Pub Date : 2025-07-18DOI: 10.1016/j.ijcci.2025.100765
Youjung Jung, Michael Tscholl, Ying Xie
This two-phase study investigated the effect of unplugged activities (UAs) on learning computational thinking (CT) with educational robotics (ERs) of upper elementary school students. In Phase 1, we conducted a case study, using multiple sources of qualitative data to identify challenges students encountered in learning CT with ERs. We found that children often failed to explicitly program robot behaviors, had difficulties shifting between allocentric and egocentric reference frames, and understanding the ‘flow of control’. Based on these findings, we developed UAs to help students practicing task decomposition, identifying patterns in tasks, and applying abstraction and algorithmic thinking. In Phase 2, we tested the effects of the UAs in a quasi-experimental study conducted in a summer school. The results show that UAs targeting students' challenges significantly improved their learning of CT skills and programming. We discuss our approach and findings in relation to developing practical intervention designs for teachers and curriculum developers.
{"title":"Enhancing computational thinking in upper elementary: A two-phase study examining the effect of unplugged activities","authors":"Youjung Jung, Michael Tscholl, Ying Xie","doi":"10.1016/j.ijcci.2025.100765","DOIUrl":"10.1016/j.ijcci.2025.100765","url":null,"abstract":"<div><div>This two-phase study investigated the effect of unplugged activities (UAs) on learning computational thinking (CT) with educational robotics (ERs) of upper elementary school students. In Phase 1, we conducted a case study, using multiple sources of qualitative data to identify challenges students encountered in learning CT with ERs. We found that children often failed to explicitly program robot behaviors, had difficulties shifting between allocentric and egocentric reference frames, and understanding the ‘flow of control’. Based on these findings, we developed UAs to help students practicing task decomposition, identifying patterns in tasks, and applying abstraction and algorithmic thinking. In Phase 2, we tested the effects of the UAs in a quasi-experimental study conducted in a summer school. The results show that UAs targeting students' challenges significantly improved their learning of CT skills and programming. We discuss our approach and findings in relation to developing practical intervention designs for teachers and curriculum developers.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100765"},"PeriodicalIF":0.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686574","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}
To thrive in a rapidly changing world, children need opportunities to develop agency. Fab Labs and makerspaces, equipped with digital fabrication tools, offer empowering settings where children can design and build their own creations while developing STEM competencies. This study investigates how making activities in such settings can foster agency by engaging children as active participants in a co-creative and participatory intervention grounded in Self-Determination Theory. Using a design-based research approach, three iterations of a four-week workshop series were conducted with N = 66 children and adolescents aged 9–13. Design thinking provided a guiding structure for children to generate and pursue their own ideas and for mentors to support the open-ended processes. Findings show that participants successfully engaged in self-directed and independent making activities, experienced agency, and continued their engagement. The study demonstrates the potential of Fab Labs to foster self-regulation and highlights the importance of iterative, participatory approaches for developing empowering interventions. It contributes to promoting equity in informal STEM education and offers both theoretical and practical implications, as well as further avenues for research.
