Pub Date : 2025-12-01Epub Date: 2025-08-30DOI: 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.
{"title":"Social imaginaries as a lens on co-designing environmental sustainability","authors":"Jerry Fails , Aurora Constantin , Eva Eriksson , Janet Read , Gavin Sim , Marie Boden , Jessica Korte , Sanjana Bhatnagar , Judith Good","doi":"10.1016/j.ijcci.2025.100759","DOIUrl":"10.1016/j.ijcci.2025.100759","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100759"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049936","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 : 2025-12-01Epub 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":"2025-12-01","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 : 2025-12-01Epub 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":"2025-12-01","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 : 2025-12-01Epub 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":"2025-12-01","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 : 2025-12-01Epub 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":"2025-12-01","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 : 2025-12-01Epub 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":"2025-12-01","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 : 2025-12-01Epub 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":"2025-12-01","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 : 2025-12-01Epub Date: 2025-09-12DOI: 10.1016/j.ijcci.2025.100772
Eva Eriksson , Ole Sejer Iversen , Marie-Monique Schaper , Gökçe Elif Baykal , Greg Walsh , Juan Pablo Hourcade , Janet Read
Child–computer Interaction (CCI) is an established research field with its own conference and journal for disseminating results and community engagement. However, there are voices calling for the field to mature (e.g. Torgersson, Bekker, Barendregt, Eriksson, and Frauenberger (2019)). One way to address that is to discuss the ever evolving CCI curriculum in order to discover what efforts are made for engaging a new generation of researchers in the field. This special issue seeks to gather informative and inspirational perspectives on teaching CCI in order to engage the next generation of researchers in the field. Our hope is that this special issue will not only serve as knowledge sharing within the community, but also inspire more people to start teaching CCI and thereby open up for engaging the next generation of researchers.
{"title":"Engaging the next generation of Child–Computer Interaction researchers: Teaching CCI","authors":"Eva Eriksson , Ole Sejer Iversen , Marie-Monique Schaper , Gökçe Elif Baykal , Greg Walsh , Juan Pablo Hourcade , Janet Read","doi":"10.1016/j.ijcci.2025.100772","DOIUrl":"10.1016/j.ijcci.2025.100772","url":null,"abstract":"<div><div>Child–computer Interaction (CCI) is an established research field with its own conference and journal for disseminating results and community engagement. However, there are voices calling for the field to mature (e.g. <span><span>Torgersson, Bekker, Barendregt, Eriksson, and Frauenberger (2019)</span></span>). One way to address that is to discuss the ever evolving CCI curriculum in order to discover what efforts are made for engaging a new generation of researchers in the field. This special issue seeks to gather informative and inspirational perspectives on teaching CCI in order to engage the next generation of researchers in the field. Our hope is that this special issue will not only serve as knowledge sharing within the community, but also inspire more people to start teaching CCI and thereby open up for engaging the next generation of researchers.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100772"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747077","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 : 2025-12-01Epub Date: 2025-11-08DOI: 10.1016/j.ijcci.2025.100789
Anna Sjödahl , Andreas Eckert
Visual programming has become a popular way to provide young students with the opportunity to engage in complex problem-solving, often referred to as computational thinking. Most frameworks for computational thinking are comprehensive yet lack a fine-grained perspective on young students' engagement in programming. Therefore, this paper aims to unpack young students’ enacted problem-solving as they engage in open-ended programming in a visual programming environment (VPE). Through the lens of abstracting and decomposing, we contribute with a close-up understanding of how young students tackle complex problems in a VPE. Data generated in a Swedish first-grade classroom consisted of screen recordings and plans from 13 student pairs, working during four lessons to produce animated stories in ScratchJr. Through the analysis, six enactment patterns were constructed, showing that students as young as seven to eight years old can solve problems involving multiple components, arranging them into cohesive solutions. There were major differences in the problem-solving process involving whether or not the students followed their plans, captured in plan-driven and in-the-moment enactment patterns. Plan-driven enactment patterns elicited shifts within abstracting and decomposing practices, which we consider essential for programming since such enactment patterns more often elicit complex problem-solving. The results suggest that young students should be encouraged to use plans extensively when working in a VPE.
{"title":"Young students’ enactment patterns in visual programming – 'plan-driven' or 'in-the-moment'","authors":"Anna Sjödahl , Andreas Eckert","doi":"10.1016/j.ijcci.2025.100789","DOIUrl":"10.1016/j.ijcci.2025.100789","url":null,"abstract":"<div><div>Visual programming has become a popular way to provide young students with the opportunity to engage in complex problem-solving, often referred to as computational thinking. Most frameworks for computational thinking are comprehensive yet lack a fine-grained perspective on young students' engagement in programming. Therefore, this paper aims to unpack young students’ enacted problem-solving as they engage in open-ended programming in a visual programming environment (VPE). Through the lens of abstracting and decomposing, we contribute with a close-up understanding of how young students tackle complex problems in a VPE. Data generated in a Swedish first-grade classroom consisted of screen recordings and plans from 13 student pairs, working during four lessons to produce animated stories in ScratchJr. Through the analysis, six enactment patterns were constructed, showing that students as young as seven to eight years old can solve problems involving multiple components, arranging them into cohesive solutions. There were major differences in the problem-solving process involving whether or not the students followed their plans, captured in plan-driven and in-the-moment enactment patterns. Plan-driven enactment patterns elicited shifts within abstracting and decomposing practices, which we consider essential for programming since such enactment patterns more often elicit complex problem-solving. The results suggest that young students should be encouraged to use plans extensively when working in a VPE.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100789"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525599","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 : 2025-12-01Epub Date: 2025-09-30DOI: 10.1016/j.ijcci.2025.100784
Elin A. Björling , Kung Jin Lee , Jin Ha Lee , Ruican Zhong , Sean Roth , Juan Rubio
{"title":"Corrigendum to “Designing for Teen Mental Health: An exploration of the co-design of virtual reality in the public library setting” [International Journal of Child-Computer Interaction 42 (2024) 1–12 100693]","authors":"Elin A. Björling , Kung Jin Lee , Jin Ha Lee , Ruican Zhong , Sean Roth , Juan Rubio","doi":"10.1016/j.ijcci.2025.100784","DOIUrl":"10.1016/j.ijcci.2025.100784","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"46 ","pages":"Article 100784"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747078","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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