International Journal of Child-Computer Interaction最新文献

Beyond techno-solutionism: Towards critical perspectives in environmental education and digital technology. A critical-hermeneutic review 超越技术解决主义：迈向环境教育和数字技术的批判性视角。批判性神学评论

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-11-19 DOI: 10.1016/j.ijcci.2024.100705

Haley Perkins

As ecological changes escalate and digital technologies continue to entangle themselves into children's lives, there is a need to critically explore the intersection of education, digital technologies, and environmental concerns. This paper aims to uncover underlying assumptions and metanarratives in current scholarship at the intersection of Environmental Education (EE), technology, and Child-Computer Interaction (CCI) to broaden perspectives and foster transformative futures. A decolonial-informed critical hermeneutic literature review of 79 papers explores EE's relationship with digital technology and CCI. Thematic analysis and iterative search cycles reveal a hegemonic discourse centred on anthropocentrism, technological solutionism, and behaviour change in children, predominantly driven by economic priorities in the Global North. Non-hegemonic perspectives (particularly those from the Global South) emphasise critical perspectives on digital technology development and sustainability discourse. These perspectives advocate for non-dualistic understandings of human-nature-technology relationships such as those informed by relationally-based Indigenous knowledges, new materialisms, arts-based pedagogies, and ecopedagogies. This review has implications for EE and the CCI communities alike. Findings suggest that researchers might reconsider prioritising techno-pedagogical sustainability solutions and shift efforts first towards transforming the underlying ways of knowing and being that drive current education and technology narratives and design. By critically addressing these onto-epistemological orientations, we might stand a chance for a more sustainable and ecologically responsible future for today's children.

随着生态变化的升级和数字技术不断融入儿童的生活，有必要批判性地探索教育、数字技术和环境问题的交叉点。本文旨在揭示当前学术界在环境教育（EE）、技术和儿童与计算机互动（CCI）交叉领域的基本假设和元叙事，以拓宽视野，促进未来的变革。对 79 篇论文进行了非殖民地批判诠释学文献综述，探讨了环境教育与数字技术和儿童计算机互动的关系。主题分析和迭代搜索循环揭示了以人类中心主义、技术解决方案主义和儿童行为改变为中心的霸权话语，这些话语主要由全球北方的经济优先事项所驱动。非霸权视角（尤其是来自全球南部的视角）强调对数字技术发展和可持续性话语的批判性视角。这些观点主张对人类-自然-技术关系进行非二元对立的理解，如基于关系的土著知识、新唯物主义、基于艺术的教学法和生态教学法。本综述对环境教育界和 CCI 界都有影响。研究结果表明，研究人员可以重新考虑将技术教育学可持续性解决方案作为优先事项，并将工作重点首先转移到改变推动当前教育和技术叙事与设计的基本认知和存在方式上。通过批判性地解决这些认识论取向，我们或许有机会为今天的孩子们创造一个更可持续、对生态更负责任的未来。

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引用次数: 0

Expanding digital literacies beyond the digital: Infusing computational thinking into unplugged pedagogical tools - Two case studies from mathematics education 将数字扫盲扩展到数字之外：在不插电的教学工具中注入计算思维 - 两项数学教育案例研究

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-11-10 DOI: 10.1016/j.ijcci.2024.100703

Renato Saig, Arnon Hershkovitz

Computational Thinking (CT), the conceptual foundations required for solving complex problems effectively and efficiently, is an imperative skill for today's learners, across disciplines and across ages. As for its importance in the wide network of digital literacies, CT has been implemented in various educational contexts, however mostly via digital artifacts, specifically in programming-related activities. This approach does not fulfill the potential of such integration for promoting learning. In this paper, we argue that digital literacies should not be bound to the digital realm, and present a novel approach to fully integrate CT into learning and teaching by the development of CT-infused “unplugged” pedagogical tools that are fully embedded in the subject matter. We demonstrate the advantages to student learning of these tools in two case studies from K-12 mathematics education: 1) An assistive tool for function investigation in high-school calculus – in this case, we point out to how CT skills that were implemented in the tool promoted students' problem solving; 2) A teaching unit for pattern sequences in elementary school – in this case, we show how students in the CT research group outperformed students in the other groups, and how they implemented CT to solve pattern sequence problems effectively and efficiently. We highlight that besides enhancing learning, this approach can help address the important issue of equity in education, and suggest ways to promote it via dedicated professional development.

