International Journal of Child-Computer Interaction最新文献

英文中文

Investigating children ’s multimodal enactment in Digitally Augmented Tabletop storytelling 调查儿童在数字增强桌面故事叙述中的多模式行为

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-09-02 DOI: 10.1016/j.ijcci.2025.100770

Ting Liu , Gabriela Gomez , Frank M. Shipman

Young children often struggle to effectively express their ideas in both speaking and writing due to their developing cognitive and linguistic abilities. To address this challenge, this paper introduces the Digitally Augmented Tabletop Enactment (DATE) approach that integrates tactile-kinesthetic, augmented visual, and auditory elements to support motivation and multimodal enactment in storytelling by enriching children’s interactive experiences and fostering dynamic information processing across multiple sensory modalities. To implement this approach, we developed the lightweight Tabletop Imaginative Play as Enactive Storytelling (TIPES) system that combines physical play on a tabletop with real-time digital story representation. This system captures children’s manipulation of figurines and translates their actions into animated scenes, empowering them with direct control over story content and instant visual feedback.

We conducted a user study with 36 children to evaluate our approach’s impact compared to traditional tabletop storytelling. Our analyses examined the children’s embodied interactions during story enactment, writing performance, and user feedback. Results revealed that the DATE approach supported a stronger integration of physical and vocal modalities, greater narrative agency, and strengthened eye–hand coordination, reflecting deeper engagement. Importantly, children’s performance in verbal tasks such as speech narration and writing remained comparable across conditions, indicating that multimodal enactment along with an additional digital authoring experience can enrich storytelling without compromising narrative output quality. Additionally, children expressed strong enthusiasm for the DATE approach, underscoring its appeal in sustained engagement in creative storytelling. These findings highlight the potential of physical–digital tabletop enactment as a promising direction for designing educational technologies that scaffold expressive, collaborative, and developmentally appropriate narrative practices.

由于幼儿认知和语言能力的发展，他们往往很难有效地表达自己的想法。为了应对这一挑战，本文介绍了数字增强桌面模拟（DATE）方法，该方法集成了触觉-动觉、增强视觉和听觉元素，通过丰富儿童的互动体验和促进跨多种感官模式的动态信息处理，支持讲故事的动机和多模态模拟。为了实现这一方法，我们开发了轻量级的桌面想象游戏作为动态故事叙述（TIPES）系统，该系统将桌面的物理游戏与实时数字故事表示相结合。该系统捕捉儿童对小雕像的操作，并将他们的动作转化为动画场景，使他们能够直接控制故事内容和即时视觉反馈。我们对36名儿童进行了一项用户研究，以评估我们的方法与传统桌面讲故事的影响。我们的分析考察了孩子们在故事设定、写作表现和用户反馈过程中的具体互动。结果显示，DATE方法支持身体和声音模式的更强整合，更强的叙事代理，并加强眼手协调，反映出更深层次的参与。重要的是，儿童在口头任务（如演讲叙述和写作）中的表现在不同条件下保持可比性，这表明多模式制定以及额外的数字创作经验可以在不影响叙事输出质量的情况下丰富讲故事。此外，孩子们对DATE方法表达了强烈的热情，强调了它在持续参与创造性讲故事方面的吸引力。这些发现强调了物理-数字桌面模拟的潜力，它是设计教育技术的一个有希望的方向，可以支撑表达性、协作性和发展适宜的叙事实践。

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引用次数: 0

Erratum regarding missing selection and participation statement in previously published article 关于先前发表的文章中缺失的选择和参与声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-09-01 DOI: 10.1016/j.ijcci.2025.100761

引用次数: 0

Erratum regarding missing parent's consent statement due to children participation in previously published article 由于儿童参与先前发表的文章而导致父母同意声明缺失的勘误表

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-09-01 DOI: 10.1016/j.ijcci.2025.100762

引用次数: 0

Social imaginaries as a lens on co-designing environmental sustainability 社会想象作为共同设计环境可持续性的镜头

