaving aside spatial constructs, commonly used in learning settings. We sought to understand the qualities and flaws of current programming environments in terms of accessibility in educational settings. We report on a focus group with IT and special needs educators, where they discussed a variety of programming environments for children, identifying their merits, barriers and opportunities. We then conducted a workshop with 7 visually impaired children where they experimented with a bespoke tangible robot-programming environment. Video recordings of such activity were analyzed with educators to discuss children's experiences and emergent behaviours. We contribute with a set of qualities that programming environments should have to be inclusive to children with different visual abilities, insights for the design of situated classroom activities, and evidence that inclusive tangible robot-based programming is worth pursuing.
{"title":"Exploring accessible programming with educators and visually impaired children","authors":"A. Pires, Filipa Rocha, António Neto, Hugo Simão, Hugo Nicolau, Tiago Guerreiro","doi":"10.1145/3392063.3394437","DOIUrl":"https://doi.org/10.1145/3392063.3394437","url":null,"abstract":"Previous attempts to make block-based programming accessible to visually impaired children have mostly focused on audio-based challenges, leaving aside spatial constructs, commonly used in learning settings. We sought to understand the qualities and flaws of current programming environments in terms of accessibility in educational settings. We report on a focus group with IT and special needs educators, where they discussed a variety of programming environments for children, identifying their merits, barriers and opportunities. We then conducted a workshop with 7 visually impaired children where they experimented with a bespoke tangible robot-programming environment. Video recordings of such activity were analyzed with educators to discuss children's experiences and emergent behaviours. We contribute with a set of qualities that programming environments should have to be inclusive to children with different visual abilities, insights for the design of situated classroom activities, and evidence that inclusive tangible robot-based programming is worth pursuing.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"91 15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134475844","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}
Kyle-Althea Santos, Ethel Ong, Ron R. Resurreccion
Storytelling can develop children's emotional intelligence when they are asked to freely talk about their emotions. While parents are responsible for teaching emotional intelligence, studies in using affective technologies to help people become aware of their emotions have also been explored. In this paper, we investigate the opportunity of this technology in enabling children to recognize and express their emotions. We describe a chatbot that leverages storytelling strategies to listen to children as they share emotional events they experienced, then guides them through reflective discipline to devise the next course of action. We report the types of emotions children choose to share with the chatbot, the kinds of support that the chatbot provided, the challenges during the conversation and children's perception of the chatbot. From our findings, we suggest design considerations for a conversation flow that anchors on storytelling to support child-agent interaction.
{"title":"Therapist vibe: children's expressions of their emotions through storytelling with a chatbot","authors":"Kyle-Althea Santos, Ethel Ong, Ron R. Resurreccion","doi":"10.1145/3392063.3394405","DOIUrl":"https://doi.org/10.1145/3392063.3394405","url":null,"abstract":"Storytelling can develop children's emotional intelligence when they are asked to freely talk about their emotions. While parents are responsible for teaching emotional intelligence, studies in using affective technologies to help people become aware of their emotions have also been explored. In this paper, we investigate the opportunity of this technology in enabling children to recognize and express their emotions. We describe a chatbot that leverages storytelling strategies to listen to children as they share emotional events they experienced, then guides them through reflective discipline to devise the next course of action. We report the types of emotions children choose to share with the chatbot, the kinds of support that the chatbot provided, the challenges during the conversation and children's perception of the chatbot. From our findings, we suggest design considerations for a conversation flow that anchors on storytelling to support child-agent interaction.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125158934","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}
In child-robot collaborations, a robot may fail to accomplish its part of a task. In this situation, the robot is reliant on the child to recover. Inherently prosocial, a child is inclined to help the robot collaborator if the child can properly identify the robot failure and infer how to help correct it. In this study, we investigate how a non-humanoid robot can solicit the help of a child-collaborator using only its motion path. We conducted a study with twenty-two children, ages 3-7, who participated in a collaborative building task with a non-humanoid mobile robot. We found that autonomous motion of a non-humanoid robot elicited prosocial behavior from 59% of children, and that young children were willing to engage with the robot as an animate partner despite its limited capabilities and form. This finding has implications for robot design striving to encourage prosocial behavior in children of different ages.
