Pub Date : 2025-11-07DOI: 10.1016/j.ijcci.2025.100787
Qiao Jin , Ye Yuan
Stories play an important part in children’s daily life—they aid literacy and learning, foster creativity and imagination, and create opportunities for children to connect with others. Visual content, such as illustrations and images, especially enhance children’s understanding and engagement with stories, as well as their interactions with others through reading or storytelling. Our research explores how AI-generated images in stories influence interactions in story-related activities and what qualities children and parents value in these generated images for stories. We conducted a qualitative study with 13 groups of parents and children between the ages of 4 and 8, where we observed how children and parents interact over stories with AI-generated images, collected their preferences, and interviewed parents about their needs and concerns on different qualities in generated images (e.g., visual style, consistency, authenticity, safety). Our work contributes empirical insights that can inform the design and evaluation of AI-empowered story related applications.
{"title":"“They all look mad with each other”: Understanding the needs and preferences of children and parents in AI-generated images for stories","authors":"Qiao Jin , Ye Yuan","doi":"10.1016/j.ijcci.2025.100787","DOIUrl":"10.1016/j.ijcci.2025.100787","url":null,"abstract":"<div><div>Stories play an important part in children’s daily life—they aid literacy and learning, foster creativity and imagination, and create opportunities for children to connect with others. Visual content, such as illustrations and images, especially enhance children’s understanding and engagement with stories, as well as their interactions with others through reading or storytelling. Our research explores how AI-generated images in stories influence interactions in story-related activities and what qualities children and parents value in these generated images for stories. We conducted a qualitative study with 13 groups of parents and children between the ages of 4 and 8, where we observed how children and parents interact over stories with AI-generated images, collected their preferences, and interviewed parents about their needs and concerns on different qualities in generated images (e.g., visual style, consistency, authenticity, safety). Our work contributes empirical insights that can inform the design and evaluation of AI-empowered story related applications.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100787"},"PeriodicalIF":0.0,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525600","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}
Pub Date : 2025-11-03DOI: 10.1016/j.ijcci.2025.100786
Yuanting Qiu
The digital divide between the Global North and South continues to shape how digital technologies are integrated into environmental and sustainability education (ESE) for children. This systematic review examines how ESE researchers have addressed the digital divide in their empirical studies on mobile technologies in the South over the past decade (2014–2024). Drawing on a comprehensive search across four databases, 19 empirical studies from nine countries spanning three continents were analysed using content analysis. While publication rates are on the rise, the findings reveal limited engagement with the structural implications of the digital divide, particularly in relation to localised environmental challenges and sociodemographic contexts. Two key themes emerge from the analysis: (1) a persistent techno-optimism despite uneven access and infrastructural gaps within the South, and (2) the community’s dual role in children’s environmental learning shaped by intergenerational dynamics and digital asymmetries. The review calls for more critically engaged, context-sensitive research that recognises the uneven digital landscapes within the Global South.
{"title":"Techno-optimism in the face of the digital divide: A systematic review on using mobile technologies for children’s environmental learning in the Global South","authors":"Yuanting Qiu","doi":"10.1016/j.ijcci.2025.100786","DOIUrl":"10.1016/j.ijcci.2025.100786","url":null,"abstract":"<div><div>The digital divide between the Global North and South continues to shape how digital technologies are integrated into environmental and sustainability education (ESE) for children. This systematic review examines how ESE researchers have addressed the digital divide in their empirical studies on mobile technologies in the South over the past decade (2014–2024). Drawing on a comprehensive search across four databases, 19 empirical studies from nine countries spanning three continents were analysed using content analysis. While publication rates are on the rise, the findings reveal limited engagement with the structural implications of the digital divide, particularly in relation to localised environmental challenges and sociodemographic contexts. Two key themes emerge from the analysis: (1) a persistent techno-optimism despite uneven access and infrastructural gaps within the South, and (2) the community’s dual role in children’s environmental learning shaped by intergenerational dynamics and digital asymmetries. The review calls for more critically engaged, context-sensitive research that recognises the uneven digital landscapes within the Global South.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100786"},"PeriodicalIF":0.0,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473824","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}
Pub Date : 2025-10-09DOI: 10.1016/j.ijcci.2025.100785
Sharon Hardof-Jaffe , Meital Amzalag
Children and teenagers spend a lot of time playing digital games. These games serve various purposes, such as pleasure, entertainment, escapism, social interaction, relaxation, knowledge sharing, curiosity, and the need for belonging and recognition. The current study aims to explore the diverse uses of digital games among young users. Data was collected from 454 children and teenagers in grades 4–12 using online questionnaires. Findings reveal the wide range of game genre children and teenagers are engaged in. However, digital games cluster analysis reveals a large number of non-players. Furthermore, gender distribution analyses within clusters indicate that boys are more likely to identify as gamers and a high percentage of girls are non-players. In light of this study, educators and policy makers should be concerned that many children and teenagers do not have access to the valuable informal learning opportunities embedded in digital games.