{"title":"Design-based research and design thinking in the Fab Lab: Developing an intervention to spark empowering making activities among children and adolescents","authors":"Kathrin Smolarczyk, Magdalena Virgo, Omed Abed, Rolf Becker","doi":"10.1016/j.ijcci.2025.100763","DOIUrl":"10.1016/j.ijcci.2025.100763","url":null,"abstract":"<div><div>To thrive in a rapidly changing world, children need opportunities to develop agency. Fab Labs and makerspaces, equipped with digital fabrication tools, offer empowering settings where children can design and build their own creations while developing STEM competencies. This study investigates how making activities in such settings can foster agency by engaging children as active participants in a co-creative and participatory intervention grounded in Self-Determination Theory. Using a design-based research approach, three iterations of a four-week workshop series were conducted with <em>N</em> = 66 children and adolescents aged 9–13. Design thinking provided a guiding structure for children to generate and pursue their own ideas and for mentors to support the open-ended processes. Findings show that participants successfully engaged in self-directed and independent making activities, experienced agency, and continued their engagement. The study demonstrates the potential of Fab Labs to foster self-regulation and highlights the importance of iterative, participatory approaches for developing empowering interventions. It contributes to promoting equity in informal STEM education and offers both theoretical and practical implications, as well as further avenues for research.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100763"},"PeriodicalIF":0.0,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144724982","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 : 2025-06-18DOI: 10.1016/j.ijcci.2025.100750
Franciely Alves de Souza , Suzerlly Vanderley Lopes Pires , Sara Raquel Araujo Leal , Cristian Camilo Millan Arias , Evanderson Heleno do Aguiar , Rogério Pontes de Araújo , Manoel Henrique da Nóbrega Marinho , Bruno José Torres Fernandes , Carlo Marcelo Revoredo da Silva
Recent Brazilian school surveys highlight a growing enrollment of students with Autism Spectrum Disorder (ASD) in early childhood education, emphasizing the need for inclusive tools to address their unique challenges. Children with ASD often exhibit deficits in Executive Functions (EFs), such as working memory, cognitive flexibility, and inhibitory control, which are critical for learning and self-regulation. This study aims to develop and evaluate a Serious Game (SG) tailored to monitor and stimulate EFs in children with ASD, integrating usability requirements (URs) and autism-friendly design principles. The game features three activities – Memory, Shadow-matching, and Painting – designed to assess and enhance EFs. A case study involved 12 Brazilian children aged 3 to 6 years (6 with ASD and 6 as a control group), with support from Specialized Educational Assistance (SEA). Data from 640 sessions were analyzed using therapist-supported Exploratory Data Analysis (EDA). Findings reveal significant differences in EF performance between ASD and control groups, particularly in error rates, help requests, and session durations. The game effectively engaged children with ASD, maintaining their participation and motivation. The SG shows promise as an inclusive educational tool, fostering EF development in children with ASD. A publicly available dataset supports further research in adaptive technologies.
{"title":"Towards serious games through a playful approach for children with autism spectrum disorder","authors":"Franciely Alves de Souza , Suzerlly Vanderley Lopes Pires , Sara Raquel Araujo Leal , Cristian Camilo Millan Arias , Evanderson Heleno do Aguiar , Rogério Pontes de Araújo , Manoel Henrique da Nóbrega Marinho , Bruno José Torres Fernandes , Carlo Marcelo Revoredo da Silva","doi":"10.1016/j.ijcci.2025.100750","DOIUrl":"10.1016/j.ijcci.2025.100750","url":null,"abstract":"<div><div>Recent Brazilian school surveys highlight a growing enrollment of students with Autism Spectrum Disorder (ASD) in early childhood education, emphasizing the need for inclusive tools to address their unique challenges. Children with ASD often exhibit deficits in Executive Functions (EFs), such as working memory, cognitive flexibility, and inhibitory control, which are critical for learning and self-regulation. This study aims to develop and evaluate a Serious Game (SG) tailored to monitor and stimulate EFs in children with ASD, integrating usability requirements (URs) and autism-friendly design principles. The game features three activities – Memory, Shadow-matching, and Painting – designed to assess and enhance EFs. A case study involved 12 Brazilian children aged 3 to 6 years (6 with ASD and 6 as a control group), with support from Specialized Educational Assistance (SEA). Data from 640 sessions were analyzed using therapist-supported Exploratory Data Analysis (EDA). Findings reveal significant differences in EF performance between ASD and control groups, particularly in error rates, help requests, and session durations. The game effectively engaged children with ASD, maintaining their participation and motivation. The SG shows promise as an inclusive educational tool, fostering EF development in children with ASD. A publicly available dataset supports further research in adaptive technologies.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100750"},"PeriodicalIF":0.0,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321390","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 : 2025-06-13DOI: 10.1016/j.ijcci.2025.100751
Burcu Ünlütabak , Duygun Erol Barkana
As programmable virtual agents/robots are becoming increasingly common, it is essential to examine children's interactions with these technological tools. In this study, we examined how 35 5 to 9-year-old children interact with a social robot (NAO) during a Question Elicitation Task. Following receiving informed consent and demographics information from parents, we tested children individually in their schools. We invited children to ask questions to the robot about animals and objects. The robot provided scripted responses to children's questions across informative and noninformative answer conditions, presented in a fixed order. Children first received informative answers, and then non-informative answers. We simulated smooth conversations with the robot using a Wizard of Oz teleoperation interface using a Python GUI. This interface allowed us to respond to children's questions via a scripted response database generated by GPT-4 that we reviewed and edited for accuracy. If children asked questions beyond the database, this interface also allowed us to regenerate responses from GPT-4 online. Findings showed that children perceived robots as a friendly technological device rather than a living entity and asked the robot information-seeking questions about animals and objects. About 25–30 % of children's information-seeking questions were explanation-seeking. They asked fewer questions when they received non-informative answers than informative answers but this effect disappeared when frequency of questions were adjusted for the length of talk. Children mostly asked about label, function/behavior and physical properties of the items. We discuss these findings within the context of children's learning from social robots.