计算思维（Computational Thinking，CT）是高效解决复杂问题所需的概念基础，是当今各学科和各年龄段学习者的必备技能。由于计算思维在广泛的数字扫盲网络中的重要性，计算思维已在各种教育环境中得到实施，但大多是通过数字人工制品，特别是在与编程相关的活动中实施的。这种方法并没有发挥这种整合在促进学习方面的潜力。在本文中，我们认为数字扫盲不应局限于数字领域，并提出了一种新颖的方法，即通过开发完全嵌入学科内容的 "不插电 "的数字扫盲教学工具，将数字扫盲与学习和教学充分整合。我们通过两个 K-12 数学教育的案例研究，展示了这些工具对学生学习的优势：1) 高中微积分中函数探究的辅助工具--在这个案例中，我们指出了工具中的 CT 技能如何促进了学生的问题解决；2) 小学模式序列的教学单元--在这个案例中，我们展示了 CT 研究组的学生如何优于其他组的学生，以及他们如何有效、高效地运用 CT 解决模式序列问题。我们强调，除了提高学习效果，这种方法还有助于解决教育公平这一重要问题，并提出了通过专门的专业发展促进教育公平的方法。

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引用次数: 0

How can AR-enhanced books support early readers? Exploring literacy development through AR design principles AR 增强型图书如何为早期读者提供支持？通过 AR 设计原则探索读写能力的培养

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-11-09 DOI: 10.1016/j.ijcci.2024.100701

Yoo Kyung Chang , Jullia Lim , Jordan Burkland

Early readers go through critical literacy development that have a significant impact on their future reading, academic performance, and lifelong learning. Previous studies have found that AR books designed for literacy development are effective, especially with improved vocabulary and motivation (Cai et al.,2022). Much of AR-enhanced books are not designed with considerations for literacy development. This study extends previous studies by examining whether and how AR-enhanced books may support such critical literacy development through informal, recreational reading. Young readers were observed as they read a set of AR-enhanced books. Their literacy behavior consisting of literacy skills and motivation were analyzed in relation to AR design principles to explore how and when the design principles engaged literacy behavior. Findings show that AR books, even if they are not designed for literacy development, may provide opportunities for engagement and development of literacy skills and motivation. A pattern of relations between literacy behavior, including print concept, vocabulary, interest, and attentional control, and AR design principles were observed. The implications for design and implementation of AR design principles and AR-enhanced books to support different readers is discussed.

早期读者会经历关键的读写能力发展阶段，这对他们未来的阅读、学习成绩和终身学习都有重大影响。以往的研究发现，为读写能力发展而设计的 AR 图书是有效的，尤其是在提高词汇量和学习动机方面（Cai 等人，2022 年）。大部分 AR 增强图书在设计时并没有考虑到读写能力的培养。本研究对之前的研究进行了扩展，研究了 AR 增强图书是否以及如何通过非正式的休闲阅读来支持这种关键的读写能力发展。研究人员观察了小读者阅读一套增强现实技术图书的过程。他们的识字行为（包括识字技能和动机）与增强现实技术的设计原则进行了对比分析，以探讨设计原则如何以及在什么时候促进了识字行为。研究结果表明，AR 图书即使不是为识字发展而设计的，也可以提供参与和发展识字技能和动机的机会。研究还观察到了识字行为（包括印刷概念、词汇、兴趣和注意力控制）与 AR 设计原则之间的关系模式。本文讨论了设计和实施增强现实技术设计原则和增强现实技术图书以支持不同读者的意义。