{"title":"Beyond 'Minecraft' and 'Fortnite': A cluster-based study of digital Game use in Israeli children and teenagers","authors":"Sharon Hardof-Jaffe , Meital Amzalag","doi":"10.1016/j.ijcci.2025.100785","DOIUrl":"10.1016/j.ijcci.2025.100785","url":null,"abstract":"<div><div>Children and teenagers spend a lot of time playing digital games. These games serve various purposes, such as pleasure, entertainment, escapism, social interaction, relaxation, knowledge sharing, curiosity, and the need for belonging and recognition. The current study aims to explore the diverse uses of digital games among young users. Data was collected from 454 children and teenagers in grades 4–12 using online questionnaires. Findings reveal the wide range of game genre children and teenagers are engaged in. However, digital games cluster analysis reveals a large number of non-players. Furthermore, gender distribution analyses within clusters indicate that boys are more likely to identify as gamers and a high percentage of girls are non-players. In light of this study, educators and policy makers should be concerned that many children and teenagers do not have access to the valuable informal learning opportunities embedded in digital games.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100785"},"PeriodicalIF":0.0,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145267789","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}
Pub Date : 2025-09-23DOI: 10.1016/j.ijcci.2025.100783
Ning Zou , Ruyue Wang , Chunlei Chai , Xiaohan Zhang
Spatial ability is recognized as an important component of children's intelligence and plays an important role in all areas. Despite the importance and potential utility of spatial ability for children, the development of spatial ability within the primary classroom has often been neglected. Moreover, little research has been conducted to propose a systematic theoretical model for intervention training of children's spatial abilities. In addition, many of the current spatial ability trainings mainly rely on two-dimensional visual space, and there is still a need to further expand the design of intervention systems in three-dimensional visual space. In this paper, we explore a spatial cognition intervention method for children based on augmented reality technology, and design and develop an implementation of this approach in a system we call Spatial Adventure. Containing five major game levels, it comprehensively covers the training content of five spatial sub-elements: mental rotation, spatial relations, spatial visualization, spatial perception, and spatial orientation. Finally, the effectiveness of this method on children's spatial ability enhancement is verified through experiments.
{"title":"Spatial adventure: An augmented reality system for children's spatial skills training","authors":"Ning Zou , Ruyue Wang , Chunlei Chai , Xiaohan Zhang","doi":"10.1016/j.ijcci.2025.100783","DOIUrl":"10.1016/j.ijcci.2025.100783","url":null,"abstract":"<div><div>Spatial ability is recognized as an important component of children's intelligence and plays an important role in all areas. Despite the importance and potential utility of spatial ability for children, the development of spatial ability within the primary classroom has often been neglected. Moreover, little research has been conducted to propose a systematic theoretical model for intervention training of children's spatial abilities. In addition, many of the current spatial ability trainings mainly rely on two-dimensional visual space, and there is still a need to further expand the design of intervention systems in three-dimensional visual space. In this paper, we explore a spatial cognition intervention method for children based on augmented reality technology, and design and develop an implementation of this approach in a system we call Spatial Adventure. Containing five major game levels, it comprehensively covers the training content of five spatial sub-elements: mental rotation, spatial relations, spatial visualization, spatial perception, and spatial orientation. Finally, the effectiveness of this method on children's spatial ability enhancement is verified through experiments.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100783"},"PeriodicalIF":0.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221068","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}
Pub Date : 2025-09-11DOI: 10.1016/j.ijcci.2025.100779
Hanna Aarnio , Kaiju Kangas , Maria Clavert , Auli Toom
In design-based technology education, collaborative assessment between pupils and teachers has been shown to be a key element in facilitating learning. Previous studies have focused on formative, diagnostic, and summative forms of assessment limited to pupils' learning. However, it remains unknown how these forms are manifested in design-based technology projects that involve collaborative assessment between teachers and pupils. This study takes a longitudinal perspective on collaborative assessment by examining classroom interactions in a board game design project implemented in a Finnish primary school. The participants were two experienced craft teachers and six pupils who worked on collaborative designing in two small groups. The video data were analyzed by following a three-level approach, including macro, meso, and micro levels. The results were visualized with Process-Rugs, which showed assessment connected to verbal and embodied design activities. The findings revealed that pupils' and teachers' collaboration in assessment varied at different stages of the technology project. Peer assessment was most common after the project's midpoint, while teacher–pupil collaboration focused on the beginning and end parts. Formative and summative assessment were prevalent in collaboration between pupils, while teachers led the diagnostic assessment activities.