随着可编程虚拟代理/机器人变得越来越普遍，检查儿童与这些技术工具的互动是必不可少的。在这项研究中，我们研究了35名5至9岁的儿童在问题引出任务中如何与社交机器人（NAO）互动。在获得家长的知情同意和人口统计信息后，我们在他们的学校对儿童进行了单独测试。我们邀请孩子们向机器人提问关于动物和物体的问题。机器人对孩子们的问题按照固定的顺序，在有信息和没有信息的情况下提供脚本式的回答。孩子们首先得到了信息性的答案，然后是非信息性的答案。我们使用一个Python GUI的Wizard of Oz远程操作界面来模拟与机器人的流畅对话。这个界面允许我们通过GPT-4生成的脚本回答数据库来回答孩子们的问题，我们对这些数据库进行了审查和编辑，以确保准确性。如果孩子们问的问题超出了数据库，这个界面还允许我们重新生成GPT-4的在线回答。研究结果表明，儿童将机器人视为一种友好的技术设备，而不是一个活生生的实体，并向机器人询问有关动物和物体的信息。约25 - 30%的儿童信息寻求问题为解释寻求问题。当他们得到非信息性答案时，他们问的问题比得到信息性答案时少，但当问题的频率根据谈话的长度进行调整时，这种影响就消失了。孩子们主要询问物品的标签、功能/行为和物理性质。我们在儿童向社交机器人学习的背景下讨论这些发现。
{"title":"Children's information search with social robots: A focus on Children's question-asking behavior","authors":"Burcu Ünlütabak , Duygun Erol Barkana","doi":"10.1016/j.ijcci.2025.100751","DOIUrl":"10.1016/j.ijcci.2025.100751","url":null,"abstract":"<div><div>As programmable virtual agents/robots are becoming increasingly common, it is essential to examine children's interactions with these technological tools. In this study, we examined how 35 5 to 9-year-old children interact with a social robot (NAO) during a Question Elicitation Task. Following receiving informed consent and demographics information from parents, we tested children individually in their schools. We invited children to ask questions to the robot about animals and objects. The robot provided scripted responses to children's questions across informative and noninformative answer conditions, presented in a fixed order. Children first received informative answers, and then non-informative answers. We simulated smooth conversations with the robot using a Wizard of Oz teleoperation interface using a Python GUI. This interface allowed us to respond to children's questions via a scripted response database generated by GPT-4 that we reviewed and edited for accuracy. If children asked questions beyond the database, this interface also allowed us to regenerate responses from GPT-4 online. Findings showed that children perceived robots as a friendly technological device rather than a living entity and asked the robot information-seeking questions about animals and objects. About 25–30 % of children's information-seeking questions were explanation-seeking. They asked fewer questions when they received non-informative answers than informative answers but this effect disappeared when frequency of questions were adjusted for the length of talk. Children mostly asked about label, function/behavior and physical properties of the items. We discuss these findings within the context of children's learning from social robots.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100751"},"PeriodicalIF":0.0,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298999","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 : 2025-06-05DOI: 10.1016/j.ijcci.2025.100738
Abhishek Kulkarni , David Magda , Rebecca Ward , Yerika Jimenez , Monica Hernandez , Ting Liu , Christina Gardner-McCune , Francis Quek , Rebecca Schlegel , Sharon Lynn Chu
Making has historically encompassed electronics and digital fabrication technologies. Increasingly, Making projects have started incorporating computational aspects. For example, a microprocessor board is attached to electronics and 3D-printed components so that they can be programmed to perform certain functions. Adding computation to Making enables a creation to become more dynamic and interactive. However, incorporating computation into Making also increases the difficulty of integrating Making into formal educational settings not only because students need to handle an additional set of skills and concepts, but also in terms of the additional overhead in preparation. This work deployed computationally-based Making activities in authentic 5th and 6th grade (ages 10 to 12) science classrooms with 442 students in a public school in the United States for one year. Our research adopts the Design-Based Research (DBR) methodology, and this paper presents insights from our retrospective process of reflection, especially in terms of the challenges of integrating computation-based Making in the school context. Our findings indicate four key challenges to incorporate computation-based Making projects in the formal public school context on a sustained basis; achieving balance between science, Making, and computational thinking, making connections between these distinct concepts apparent, organizational and operational issues, and the delivery of designed lesson plans. Despite these challenges, we believe the potential for a positive impact is large. We make two primary contributions; a comprehensive description of an at-scale computation-based Making project as well as learnings for future Making work in formal educational settings.