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引用次数: 0

Examining children's perceptions of AI-enabled interactive media characters 研究儿童对人工智能互动媒体角色的看法

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-31 DOI: 10.1016/j.ijcci.2024.100700

Ying Xu , Trisha Thomas , Zhixin Li , Monica Chan , Grace Lin , Kate Moore

Young children may develoattachments or perceive realism in television characters due to interactive techniques like faux eye contact and pretend interactions during video watching. As artificial intelligence (AI) advances, the potential for real-time, contingent interactions with characters has emerged, potentially reshaping children's perceptions of these characters as responsive entities. This article presents findings from two experiments conducted as part of a multi-year project aimed at integrating AI into television animation series. In this project, the main characters of the series ask children questions, listen to their responses, and provide responsive feedback. The findings suggest that interactive characters, which engage viewers through contingent dialogues, are perceived as more human-like. Follow-up analyses also revealed that the opportunities for contingent interactions with the media character were the primary reason that drove such perceptions. This study contributes to advancing understanding of the mechanisms underlying children's evolving relationships with interactive media characters, a trend likely to gain prominence in the years to come.

在观看视频过程中，由于采用了假性眼神接触和假装互动等互动技术，幼儿可能会对电视角色形成或感知到真实感。随着人工智能（AI）的发展，与角色进行实时、偶然互动的可能性已经出现，这有可能重塑儿童对这些角色作为反应实体的认知。本文介绍了两个实验的结果，这两个实验是一个旨在将人工智能融入电视动画系列的多年期项目的一部分。在这个项目中，剧中的主要角色会向儿童提问，倾听他们的回答，并提供相应的反馈。研究结果表明，通过或然性对话与观众互动的角色更像人类。后续分析还显示，与媒体角色进行偶然互动的机会是促成这种看法的主要原因。这项研究有助于加深人们对儿童与互动媒体角色之间不断发展的关系的内在机制的理解。

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引用次数: 0

Designing for Teen Mental Health: An exploration of the co-design of virtual reality in the public library setting 为青少年心理健康设计：在公共图书馆环境中共同设计虚拟现实技术的探索

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-30 DOI: 10.1016/j.ijcci.2024.100693

Elin A. Björling , Kung Jin Lee , Jin Ha Lee , Ruican Zhang , Sean Roth , Juan Rubio

Teen mental health is in a state of crisis in the United States. One in three adolescents is suffering from a mental health issue and suicide is the third leading cause of death for teens ages 15–24. The demand for mental health resources far outweighs the supply suggesting creative and accessible mental health resources are needed. The public library is a community resource available to all community members and is an ideal location for providing mental health supports. Therefore, in this project, we engaged three, diverse groups of teens (n = 30) in the design and development of a virtual reality environment intended to support teen mental health. Teens from two urban (Seattle and Washington, D.C.) and one rural setting (Texas) participated in a 13-session, after school co-design program led by local library staff. Through these design sessions, we learned that (1) Teens are interested and engaged in talking about their mental health and find nature and animals relaxing and helpful. (2) Teens envision virtual reality (VR) as an environment to help them manage or avoid stress and feelings of overwhelm. (3) As designers, teens enjoy active interaction and the ability to iterate on their designs. (4) VR designs by teens often included being in nature and with animals. These data suggest that virtual reality may be a successful medium and public libraries an appropriate site in which to engage teens in co-design for mental health. More importantly, such programs may offer an invitation to encourage teens to think about and discuss their own mental health.

