International Journal of Child-Computer Interaction最新文献_第10页

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

The design space of visualization tools for data science education: Literature review and framework for future designs 数据科学教育可视化工具的设计空间：文献综述和未来设计的框架

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-26 DOI: 10.1016/j.ijcci.2024.100698

Cassia Fernandez , João Adriano Freitas , Paulo Blikstein , Roseli de Deus Lopes

Data science education is a rapidly growing field, motivating the development of several tools aimed at engaging students in data-related activities across all educational levels. Within this landscape, new block-based programming (BBP) environments have been developed to integrate data visualization functionalities. However, the construction of visualizations entails distinct goals and forms of interaction from those typically used in conventional programming, which should be considered in designing those environments. Drawing inspiration from taxonomies within the field of Information Visualization, we derived a framework for the analysis of educational tools in this domain comprising four categories: supported goals, expressiveness, abstraction, and transparency. We situate six existing BBP environments within the design space of the framework and illustrate its application by describing the design of PlayData, a BBP environment developed to address a gap in data visualization tools for young audiences. Our goal is to contribute to a more theoretically grounded discussion on the topic by connecting well-established research on professional tools for data visualization and the design of related educational environments targeted at middle and high school students.

数据科学教育是一个快速发展的领域，推动了一些工具的开发，旨在吸引学生参与所有教育水平的数据相关活动。在这种情况下，已经开发了新的基于块的编程（BBP）环境来集成数据可视化功能。然而，可视化的构建需要与传统编程中典型使用的交互不同的目标和形式，在设计这些环境时应该考虑到这一点。从信息可视化领域的分类中获得灵感，我们导出了一个用于分析该领域教育工具的框架，该框架包括四个类别：支持的目标、表达性、抽象性和透明度。我们将六个现有的BBP环境置于框架的设计空间中，并通过描述PlayData的设计来说明其应用，PlayData是一个BBP环境，旨在解决年轻受众在数据可视化工具方面的差距。我们的目标是通过将数据可视化专业工具的成熟研究与针对初高中学生的相关教育环境的设计联系起来，促进对该主题的更有理论基础的讨论。

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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

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

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

Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education 教师作为反思性学习体验设计师：将设计思维带入校本设计和创客教育

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-11 DOI: 10.1016/j.ijcci.2024.100695

Noora Bosch , Tellervo Härkki , Pirita Seitamaa-Hakkarainen

School-based design and maker education foster the acquisition of 21st-century competencies. Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences. The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the in-situ and post-reflections of the teacher and researcher-teacher (Noora, the first author) on pedagogical practices and the teacher's role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.

以学校为基础的设计和创客教育培养21世纪的能力。教师在将探索性设计思维和数字制造融入学校方面发挥着至关重要的作用；然而，在设计、实施和反思这些过程方面仍然存在差距。本研究将教师定位为学习经验的反思设计者。本案例研究概述了学习设计的关键要素，并探讨了为13-14岁学生量身定制的项目实施。一项主题、理论和数据驱动的分析考察了教师和研究型教师（Noora，第一作者）在教学实践和教师角色方面的现场反思和反思所面临的挑战和机遇。三个相互交织的主题出现了：设计领导，合作和共同教学，以及（共同）反思。通过（共同）反思，他们组织并领导了设计过程，同时发展了他们的专业技能。文章亦提倡教师应有的思维及技能，强调专业发展及合作对提升校本设计及创客教育质素的重要性。这些见解可以指导现有框架的应用和发展，以帮助教师、研究人员和其他促进者将创造性的实践学习经验引入正规教育。

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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

Augmented reality interactive experiences for multi-level chemistry understanding 促进多层次化学理解的增强现实互动体验

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-17 DOI: 10.1016/j.ijcci.2024.100681

Sandra Câmara Olim , Valentina Nisi , Teresa Romão

Children's early perception of chemistry as a complex and daunting subject can affect their achievements and future career choices. Augmented Reality (AR) and games can successfully engage students with learning content perceived to be less interesting or challenging. However, in chemistry, the vast majority of AR educational tools are designed for older students and are mainly focused on the visualisation of scientific phenomena, thus failing to engage a younger population. In this paper, we propose designing and implementing three AR game-based learning experiences that provide chemistry content at three levels: macroscopic, microscopic, and symbolic. We evaluated our experiences with 66 children (11–13 years old) with significant results: higher learning gains, an increase in the positive affect and a decrease in the negative affect. The results encouraged us to keep evaluating this technology as a tool to motivate and encourage children's interest in chemistry.