{"title":"Collaborative assessment in design-based technology education","authors":"Hanna Aarnio , Kaiju Kangas , Maria Clavert , Auli Toom","doi":"10.1016/j.ijcci.2025.100779","DOIUrl":"10.1016/j.ijcci.2025.100779","url":null,"abstract":"<div><div>In design-based technology education, collaborative assessment between pupils and teachers has been shown to be a key element in facilitating learning. Previous studies have focused on formative, diagnostic, and summative forms of assessment limited to pupils' learning. However, it remains unknown how these forms are manifested in design-based technology projects that involve collaborative assessment between teachers and pupils. This study takes a longitudinal perspective on collaborative assessment by examining classroom interactions in a board game design project implemented in a Finnish primary school. The participants were two experienced craft teachers and six pupils who worked on collaborative designing in two small groups. The video data were analyzed by following a three-level approach, including macro, meso, and micro levels. The results were visualized with Process-Rugs, which showed assessment connected to verbal and embodied design activities. The findings revealed that pupils' and teachers' collaboration in assessment varied at different stages of the technology project. Peer assessment was most common after the project's midpoint, while teacher–pupil collaboration focused on the beginning and end parts. Formative and summative assessment were prevalent in collaboration between pupils, while teachers led the diagnostic assessment activities.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100779"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221069","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}
Pub Date : 2025-09-11DOI: 10.1016/j.ijcci.2025.100782
Meryl Alper, Eunju Pak, Eileen McGivney, Veronica Rubinsztain
Extended reality (XR) technologies have the potential to shift the digital landscape for young people's education, play, and social interactions. However, the immersive and data-intensive nature of these technologies also poses risks for young people, with autistic children and/or those with ADHD (i.e., neurodivergent children) experiencing specific vulnerabilities. We conducted an interview study with 21 neurodivergent children ages 8–13, drawing on animated speculative future use scenarios as a discussion prompt, to identify their views on the possibilities and limitations of XR technologies. While their ethical critiques overlapped significantly with those of neurotypical children in prior work, they also offered novel interpretations (e.g., the importance of neurodivergent individuals being involved in XR design; heightened potential for problematic media use with VR). This study contributes to the child-computer interaction community by surfacing the views of a population whose first-person accounts of novel technologies are underrepresented. In addition, our work offers valuable insights into ethical XR research with and design for neurodivergent children, considering their priorities, interests, and concerns.