{"title":"Deploying computation-based Making projects in authentic public school classrooms at scale: Lessons learned","authors":"Abhishek Kulkarni , David Magda , Rebecca Ward , Yerika Jimenez , Monica Hernandez , Ting Liu , Christina Gardner-McCune , Francis Quek , Rebecca Schlegel , Sharon Lynn Chu","doi":"10.1016/j.ijcci.2025.100738","DOIUrl":"10.1016/j.ijcci.2025.100738","url":null,"abstract":"<div><div>Making has historically encompassed electronics and digital fabrication technologies. Increasingly, Making projects have started incorporating computational aspects. For example, a microprocessor board is attached to electronics and 3D-printed components so that they can be programmed to perform certain functions. Adding computation to Making enables a creation to become more dynamic and interactive. However, incorporating computation into Making also increases the difficulty of integrating Making into formal educational settings not only because students need to handle an additional set of skills and concepts, but also in terms of the additional overhead in preparation. This work deployed computationally-based Making activities in authentic 5th and 6th grade (ages 10 to 12) science classrooms with 442 students in a public school in the United States for one year. Our research adopts the Design-Based Research (DBR) methodology, and this paper presents insights from our retrospective process of reflection, especially in terms of the challenges of integrating computation-based Making in the school context. Our findings indicate four key challenges to incorporate computation-based Making projects in the formal public school context on a sustained basis; achieving balance between science, Making, and computational thinking, making connections between these distinct concepts apparent, organizational and operational issues, and the delivery of designed lesson plans. Despite these challenges, we believe the potential for a positive impact is large. We make two primary contributions; a comprehensive description of an at-scale computation-based Making project as well as learnings for future Making work in formal educational settings.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100738"},"PeriodicalIF":0.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263595","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 : 2025-06-01DOI: 10.1016/j.ijcci.2025.100742
{"title":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100742","DOIUrl":"10.1016/j.ijcci.2025.100742","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100742"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239705","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 : 2025-06-01DOI: 10.1016/j.ijcci.2025.100745
{"title":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100745","DOIUrl":"10.1016/j.ijcci.2025.100745","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100745"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240014","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 : 2025-06-01DOI: 10.1016/j.ijcci.2025.100746
{"title":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100746","DOIUrl":"10.1016/j.ijcci.2025.100746","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100746"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240015","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 : 2025-06-01DOI: 10.1016/j.ijcci.2025.100744
{"title":"Erratum regarding missing Selection and participation statement in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100744","DOIUrl":"10.1016/j.ijcci.2025.100744","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100744"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239706","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 : 2025-06-01DOI: 10.1016/j.ijcci.2025.100743
{"title":"Erratum regarding missing parent’s consent statement due to children participation in previously published article","authors":"","doi":"10.1016/j.ijcci.2025.100743","DOIUrl":"10.1016/j.ijcci.2025.100743","url":null,"abstract":"","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100743"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239704","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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