儿童早期认为化学是一门复杂而艰涩的学科，这会影响他们的成绩和未来的职业选择。增强现实技术（AR）和游戏可以成功地让学生参与到被认为不那么有趣或具有挑战性的学习内容中。然而，在化学领域，绝大多数 AR 教育工具都是为高年级学生设计的，主要侧重于科学现象的可视化，因此无法吸引年轻群体。在本文中，我们提出设计和实施三种基于 AR 游戏的学习体验，从宏观、微观和符号三个层面提供化学内容。我们以 66 名儿童（11-13 岁）为对象对我们的体验进行了评估，并取得了显著的成果：更高的学习效率、积极情绪的增加和消极情绪的减少。这些结果鼓励我们继续评估这项技术，将其作为激发和鼓励儿童对化学的兴趣的工具。

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引用次数: 0

“Yeah, no more tantrums, whoo!”: Practices parents valued to help children transition away from screens "是啊，再也不发脾气了，哇！"：父母重视的帮助孩子远离屏幕的做法

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-09-17 DOI: 10.1016/j.ijcci.2024.100691

Juliana Zabatiero , Derek McCormack , Laura Stone , David Zarb , Susan Edwards , Leon Straker

Objective

To identify practices that were valued by parents in helping their young children to transition away from sedentary screen use.

Study design

This longitudinal trial, in a community setting, involved 13 families, with children aged between 15 and 36 months. Representatives from three service organizations compiled a list of digital resources related to using technology to facilitate children's transition away from sedentary screen use that were suitable to be shared and trialed by parents and young children. During a pre-trial workshop, researchers, participants, and organization representatives collaboratively developed the intervention, which involved the delivery of selected resources by weekly email, over a 12-week period. Participants provided weekly feedback about their experiences and participated in a post-intervention semi-structured qualitative interview. Thematic analysis was used to analyze data from interviews and written feedback.

Results

Participants reported several valued practices to facilitate their children's transition away from sedentary screen use, including those where digital technology provided strategies to assist parents in facilitating transitions, where singing and dancing potentially supported by digital technology were used to facilitate transitions, where digital technology provided ideas for transitions, and where the child's digital technology related interest was used to inspire transitions.

Conclusion

The use of curated resources within a collaborative approach between researchers, service providers and families resulted in several practices families of young children found useful in facilitating transitions away from sedentary screen use.

研究设计这项在社区环境中进行的纵向试验涉及 13 个家庭，这些家庭的孩子年龄在 15 到 36 个月之间。来自三个服务机构的代表编制了一份数字资源清单，这些资源与使用技术帮助儿童远离久坐使用屏幕有关，适合家长和幼儿共享和试用。在试行前的研讨会上，研究人员、参与者和机构代表共同制定了干预措施，包括在 12 周内每周通过电子邮件发送选定的资源。参与者每周就自己的体验提供反馈，并参加干预后的半结构化定性访谈。结果参与者报告了几种有价值的做法，以促进他们的孩子从久坐使用屏幕过渡到不使用屏幕，其中包括数字技术提供策略以帮助父母促进过渡，利用数字技术可能支持的唱歌和跳舞来促进过渡，数字技术提供过渡的想法，以及利用孩子与数字技术相关的兴趣来激发过渡。结论在研究人员、服务提供者和家庭之间的合作方法中使用经过整理的资源，可使幼儿家庭发现一些有用的做法，以促进幼儿从久坐使用屏幕过渡。

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引用次数: 0