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-08-30 DOI: 10.1016/j.ijcci.2025.100759

Jerry Fails , Aurora Constantin , Eva Eriksson , Janet Read , Gavin Sim , Marie Boden , Jessica Korte , Sanjana Bhatnagar , Judith Good

Social imaginaries are a way of envisioning how people maintain society, and of understanding what is valued within that society. In this project, we worked with children on environmentally sustainable solutions for the future using co-design, a common methodology in child–computer interaction. We apply a social imaginary lens to five co-design case studies, from different geographic regions around the world, to describe and analyze variations in design practices as well as in design artifacts, and examine the ways in which children demonstrated a shared understanding of a pro-social world. The primary contribution of this paper is an illustration of the use of social imaginaries for interpreting and organizing co-design around environmental sustainability.

社会想象是一种设想人们如何维持社会的方式，以及理解社会中什么是有价值的。在这个项目中，我们与孩子们一起使用协同设计，为未来的环境可持续解决方案，这是一种儿童-计算机交互的常用方法。我们将社会想象的镜头应用到五个来自世界各地不同地理区域的共同设计案例研究中，以描述和分析设计实践以及设计工件的变化，并检查儿童如何表现出对亲社会世界的共同理解。本文的主要贡献是利用社会想象来解释和组织围绕环境可持续性的共同设计。

引用次数: 0

High school students building babyGPTs: Engaging in data practices and addressing ethical issues through the construction of generative language models 高中生构建婴儿gpt：通过构建生成语言模型进行数据实践和解决伦理问题

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-08-21 DOI: 10.1016/j.ijcci.2025.100769

Luis Morales-Navarro, Daniel J. Noh, Yasmin B. Kafai

As generative language models have gained popularity, high school students are increasingly using them in their everyday lives. While most current research has focused on examining youth as productive users of generative language model-powered systems, far fewer efforts have focused on how to engage high school students as designers of these models to foster a better understanding of how these systems work. Building on the rich legacy of research that positions youth as designers of computing systems, we explore how to support high school students in designing very small-scale generative language models, which we call babyGPTs. Through an in-depth case study of three teenagers building a babyGPT screenplay generator, we illustrate how the team defined a design problem, developed a model, and reflected while engaging in AI/ML data practices and addressing ethical issues. This paper contributes a case study showing how students engage in data practices and ethical considerations in the construction of generative language models and outlines directions for future research on construction activities and tools to support youth in designing generative language models.

随着生成语言模型的流行，高中生在日常生活中越来越多地使用它们。虽然目前的大多数研究都集中在检查青少年作为生成语言模型驱动系统的生产性用户，但很少有人关注如何让高中生作为这些模型的设计者来促进对这些系统如何工作的更好理解。在将年轻人定位为计算机系统设计师的丰富研究成果的基础上，我们探索如何支持高中生设计非常小规模的生成语言模型，我们称之为babygpt。通过对三个青少年构建babyGPT剧本生成器的深入案例研究，我们说明了团队如何定义设计问题，开发模型，并在从事AI/ML数据实践和解决伦理问题时进行反思。本文提供了一个案例研究，展示了学生如何在生成语言模型的构建中进行数据实践和道德考虑，并概述了构建活动和工具的未来研究方向，以支持青少年设计生成语言模型。

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引用次数: 0

Exploring young children's metacognition during unplugged computational thinking 探索幼儿在不插电计算思维中的元认知

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-08-19 DOI: 10.1016/j.ijcci.2025.100767

Ceren Ocak , Aman Yadav , Kathryn M. Rich

This study explores the impact of computational thinking (CT) on enhancing metacognitive strategies among young learners. We conducted one-on-one video interviews with four fifth-grade students as they participated in an adapted version of the unplugged CT activity, Bebras's (2019) Programming Lamps Task. Our findings suggest that CT particularly contributes to the development of self-monitoring and evaluation strategies, such as continuous assessment of one's performance and adopting new strategies and exploring alternatives when existing solutions fail. These were particularly evident as students decomposed problems and developed step-by-step solutions in response to evolving challenges within the task scenarios. Overall, this paper discusses the potential connection between CT and metacognitive strategies, focusing how CT can be a valuable tool for teachers in developing their students' problem-solving abilities and academic performance.