{"title":"“Someone who has ADHD or someone who has autism should make the Rules”: A participatory study of neurodivergent Child perspectives on the ethics of Extended reality technologies","authors":"Meryl Alper, Eunju Pak, Eileen McGivney, Veronica Rubinsztain","doi":"10.1016/j.ijcci.2025.100782","DOIUrl":"10.1016/j.ijcci.2025.100782","url":null,"abstract":"<div><div>Extended reality (XR) technologies have the potential to shift the digital landscape for young people's education, play, and social interactions. However, the immersive and data-intensive nature of these technologies also poses risks for young people, with autistic children and/or those with ADHD (i.e., neurodivergent children) experiencing specific vulnerabilities. We conducted an interview study with 21 neurodivergent children ages 8–13, drawing on animated speculative future use scenarios as a discussion prompt, to identify their views on the possibilities and limitations of XR technologies. While their ethical critiques overlapped significantly with those of neurotypical children in prior work, they also offered novel interpretations (e.g., the importance of neurodivergent individuals being involved in XR design; heightened potential for problematic media use with VR). This study contributes to the child-computer interaction community by surfacing the views of a population whose first-person accounts of novel technologies are underrepresented. In addition, our work offers valuable insights into ethical XR research with and design for neurodivergent children, considering their priorities, interests, and concerns.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100782"},"PeriodicalIF":0.0,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049937","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}
Pub Date : 2025-09-06DOI: 10.1016/j.ijcci.2025.100771
Ari Beckingham , Larissa Pschetz , Andrew Manches , Bettina Nissen
Climate change is often presented to children within narratives that seem disconnected from their daily lives. This distancing can compromise their sense of agency towards it potentially leading to anxiety, a sense of helplessness, or disdain. Our research addresses this disconnection by exploring the use of Augmented Reality (AR) to reveal subtle, yet critical, impacts of climate change on local species interactions. We specifically explore “phenological mismatches”, which occur when species seasonal patterns change, causing species that typically rely on them to fall out of sync, compromising their very survival. Such phenomena are becoming increasingly common due to climate-induced changes in environmental cues. To engage children with such subtle and yet pervasive climate-change phenomena in an accessible way, we developed “EcoARology,” a probe app that illustrates such phenomena while connecting it to children's environments and species that they are likely to be familiar with, ultimately giving them tools to discuss and explore actions within their own scope of agency. Workshops with 17 children and 13 caregivers revealed the ways the tool prompted conversations and how a sense of agency changed as 1) children and caregivers transitioned from fantastical to realistic ideas and, 2) from personal daily actions to broader climate issues. The work highlights the potential of AR as a tool to foster a sense of connection with climate change issues and its pivotal role in enhancing children's understanding and empathy towards these issues.
{"title":"EcoARology: Using AR to empower children in the face of climate change","authors":"Ari Beckingham , Larissa Pschetz , Andrew Manches , Bettina Nissen","doi":"10.1016/j.ijcci.2025.100771","DOIUrl":"10.1016/j.ijcci.2025.100771","url":null,"abstract":"<div><div>Climate change is often presented to children within narratives that seem disconnected from their daily lives. This distancing can compromise their sense of agency towards it potentially leading to anxiety, a sense of helplessness, or disdain. Our research addresses this disconnection by exploring the use of Augmented Reality (AR) to reveal subtle, yet critical, impacts of climate change on local species interactions. We specifically explore “phenological mismatches”, which occur when species seasonal patterns change, causing species that typically rely on them to fall out of sync, compromising their very survival. Such phenomena are becoming increasingly common due to climate-induced changes in environmental cues. To engage children with such subtle and yet pervasive climate-change phenomena in an accessible way, we developed “EcoARology,” a probe app that illustrates such phenomena while connecting it to children's environments and species that they are likely to be familiar with, ultimately giving them tools to discuss and explore actions within their own scope of agency. Workshops with 17 children and 13 caregivers revealed the ways the tool prompted conversations and how a sense of agency changed as 1) children and caregivers transitioned from fantastical to realistic ideas and, 2) from personal daily actions to broader climate issues. The work highlights the potential of AR as a tool to foster a sense of connection with climate change issues and its pivotal role in enhancing children's understanding and empathy towards these issues.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100771"},"PeriodicalIF":0.0,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106990","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}
Pub Date : 2025-09-02DOI: 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.
{"title":"Investigating children ’s multimodal enactment in Digitally Augmented Tabletop storytelling","authors":"Ting Liu , Gabriela Gomez , Frank M. Shipman","doi":"10.1016/j.ijcci.2025.100770","DOIUrl":"10.1016/j.ijcci.2025.100770","url":null,"abstract":"<div><div>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.</div><div>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.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100770"},"PeriodicalIF":0.0,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145011148","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}
Pub Date : 2025-09-01DOI: 10.1016/j.ijcci.2025.100761
{"title":"Erratum regarding missing selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100761","DOIUrl":"10.1016/j.ijcci.2025.100761","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100761"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048741","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}
Pub Date : 2025-09-01DOI: 10.1016/j.ijcci.2025.100762
{"title":"Erratum regarding missing parent's consent statement due to children participation in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100762","DOIUrl":"10.1016/j.ijcci.2025.100762","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100762"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048742","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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