{"title":"Better together: young children's tendencies to help a non-humanoid robot collaborator","authors":"Deanna Kocher, T. Kushnir, K. Green","doi":"10.1145/3392063.3394426","DOIUrl":"https://doi.org/10.1145/3392063.3394426","url":null,"abstract":"In child-robot collaborations, a robot may fail to accomplish its part of a task. In this situation, the robot is reliant on the child to recover. Inherently prosocial, a child is inclined to help the robot collaborator if the child can properly identify the robot failure and infer how to help correct it. In this study, we investigate how a non-humanoid robot can solicit the help of a child-collaborator using only its motion path. We conducted a study with twenty-two children, ages 3-7, who participated in a collaborative building task with a non-humanoid mobile robot. We found that autonomous motion of a non-humanoid robot elicited prosocial behavior from 59% of children, and that young children were willing to engage with the robot as an animate partner despite its limited capabilities and form. This finding has implications for robot design striving to encourage prosocial behavior in children of different ages.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130524039","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}
Spontaneous gestures produced during mathematics learning have been widely studied, however, research on the role of gesture in computing education is limited. This paper presents an investigation into children's use of spontaneous gestures when learning programming using either a tangible user interface (TUI) or a graphical user interface (GUI). The study explored the relationship between spontaneous gestures, interface type and learning outcomes in a programming lesson for primary school students aged 6-7. In the study, 34 participants engaged in a learning activity lasting approximately 37 minutes, using a TUI or a GUI. The study used a between-subjects design, and mixed methods. Pre-test and post-test data were collected, and sessions were video recorded and subsequently coded and analysed. A video analysis scheme, adapted from mathematics education research, was used to code the spontaneous gestures produced during the learning session. We found a statistically significant difference between the mean learning gains of high-frequency gesturers and low-frequency gesturers, with the top quartile showing significantly greater learning gains. There was no significant difference in the frequency of gestures between interface types. A qualitative analysis of representational gestures showed that some children use spontaneous hand gestures to demonstrate abstract computational concepts, providing evidence for the embodiment of children's offline thinking in the computing domain.
{"title":"Investigating children's spontaneous gestures when programming using TUIs and GUIs","authors":"Abrar Almjally, K. Howland, J. Good","doi":"10.1145/3392063.3394408","DOIUrl":"https://doi.org/10.1145/3392063.3394408","url":null,"abstract":"Spontaneous gestures produced during mathematics learning have been widely studied, however, research on the role of gesture in computing education is limited. This paper presents an investigation into children's use of spontaneous gestures when learning programming using either a tangible user interface (TUI) or a graphical user interface (GUI). The study explored the relationship between spontaneous gestures, interface type and learning outcomes in a programming lesson for primary school students aged 6-7. In the study, 34 participants engaged in a learning activity lasting approximately 37 minutes, using a TUI or a GUI. The study used a between-subjects design, and mixed methods. Pre-test and post-test data were collected, and sessions were video recorded and subsequently coded and analysed. A video analysis scheme, adapted from mathematics education research, was used to code the spontaneous gestures produced during the learning session. We found a statistically significant difference between the mean learning gains of high-frequency gesturers and low-frequency gesturers, with the top quartile showing significantly greater learning gains. There was no significant difference in the frequency of gestures between interface types. A qualitative analysis of representational gestures showed that some children use spontaneous hand gestures to demonstrate abstract computational concepts, providing evidence for the embodiment of children's offline thinking in the computing domain.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132203573","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}
Umit Aslan, N. LaGrassa, Michael S. Horn, U. Wilensky
There has been a growing interest in the use of computer-based models of scientific phenomena as part of classroom curricula, especially models that learners create for themselves. However, while studies show that constructing computational models of phenomena can serve as a powerful foundation for learning science, this approach has struggled to gain widespread adoption in classrooms because it not only requires teachers to learn sophisticated technological tools (such as computer programming), but it also requires precious instructional time to introduce these tools to students. Moreover, many core scientific topics such as the kinetic molecular theory, natural selection, and electricity are difficult to model even with novice-friendly environments. To address these limitations, we present a novel design approach called phenomenological programming that builds on students' intuitive understanding of real-world objects, patterns, and events to support the construction of agent-based computational models. We present preliminary case studies and discuss their implications for STEM content learning and the learnability and expressive power of phenomenological programming.