本研究探讨计算思维（CT）对提高青少年学习者元认知策略的影响。我们对四名五年级学生进行了一对一的视频采访，因为他们参加了一个改编版的不插电CT活动，Bebras的（2019）编程灯任务。我们的研究结果表明，CT特别有助于自我监控和评估策略的发展，例如持续评估一个人的表现，在现有解决方案失败时采用新策略和探索替代方案。当学生分解问题并逐步开发解决方案以响应任务场景中不断变化的挑战时，这一点尤为明显。总体而言，本文讨论了CT与元认知策略之间的潜在联系，重点讨论了CT如何成为教师培养学生解决问题能力和学习成绩的宝贵工具。

引用次数: 0

How fiction can support the teaching of societal implications of emerging technologies? A case study on facial recognition activities with K-9 students 小说如何支持新兴技术对社会影响的教学？小九学生面部识别活动的个案研究

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-08-14 DOI: 10.1016/j.ijcci.2025.100768

Mariana A. Tamashiro , Marie-Monique A. Schaper , Ole Iversen , Maarten Van Mechelen , Rachel C. Smith

We report from a fiction-based teaching activity in K-9 education in which 41 students (aged 13-15 y) were taught about the societal implications of emerging technologies – in this case, facial recognition technologies. Whereas current Child-Computer Interaction research primarily focuses on technical and conceptual aspects of emerging technologies in K-9 education, less emphasis has been put on the societal implications of emerging technologies. This is due to the complexity of these societal implications for K-9 students, the typical separation of technical and societal elements in K-9 teaching, as well as the influence of assumptions regarding technology implications. Based on prior Child-Computer Interaction research on fiction-based activities in educational contexts, we demonstrate how fiction-based activities can be useful to overcome the current challenges of teaching about societal implications of emerging technologies. Our study demonstrates how fiction-based activities can expose students to different stakeholders' perspectives and develop nuanced opinions about ethical and societal implications of emerging technologies. However, there were aspects that were not fully supported by the approach, like students' understanding of algorithmic bias and connection to real-life scenarios. Our research results also generated a list of important questions to be addressed by future Child-Computer Interaction research to fully embrace the potential of fiction-based activities in regard to emerging technologies’ societal implications within K9 education.

我们报告了一项基于小说的K-9教育教学活动，其中41名学生（13-15岁）被教导新兴技术的社会影响-在这种情况下，是面部识别技术。当前的儿童-计算机交互研究主要集中在K-9教育中新兴技术的技术和概念方面，而对新兴技术的社会影响的重视较少。这是由于对K-9学生的社会影响的复杂性，K-9教学中技术和社会因素的典型分离，以及关于技术影响的假设的影响。基于先前关于教育背景下基于小说的活动的儿童-计算机交互研究，我们展示了基于小说的活动如何有助于克服当前关于新兴技术的社会影响的教学挑战。我们的研究展示了基于小说的活动如何让学生接触到不同利益相关者的观点，并就新兴技术的伦理和社会影响形成微妙的观点。然而，有一些方面并没有得到该方法的完全支持，比如学生对算法偏见的理解以及与现实生活场景的联系。我们的研究结果还产生了一系列重要的问题，这些问题将在未来的儿童-计算机交互研究中得到解决，以充分利用基于小说的活动在新兴技术对K9教育的社会影响方面的潜力。

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引用次数: 0

A semi-systematic literature review for improving assessment goals, practices, and strategies for promoting computational empowerment in K-12 education 一篇半系统的文献综述，旨在改善K-12教育中促进计算赋权的评估目标、实践和策略

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-07-29 DOI: 10.1016/j.ijcci.2025.100766