在美国，青少年的心理健康正处于危机状态。每三名青少年中就有一人受到心理健康问题的困扰，而自杀是 15-24 岁青少年的第三大死因。对心理健康资源的需求远远大于供给，这表明我们需要创造性的、易于获取的心理健康资源。公共图书馆是面向所有社区成员的社区资源，也是提供心理健康支持的理想场所。因此，在本项目中，我们让三组不同的青少年（n = 30）参与到旨在支持青少年心理健康的虚拟现实环境的设计和开发中。来自两个城市（西雅图和华盛顿特区）和一个农村（德克萨斯州）的青少年参加了由当地图书馆工作人员主持的为期 13 节课的课后共同设计项目。通过这些设计课程，我们了解到：(1) 青少年对谈论心理健康感兴趣并参与其中，他们认为大自然和动物能让他们放松并有所帮助。(2) 青少年认为虚拟现实（VR）环境可以帮助他们管理或避免压力和不知所措的感觉。(3) 作为设计者，青少年喜欢积极的互动和对设计进行反复修改的能力。(4) 青少年的虚拟现实设计通常包括在大自然中和与动物在一起。这些数据表明，虚拟现实可能是一种成功的媒介，而公共图书馆则是让青少年参与心理健康共同设计的合适场所。更重要的是，这些项目可以鼓励青少年思考和讨论自己的心理健康问题。

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引用次数: 0

User experience testing and co-designing a digital game for broadening participation in computing with and for elementary school children 用户体验测试和共同设计数字游戏，与小学生一起并为他们扩大参与计算的范围

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-26 DOI: 10.1016/j.ijcci.2024.100699

Golnaz Arastoopour Irgens , Cinamon Bailey , Tolulope Famaye , Atefeh Behboudi

Broadening participation in computing is more than providing access to computing for students; it requires reimagining and transforming teaching and learning to be more inclusive and culturally sustaining and it begins with elementary school children. In this study, we report on the fourth cycle of a participatory design-based research project in which researchers and children co-design culturally responsive-sustaining computational learning environments. We conducted user experience testing and co-design sessions with seven children on one level of a game-based learning environment in development. We model children's discourse through Epistemic Network Analysis models to investigate their feedback on character design, game narratives, and introductory activities. Our findings reveal 1) children's positive response to characters with counternarratives and visible intersectional identities in computing, 2) positive and negative experiences and feedback from children on game activities and narratives, and 3) suggestions for improvement.

扩大学生对计算机的参与不仅仅是为学生提供使用计算机的机会，还需要对教学进行重新构想和改革，使其更具包容性和文化可持续性，而这一切都要从小学生开始。在本研究中，我们报告了参与式设计研究项目的第四个周期，在该项目中，研究人员和儿童共同设计了具有文化响应性和可持续性的计算学习环境。我们与七名儿童就一个正在开发中的基于游戏的学习环境的一个层面进行了用户体验测试和共同设计。我们通过认识论网络分析模型对儿童的话语进行建模，调查他们对角色设计、游戏叙事和入门活动的反馈。我们的研究结果揭示了：1）儿童对计算机领域中具有反叙述和可见交叉身份的角色的积极反应；2）儿童对游戏活动和叙述的积极和消极体验及反馈；3）改进建议。

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引用次数: 0

Computational thinking integrated in school subjects – A cross-case analysis of students’ experiences 将计算思维纳入学校科目--对学生经验的跨案例分析

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-24 DOI: 10.1016/j.ijcci.2024.100696

Sabiha Yeni , Jacqueline Nijenhuis-Voogt , Mara Saeli , Erik Barendsen , Felienne Hermans

The integration of computational thinking (CT) into K-12 education offers substantial potential to improve digital literacy and deepen students’ understanding across various subject areas. By embedding computational procedures and solution-oriented approaches into traditional curricula, students can develop essential skills that are critical for thriving in an increasingly digital world. However, the effective integration of CT into subject-specific learning poses challenges for educators, largely due to a lack of training and experience in implementing interdisciplinary instructional strategies. This study explores the impact of integrating CT into K-12 education through diverse instructional approaches, including modelling, storytelling, and unplugged activities. The research examines how students' subject knowledge, CT concepts, and practices evolved under each CT integration practice, as well as their acceptance toward CT integrated lessons. The study was conducted in different subjects, including language arts, biology, and physics, and at different grade levels. The technology acceptance model was used as a theoretical framework to understand students' adoption towards the different integration practices. The study revealed that different CT integration practices yield varying impacts on students' attitudes, particularly in relation to their prior programming experiences. Namely, primary school students with prior programming experience display a higher behavioural intention due to a lack of early biases toward programming. Conversely, secondary school students, less familiar with interdisciplinary approaches, initially show less enthusiasm for future engagement. These insights underscore the need for tailored instructional strategies that consider students' prior experiences and the broader goal of preparing them to contribute to a technologically driven society.