{"title":"Phenomenological programming: a novel approach to designing domain specific programming environments for science learning","authors":"Umit Aslan, N. LaGrassa, Michael S. Horn, U. Wilensky","doi":"10.1145/3392063.3394428","DOIUrl":"https://doi.org/10.1145/3392063.3394428","url":null,"abstract":"There has been a growing interest in the use of computer-based models of scientific phenomena as part of classroom curricula, especially models that learners create for themselves. However, while studies show that constructing computational models of phenomena can serve as a powerful foundation for learning science, this approach has struggled to gain widespread adoption in classrooms because it not only requires teachers to learn sophisticated technological tools (such as computer programming), but it also requires precious instructional time to introduce these tools to students. Moreover, many core scientific topics such as the kinetic molecular theory, natural selection, and electricity are difficult to model even with novice-friendly environments. To address these limitations, we present a novel design approach called phenomenological programming that builds on students' intuitive understanding of real-world objects, patterns, and events to support the construction of agent-based computational models. We present preliminary case studies and discuss their implications for STEM content learning and the learnability and expressive power of phenomenological programming.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128428751","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}
While a growing number of technologies offer personal data to the user, little is known about how such tools can be harnessed for and by adolescents. Prior work has focused on implementations, in which youth experience is subordinated to the prescribed aims of adults. Few studies have engaged with the concerns and motives of the young people themselves. Co-design can be a powerful method for exploring beyond such limits, informing design that reflects the voices and values of the designed-for population. This paper presents a case study exploring the design of a personal informatics app (LifeMosaic) by a group of 14 to 16-year-olds. LifeMosaic lets users set any focus they personally care about and track it using colours and stickers. The design was shaped through youth concerns around privacy, social support, flexibility and self-expression as well as the desire to support mental wellbeing. This work illustrates new opportunities and understandings for personal informatics with youth: framing the data as mediating transindividual meaning making.
{"title":"LifeMosaic: co-design of a personal informatics tool for youth","authors":"K. Potapov, P. Marshall","doi":"10.1145/3392063.3394429","DOIUrl":"https://doi.org/10.1145/3392063.3394429","url":null,"abstract":"While a growing number of technologies offer personal data to the user, little is known about how such tools can be harnessed for and by adolescents. Prior work has focused on implementations, in which youth experience is subordinated to the prescribed aims of adults. Few studies have engaged with the concerns and motives of the young people themselves. Co-design can be a powerful method for exploring beyond such limits, informing design that reflects the voices and values of the designed-for population. This paper presents a case study exploring the design of a personal informatics app (LifeMosaic) by a group of 14 to 16-year-olds. LifeMosaic lets users set any focus they personally care about and track it using colours and stickers. The design was shaped through youth concerns around privacy, social support, flexibility and self-expression as well as the desire to support mental wellbeing. This work illustrates new opportunities and understandings for personal informatics with youth: framing the data as mediating transindividual meaning making.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126885631","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}
Interventions aimed at promoting a growth mindset in children range from teaching about the brain's ability to change to playing computer games. In this work, we explore a novel approach to foster a growth mindset by means of interaction with a "magic hat" system which consists of using objects from sci-fi and pop-cultural references like Avengers or Star Wars. The artifacts are "enhanced" with embedded Electroencephalography (EEG) electrodes. In an initialization phase, the "magic hat" uses established Brain-Computer Interface algorithms to recognize certain mental processes of the child and the child is then able to use their brain signals to control a robot. We report on an experiment that validates the system with children who were asked to solve math problems. We evaluated their mindset before and after use of the system. In comparison with a control group, the children who used the system self-reported having a stronger growth mindset.
{"title":"\"The thinking cap 2.0\": preliminary study on fostering growth mindset of children by means of electroencephalography and perceived magic using artifacts from fictional sci-fi universes","authors":"Nataliya Kosmyna, Alexandra Gross, P. Maes","doi":"10.1145/3392063.3394424","DOIUrl":"https://doi.org/10.1145/3392063.3394424","url":null,"abstract":"Interventions aimed at promoting a growth mindset in children range from teaching about the brain's ability to change to playing computer games. In this work, we explore a novel approach to foster a growth mindset by means of interaction with a \"magic hat\" system which consists of using objects from sci-fi and pop-cultural references like Avengers or Star Wars. The artifacts are \"enhanced\" with embedded Electroencephalography (EEG) electrodes. In an initialization phase, the \"magic hat\" uses established Brain-Computer Interface algorithms to recognize certain mental processes of the child and the child is then able to use their brain signals to control a robot. We report on an experiment that validates the system with children who were asked to solve math problems. We evaluated their mindset before and after use of the system. In comparison with a control group, the children who used the system self-reported having a stronger growth mindset.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121550715","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}
We developed and explored four degrees of bodily engagement - video, mouse, joystick and haptic - to support chemistry students in grasping the attraction-repulsion forces and energy changes involved in chemical bonding. These topics are difficult to grasp as there are no analogues from everyday life for opposing forces happening simultaneously. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences. The study uses quantitative methods with 48 high-school students in a pretest-intervention-posttest design. Findings showed an increase in accuracy and a decrease in response time in all conditions. Only the haptic condition showed a significantly larger increase in accuracy, however, not a corresponding decrease in response-time compared to other conditions. This study highlights the states in which embodied learning uniquely contributes to understanding: absence of prior embodied experience, learning about a nonvisual concept related to forces, and a high congruence with the concept learned.