Yu-Yu Liu , Christian Dindler , Ole S. Iversen , Yasmin B. Kafai

Child-Computer Interaction (CCI) research has shown growing interest in Computational Empowerment (CE), yet there remains a lack of focus on assessment practices that can substantiate its outcomes. This paper presents a semi-systematic review to examine current approaches to assessing CE in CCI, investigate how these assessments connect to learning activities, and propose research directions for improving CE assessments. Our findings reveal that most studies are situated in formal educational settings and primarily aim to evaluate proposed technologies or learning models, but often with limited educator involvement. Assessment methods primarily rely on observations, feedback, reflection, and self-reports, but many do not specify theoretical frameworks. In response, we advocate for recentering participatory design in CE by fostering sustainable collaboration with educators. We propose strengthening CE assessment practices by building upon exemplary studies and focusing on three key areas aligned with the pillars of learning design: (1) refining and advancing CE learning goals, (2) integrating learning theories into assessment design, and (3) developing activities grounded in formative assessment principles.

儿童计算机交互（CCI）研究显示出对计算赋权（CE）的兴趣越来越大，但仍然缺乏对可以证实其结果的评估实践的关注。本文提出了一项半系统的综述，以检查目前评估CCI中CE的方法，调查这些评估如何与学习活动联系起来，并提出改进CE评估的研究方向。我们的研究结果表明，大多数研究都是在正规的教育环境中进行的，主要目的是评估所提出的技术或学习模式，但往往只有有限的教育者参与。评估方法主要依赖于观察、反馈、反思和自我报告，但许多方法没有明确的理论框架。作为回应，我们提倡通过促进与教育工作者的可持续合作，将参与式设计重新引入电子教育。我们建议在示范研究的基础上，重点关注与学习设计支柱相一致的三个关键领域，以加强环境教育评估实践：(1)完善和推进环境教育学习目标；(2)将学习理论融入评估设计；(3)开展基于形成性评估原则的活动。

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引用次数: 0

Young pupils’ positioning in multimodal interaction during text creation with digital tools 小学生在使用数字工具创作文本时的多模态互动定位

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-07-23 DOI: 10.1016/j.ijcci.2025.100764

Kristina Danielsson , Ann-Charlotte Rohman Roth , Marina Wernholm

Today, there is an ongoing debate about the use of digital tools among young pupils. However, previous research indicates that digital tools can play an important role even in the early school years, as hybrid learning activities can promote joint activities with interaction as a natural component. Yet, few studies have explored such hybrid activities. This case study investigates how 6- and 7-year-old pupils in two empirical data sets (one from 2012, one from 2023) position themselves when collaboratively creating digital fairy tales in small groups using a tablet application, and specifically how they position themselves in relation to each other and the task they are to fulfil. The study is grounded in social constructivist theory, which posits that individuals interact through verbal and embodied actions in collaboration with others in social contexts. The data comprises video recordings of the participants' interaction with each other and their learning tablets. These recordings were first analysed to discern patterns in the pupils' positioning and video episodes with critical sequences were transcribed with tools from multimodal interaction analysis. The analysis revealed several themes, such as pupils’ positioning through both embodied and verbal interaction in terms of invitations for collaboration, negotiations of power, and positioning in relation to the task, primarily in terms of acceptance and perseverance, with resistance being less common. To conclude, the activity appeared complex, inviting the children to various negotiations and positionings through verbal and embodied interaction. Even though most groups solved both concrete challenges and minor disagreements, the complexity of the activity points to the importance of an attentive teacher.