将计算思维（CT）融入 K-12 教育，为提高学生的数字素养和加深他们对各学科领域的理解提供了巨大的潜力。通过在传统课程中嵌入计算程序和以解决方案为导向的方法，学生可以培养在日益数字化的世界中茁壮成长所必需的基本技能。然而，如何将计算与特定学科的学习有效结合起来给教育工作者带来了挑战，这主要是由于他们缺乏实施跨学科教学策略的培训和经验。本研究探讨了通过各种教学方法（包括建模、讲故事和不插电活动）将计算机网络技术融入 K-12 教育的影响。研究探讨了在每种 CT 整合实践中学生的学科知识、CT 概念和实践是如何发展的，以及他们对 CT 整合课程的接受程度。研究在不同的学科（包括语言艺术、生物和物理）和不同的年级进行。研究采用技术接受模式作为理论框架，以了解学生对不同整合实践的采用情况。研究显示，不同的计算机网络整合实践对学生的态度产生了不同的影响，特别是与他们以前的编程经验有关。也就是说，有过编程经验的小学生由于缺乏对编程的早期偏见，会表现出更高的行为意向。相反，对跨学科方法不太熟悉的中学生最初对未来的参与热情较低。这些见解突出表明，有必要制定量身定制的教学策略，考虑到学生的先前经验以及培养他们为技术驱动型社会做出贡献这一更广泛的目标。

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引用次数: 0

Infrastructuring digital literacy in K-12 education: A national case study 构建 K-12 教育中的数字扫盲：全国案例研究

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-24 DOI: 10.1016/j.ijcci.2024.100697

Lars Bo Andersen , Ditte Amund Basballe , Lillian Buus , Christian Dindler , Thomas Illum Hansen , Mikkel Hjorth , Ole Sejer Iversen , Christian Mosbæk Johannessen , Katrine Holm Kanstrup , Rasmus Fink Lorentzen , Morten Misfeldt , Line Have Musaeus , Camilla Balslev Nielsen , Marianne Graves Petersen , Vibeke Schrøder , Marie Falkesgaard Slot

While much CCI research has dealt with the educational challenge of providing children with knowledge and skills for a digital society, little work has dealt with the strategic challenge of developing and implementing a digital literacy subject in K-12 education. In this paper, we explore how to develop, implement, and sustain a national program on technology comprehension by analyzing the newly established Danish knowledge center for digital technology comprehension. We draw on the concept of infrastructuring to shed light on how to create and sustain the social, material, political and organizational structures that form the basis for introducing the new national initiative. Based on our case, we distill seven propositions that describe more generally how to work strategically with this challenge.

尽管许多 CCI 研究都涉及为儿童提供数字社会知识和技能的教育挑战，但很少有研究涉及在 K-12 教育中开发和实施数字素养学科的战略挑战。在本文中，我们通过分析丹麦新成立的数字技术理解知识中心，探讨了如何开发、实施和维持一个全国性的技术理解课程。我们借鉴了 "基础结构 "的概念，以阐明如何创建和维持社会、物质、政治和组织结构，从而为引入新的国家倡议奠定基础。根据我们的案例，我们提炼出七项主张，更广泛地描述了如何从战略上应对这一挑战。

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引用次数: 0

What do children and early adolescents say they do when playing an educational digital game? 儿童和青少年在玩教育数字游戏时会做些什么？

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-11 DOI: 10.1016/j.ijcci.2024.100694