{"title":"What do atoms feel?: understanding forces and energy in chemical bonding through the ELI-Chem environment","authors":"Asnat R. Zohar, S. Levy","doi":"10.1145/3392063.3394416","DOIUrl":"https://doi.org/10.1145/3392063.3394416","url":null,"abstract":"We developed and explored four degrees of bodily engagement - video, mouse, joystick and haptic - to support chemistry students in grasping the attraction-repulsion forces and energy changes involved in chemical bonding. These topics are difficult to grasp as there are no analogues from everyday life for opposing forces happening simultaneously. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences. The study uses quantitative methods with 48 high-school students in a pretest-intervention-posttest design. Findings showed an increase in accuracy and a decrease in response time in all conditions. Only the haptic condition showed a significantly larger increase in accuracy, however, not a corresponding decrease in response-time compared to other conditions. This study highlights the states in which embodied learning uniquely contributes to understanding: absence of prior embodied experience, learning about a nonvisual concept related to forces, and a high congruence with the concept learned.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114916732","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}
Children's usage of online services expands as they transition into adolescence. However, many are unaware or ill-equipped about how their informational privacy is compromised through continuous tracking and data collection online. This paper explores how to enable early adolescents be more aware of informational privacy online and make informed decisions, taking a research-through-design approach. Based on technology probes with adolescents, the four-stage framework was developed and a smartphone-embedded book was chosen as a medium for defamiliarization yet relatability. Through the iterative design and testing with early adolescents, we investigated the novelty of blended interaction between physical and digital, and the effectiveness of various narratives based on the four stage framework. We found the importance for privacy educational materials to incorporate multiple levels of information complexity and discuss how to achieve that.
{"title":"'Phone apps know a lot about you!': educating early adolescents about informational privacy through a phygital interactive book","authors":"C. Yap, Jungjoo Lee","doi":"10.1145/3392063.3394420","DOIUrl":"https://doi.org/10.1145/3392063.3394420","url":null,"abstract":"Children's usage of online services expands as they transition into adolescence. However, many are unaware or ill-equipped about how their informational privacy is compromised through continuous tracking and data collection online. This paper explores how to enable early adolescents be more aware of informational privacy online and make informed decisions, taking a research-through-design approach. Based on technology probes with adolescents, the four-stage framework was developed and a smartphone-embedded book was chosen as a medium for defamiliarization yet relatability. Through the iterative design and testing with early adolescents, we investigated the novelty of blended interaction between physical and digital, and the effectiveness of various narratives based on the four stage framework. We found the importance for privacy educational materials to incorporate multiple levels of information complexity and discuss how to achieve that.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129805165","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}
We present the concept, design, and evaluation of a playful mobile virtual reality (VR) app for children to reduce anxiety and stress during MRI examinations. The Pengunaut Trainer aims to help children to familiarize themselves with the medical environment so that they can be examined without fear, rendering sedation unnecessary. The young patients learn about the procedure and train to lie still during a virtual MRI scan. We conducted a clinical trial focusing on an in-depth analysis of the game design. 29 children trained over 14 days on average before their MRI examination. The participants were impressed by the VR experience and motivated to train. They reported high levels of immersion and positive affect. Anxiety and negative feelings towards the upcoming MRI examination were significantly reduced after the training period. Moreover, our results indicate that the Pengunaut Trainer could be effective in reducing anxiety and stress during the MRI scan. Our results and the positive feedback from parents and medical professionals prove the validity of our approach.
{"title":"Pengunaut trainer: a playful VR app to prepare children for MRI examinations: in-depth game design analysis","authors":"Stefan Liszio, Linda Graf, Oliver Basu, M. Masuch","doi":"10.1145/3392063.3394432","DOIUrl":"https://doi.org/10.1145/3392063.3394432","url":null,"abstract":"We present the concept, design, and evaluation of a playful mobile virtual reality (VR) app for children to reduce anxiety and stress during MRI examinations. The Pengunaut Trainer aims to help children to familiarize themselves with the medical environment so that they can be examined without fear, rendering sedation unnecessary. The young patients learn about the procedure and train to lie still during a virtual MRI scan. We conducted a clinical trial focusing on an in-depth analysis of the game design. 29 children trained over 14 days on average before their MRI examination. The participants were impressed by the VR experience and motivated to train. They reported high levels of immersion and positive affect. Anxiety and negative feelings towards the upcoming MRI examination were significantly reduced after the training period. Moreover, our results indicate that the Pengunaut Trainer could be effective in reducing anxiety and stress during the MRI scan. Our results and the positive feedback from parents and medical professionals prove the validity of our approach.","PeriodicalId":316877,"journal":{"name":"Proceedings of the Interaction Design and Children Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130160511","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}
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