Pub Date : 2024-09-17DOI: 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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Pub Date : 2024-09-17DOI: 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.
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Pub Date : 2024-09-13DOI: 10.1016/j.ijcci.2024.100690
Alissa N. Antle, Elgin-Skye McLaren
Interactive technology-mediated behavioral interventions are increasingly being studied with children at risk for attentional challenges. Few technology-mediated interventions have been designed for, or studied in the field with, marginalized children, who are at an elevated risk for attentional challenges. We adapted three existing neurofeedback games to create a proof-of-concept intervention to address this research gap. To investigate preliminary feasibility and efficacy we conducted a controlled field experiment with 28 children (aged 5 to 8, 22 male) from a disadvantaged community. Findings showed that with support all children were able to complete the intervention, and most were able to transfer newly attained attention regulation skills into everyday situations and maintain those skills over time. Our work serves as a proof-of-concept for this type of technology-mediated mental health intervention research, provides an exemplar of digital health research with hard-to-reach populations, and provides preliminary evidence that this research space warrants future attention.
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Pub Date : 2024-09-10DOI: 10.1016/j.ijcci.2024.100683
Nerea López-Bouzas, M. Esther del Moral-Pérez, Jonathan Castañeda-Fernández
This study examines the impact of an intervention using an Augmented Gamified Environment (AGE) to stimulate socio-emotional skills in a sample of 54 subjects with Autism Spectrum Disorder (ASD) aged between 3 and 17 years old. The study used a quantitative, exploratory, analytical methodology. Socio-emotional skills were evaluated before and after intervention (pre-posttest) using the DiagnosticApp instrument, supported by a fun app. The study specifically analyzed their ability to identify primary and secondary emotions and emotional states, as well as the cause-effect relationship linked to a context. The results show that socio-emotional skills improved after the intervention, regardless of gender, age, degree of ASD, comorbidity, or type of language. Overall, the greatest improvement was in identifying both primary and secondary emotions through recognizing facial expressions. Additionally, as expected, older students, and those with less severe ASD and more functional language exhibited higher scores in their socio-emotional skills. In conclusion, the extrinsic motivation associated with the mix of game mechanics, dynamics, and aesthetics, along with the augmented reality resources making up the AGE, are key contributing elements in improving these students’ socio-emotional skills.
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Pub Date : 2024-09-01DOI: 10.1016/j.ijcci.2024.100670
{"title":"Erratum regarding missing declaration of competing interest statements in previously published articles","authors":"","doi":"10.1016/j.ijcci.2024.100670","DOIUrl":"10.1016/j.ijcci.2024.100670","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100670"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000382/pdfft?md5=9809ca4403e657aef92ce65e88c1ba35&pid=1-s2.0-S2212868924000382-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142167805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1016/j.ijcci.2024.100678
{"title":"Erratum regarding missing Declaration of Competing Interest statements in previously published articles","authors":"","doi":"10.1016/j.ijcci.2024.100678","DOIUrl":"10.1016/j.ijcci.2024.100678","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100678"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000473/pdfft?md5=26379c35a4154f9ac1b04fa4fffe9959&pid=1-s2.0-S2212868924000473-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142167661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1016/j.ijcci.2024.100677
{"title":"Erratum regarding missing Declaration of Competing Interest statements in previously published articles","authors":"","doi":"10.1016/j.ijcci.2024.100677","DOIUrl":"10.1016/j.ijcci.2024.100677","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100677"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000461/pdfft?md5=55e8de80c6aab48381b6a5f54629ad42&pid=1-s2.0-S2212868924000461-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142167660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1016/j.ijcci.2024.100676
{"title":"Erratum regarding missing declaration of competing interest statements in previously published articles","authors":"","doi":"10.1016/j.ijcci.2024.100676","DOIUrl":"10.1016/j.ijcci.2024.100676","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100676"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221286892400045X/pdfft?md5=082a62bd05acdbb918dee44a85797960&pid=1-s2.0-S221286892400045X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142167154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1016/j.ijcci.2024.100675
{"title":"Erratum regarding missing declaration of competing interest statements in previously published articles","authors":"","doi":"10.1016/j.ijcci.2024.100675","DOIUrl":"10.1016/j.ijcci.2024.100675","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100675"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000448/pdfft?md5=41b8105b54d63105735940323c62015a&pid=1-s2.0-S2212868924000448-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142167153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1016/j.ijcci.2024.100671
{"title":"Erratum regarding missing Declaration of Competing Interest statements in previously published articles","authors":"","doi":"10.1016/j.ijcci.2024.100671","DOIUrl":"10.1016/j.ijcci.2024.100671","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"41 ","pages":"Article 100671"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2212868924000394/pdfft?md5=3f578444f4f3cab2281903bb8f5a63a9&pid=1-s2.0-S2212868924000394-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142167803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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