Fran C. Blumberg , Harneet K. Sahni , John D. Randall , Colin Teeter , Rachel Besharat Mann

We examined fourth through seventh graders' reported behaviors while playing a digital game and their reflections about those behaviors after playing. Students were randomly assigned to one of three conditions in which participants were to think about what they were learning while playing (metacognitive); about how much they liked the game (affective); or no goal (control condition). Students then were trained to think aloud as they played a coding game for 10 consecutive minutes. Following gameplay, students indicated what they learned and remembered while playing. All comments were coded for reference to cognitive processes, specific game aspects, and participants’ evaluations of the game or their gameplay. Sixth- and seventh-graders outperformed and made more references to cognitive processes than the younger students. Those in the affective condition performed worse than those in the control condition. Seventh graders referenced cognitive processes more than fourth graders during the game. Notably, across all participants reference to rules about how to play the game showed an initial spike and then immediately decreased. Overall, the findings elucidate how pre- and early adolescents may think about their game-based learning, which may inform how they use that learning outside game contexts.

我们研究了四年级至七年级学生在玩数字游戏时所报告的行为，以及他们在玩游戏后对这些行为的反思。学生们被随机分配到三个条件中的一个，在这三个条件中，参与者要思考他们在玩游戏时学到了什么（元认知条件）；思考他们有多喜欢这个游戏（情感条件）；或者没有目标（控制条件）。然后，训练学生在连续 10 分钟玩编码游戏时大声思考。游戏结束后，学生们指出他们在游戏中学到了什么，记住了什么。所有评论都经过编码，以反映认知过程、游戏的具体内容以及参与者对游戏或游戏过程的评价。与低年级学生相比，六年级和七年级学生的表现更好，提及认知过程的次数也更多。在情感条件下的学生比在控制条件下的学生表现更差。在游戏过程中，七年级学生比四年级学生更多地提及认知过程。值得注意的是，在所有参与者中，关于如何玩游戏的规则的参考出现了最初的高峰，然后立即下降。总之，研究结果阐明了学前和早期青少年如何思考他们基于游戏的学习，这可能会为他们如何在游戏情境之外使用这种学习提供参考。

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引用次数: 0

Beyond school: The role of technology in K-12 students' lives and informal learning 学校之外：技术在 K-12 学生生活和非正式学习中的作用

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-19 DOI: 10.1016/j.ijcci.2024.100692

Sharon Hardof-Jaffe , Meital Amzalag

The lives of children and teenagers are saturated with digital environments with multi-purpose uses and satisfy various needs. This study aims to expose the significance they attribute to their activities, to find out how these activities meet their needs, and to discuss their relevance to the field of child-computer interaction. The study is based on a qualitative approach, raising the voices of 29 K-12 students. The findings' analysis combined a bottom-up thematic analysis with a top-down analysis based on the Uses and Gratifications Theory. The bottom-up thematic analysis revealed three themes: the centrality of social networks, gaming culture, and new skills across digital platforms. The top-down analysis reveals a new range of present-day uses and gratifications: security needs lead to discretion and different usage modes. The research revealed that using digital environments entails informal learning, ample visual language use, acquisition of knowledge, and identity development.

儿童和青少年的生活中充斥着具有多种用途的数字环境，这些数字环境能满足他们的各种需求。本研究旨在揭示他们对其活动所赋予的意义，了解这些活动如何满足他们的需求，并讨论这些活动与儿童-计算机互动领域的相关性。本研究采用定性方法，听取了 29 名 K-12 学生的意见。研究结果的分析结合了自下而上的主题分析和基于 "用途与满足 "理论的自上而下的分析。自下而上的主题分析揭示了三个主题：社交网络的中心地位、游戏文化和跨数字平台的新技能。自上而下的分析揭示了当今一系列新的用途和满足：安全需求导致了谨慎和不同的使用模式。研究表明，使用数字环境需要进行非正式学习、大量使用视觉语言、获取知识和发展身份。

引用次数: 0