今天，关于在年轻学生中使用数字工具的争论正在进行。然而，先前的研究表明，数字工具甚至可以在早期的学校岁月中发挥重要作用，因为混合学习活动可以促进以互动为自然组成部分的联合活动。然而，很少有研究探索这种混合活动。本案例研究调查了两个实证数据集（一个来自2012年，一个来自2023年）中6岁和7岁的学生在使用平板电脑应用程序进行小组协作创作数字童话时如何定位自己，特别是他们如何定位彼此之间的关系以及他们要完成的任务。该研究以社会建构主义理论为基础，该理论认为，在社会环境中，个体通过语言和具体行动与他人合作进行互动。这些数据包括参与者彼此互动的视频记录和他们的学习平板电脑。首先对这些录音进行分析，以辨别学生的定位模式，并使用多模态相互作用分析工具转录具有关键序列的视频片段。分析揭示了几个主题，比如学生在邀请合作、权力谈判方面通过肢体互动和口头互动的定位，以及与任务相关的定位，主要是在接受和坚持方面，抵抗不太常见。总而言之，这个活动看起来很复杂，通过语言和身体互动邀请孩子们进行各种谈判和定位。尽管大多数小组既解决了具体的挑战，又解决了微小的分歧，但活动的复杂性表明了一位细心的老师的重要性。

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Designing the virtual CAT: A digital tool for algorithmic thinking assessment in compulsory education 虚拟CAT的设计：义务教育算法思维评估的数字化工具

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-07-19 DOI: 10.1016/j.ijcci.2025.100760

Giorgia Adorni , Alberto Piatti

Algorithmic thinking (AT) is a critical skill in today’s digital society, and it is indispensable not only in computer science-related fields but also in everyday problem-solving. As a foundational component of digital education and literacy, fostering AT skills is increasingly relevant for all students and should become a standard part of compulsory education. However, successfully integrating AT into formal education requires effective teaching strategies and robust and scalable assessment procedures. In this paper, we present the design and development process of the virtual Cross Array Task (CAT), a digital adaptation of an unplugged assessment activity aimed at evaluating algorithmic skills in Swiss compulsory education. The development process followed iterative design cycles, incorporating expert evaluations to refine the tool’s usability, accessibility and functionality. A participatory design study played a dual role in shaping the platform. First, it gathered valuable insights from end users, including students and teachers, to ensure the tool’s relevance and practicality in classroom settings. Second, it facilitated the collection and preliminary analysis of data related to students’ AT skills, providing an initial evaluation of the tool’s assessment capabilities across various developmental stages. This was achieved through a pilot study involving a diverse group of students aged 4 to 12, spanning preschool to lower secondary school levels. The resulting instrument features multilingual support and includes both gesture-based and visual block-based programming interfaces, making it accessible to a broad range of learners. Findings from the pilot study demonstrate the platform’s usability and accessibility, as well as its suitability for assessing AT skills, with preliminary results showing its ability to cater to diverse age groups and educational contexts. Additionally, the CAT has proven capable of handling large-scale, automated assessments, offering a scalable solution for integrating AT evaluation into education systems.

算法思维（AT）是当今数字社会的一项关键技能，不仅在计算机科学相关领域，而且在日常问题解决中都是必不可少的。作为数字教育和识字的基本组成部分，培养AT技能与所有学生的关系越来越密切，应该成为义务教育的标准部分。然而，成功地将人工智能整合到正规教育中需要有效的教学策略和健全且可扩展的评估程序。在本文中，我们介绍了虚拟交叉阵列任务（CAT）的设计和开发过程，这是一种不插电评估活动的数字改编，旨在评估瑞士义务教育中的算法技能。开发过程遵循迭代设计周期，结合专家评估来完善工具的可用性、可访问性和功能。参与式设计研究在塑造平台方面发挥了双重作用。首先，它从包括学生和教师在内的最终用户那里收集了有价值的见解，以确保该工具在课堂环境中的相关性和实用性。其次，它有助于收集和初步分析与学生AT技能相关的数据，为该工具在不同发展阶段的评估能力提供初步评估。这是通过一项试点研究实现的，该研究涉及4至12岁的不同学生群体，涵盖幼儿园到初中阶段。由此产生的仪器具有多语言支持，并包括基于手势和基于视觉块的编程接口，使其可供广泛的学习者使用。试点研究的结果证明了该平台的可用性和可访问性，以及它对评估AT技能的适用性，初步结果表明它能够满足不同年龄组和教育背景的需求。此外，CAT已被证明能够处理大规模的自动化评估，为将AT评估整合到教育系统中提供了可扩展的解决方案。

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