Pub Date : 2025-09-01Epub Date: 2025-07-29DOI: 10.1016/j.ijcci.2025.100766
Yu-Yu Liu , Christian Dindler , Ole S. Iversen , Yasmin B. Kafai
Child-Computer Interaction (CCI) research has shown growing interest in Computational Empowerment (CE), yet there remains a lack of focus on assessment practices that can substantiate its outcomes. This paper presents a semi-systematic review to examine current approaches to assessing CE in CCI, investigate how these assessments connect to learning activities, and propose research directions for improving CE assessments. Our findings reveal that most studies are situated in formal educational settings and primarily aim to evaluate proposed technologies or learning models, but often with limited educator involvement. Assessment methods primarily rely on observations, feedback, reflection, and self-reports, but many do not specify theoretical frameworks. In response, we advocate for recentering participatory design in CE by fostering sustainable collaboration with educators. We propose strengthening CE assessment practices by building upon exemplary studies and focusing on three key areas aligned with the pillars of learning design: (1) refining and advancing CE learning goals, (2) integrating learning theories into assessment design, and (3) developing activities grounded in formative assessment principles.
{"title":"A semi-systematic literature review for improving assessment goals, practices, and strategies for promoting computational empowerment in K-12 education","authors":"Yu-Yu Liu , Christian Dindler , Ole S. Iversen , Yasmin B. Kafai","doi":"10.1016/j.ijcci.2025.100766","DOIUrl":"10.1016/j.ijcci.2025.100766","url":null,"abstract":"<div><div>Child-Computer Interaction (CCI) research has shown growing interest in Computational Empowerment (CE), yet there remains a lack of focus on assessment practices that can substantiate its outcomes. This paper presents a semi-systematic review to examine current approaches to assessing CE in CCI, investigate how these assessments connect to learning activities, and propose research directions for improving CE assessments. Our findings reveal that most studies are situated in formal educational settings and primarily aim to evaluate proposed technologies or learning models, but often with limited educator involvement. Assessment methods primarily rely on observations, feedback, reflection, and self-reports, but many do not specify theoretical frameworks. In response, we advocate for recentering participatory design in CE by fostering sustainable collaboration with educators. We propose strengthening CE assessment practices by building upon exemplary studies and focusing on three key areas aligned with the pillars of learning design: (1) refining and advancing CE learning goals, (2) integrating learning theories into assessment design, and (3) developing activities grounded in formative assessment principles.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100766"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144772573","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 : 2025-09-01Epub 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":"2025-09-01","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}
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":"2025-09-01","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 : 2025-09-01Epub Date: 2025-08-19DOI: 10.1016/j.ijcci.2025.100767
Ceren Ocak , Aman Yadav , Kathryn M. Rich
This study explores the impact of computational thinking (CT) on enhancing metacognitive strategies among young learners. We conducted one-on-one video interviews with four fifth-grade students as they participated in an adapted version of the unplugged CT activity, Bebras's (2019) Programming Lamps Task. Our findings suggest that CT particularly contributes to the development of self-monitoring and evaluation strategies, such as continuous assessment of one's performance and adopting new strategies and exploring alternatives when existing solutions fail. These were particularly evident as students decomposed problems and developed step-by-step solutions in response to evolving challenges within the task scenarios. Overall, this paper discusses the potential connection between CT and metacognitive strategies, focusing how CT can be a valuable tool for teachers in developing their students' problem-solving abilities and academic performance.
{"title":"Exploring young children's metacognition during unplugged computational thinking","authors":"Ceren Ocak , Aman Yadav , Kathryn M. Rich","doi":"10.1016/j.ijcci.2025.100767","DOIUrl":"10.1016/j.ijcci.2025.100767","url":null,"abstract":"<div><div>This study explores the impact of computational thinking (CT) on enhancing metacognitive strategies among young learners. We conducted one-on-one video interviews with four fifth-grade students as they participated in an adapted version of the unplugged CT activity, Bebras's (2019) Programming Lamps Task. Our findings suggest that CT particularly contributes to the development of self-monitoring and evaluation strategies, such as continuous assessment of one's performance and adopting new strategies and exploring alternatives when existing solutions fail. These were particularly evident as students decomposed problems and developed step-by-step solutions in response to evolving challenges within the task scenarios. Overall, this paper discusses the potential connection between CT and metacognitive strategies, focusing how CT can be a valuable tool for teachers in developing their students' problem-solving abilities and academic performance.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100767"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144893239","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 : 2025-09-01Epub Date: 2025-06-27DOI: 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 : 2025-09-01Epub 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":"2025-09-01","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}
Pub Date : 2025-09-01Epub Date: 2025-07-19DOI: 10.1016/j.ijcci.2025.100760
Giorgia Adorni , Alberto Piatti
Algorithmic thinking (AT) is a critical skill in today’s digital society, and it is indispensable not only in computer science-related fields but also in everyday problem-solving. As a foundational component of digital education and literacy, fostering AT skills is increasingly relevant for all students and should become a standard part of compulsory education. However, successfully integrating AT into formal education requires effective teaching strategies and robust and scalable assessment procedures. In this paper, we present the design and development process of the virtual Cross Array Task (CAT), a digital adaptation of an unplugged assessment activity aimed at evaluating algorithmic skills in Swiss compulsory education. The development process followed iterative design cycles, incorporating expert evaluations to refine the tool’s usability, accessibility and functionality. A participatory design study played a dual role in shaping the platform. First, it gathered valuable insights from end users, including students and teachers, to ensure the tool’s relevance and practicality in classroom settings. Second, it facilitated the collection and preliminary analysis of data related to students’ AT skills, providing an initial evaluation of the tool’s assessment capabilities across various developmental stages. This was achieved through a pilot study involving a diverse group of students aged 4 to 12, spanning preschool to lower secondary school levels. The resulting instrument features multilingual support and includes both gesture-based and visual block-based programming interfaces, making it accessible to a broad range of learners. Findings from the pilot study demonstrate the platform’s usability and accessibility, as well as its suitability for assessing AT skills, with preliminary results showing its ability to cater to diverse age groups and educational contexts. Additionally, the CAT has proven capable of handling large-scale, automated assessments, offering a scalable solution for integrating AT evaluation into education systems.
{"title":"Designing the virtual CAT: A digital tool for algorithmic thinking assessment in compulsory education","authors":"Giorgia Adorni , Alberto Piatti","doi":"10.1016/j.ijcci.2025.100760","DOIUrl":"10.1016/j.ijcci.2025.100760","url":null,"abstract":"<div><div>Algorithmic thinking (AT) is a critical skill in today’s digital society, and it is indispensable not only in computer science-related fields but also in everyday problem-solving. As a foundational component of digital education and literacy, fostering AT skills is increasingly relevant for all students and should become a standard part of compulsory education. However, successfully integrating AT into formal education requires effective teaching strategies and robust and scalable assessment procedures. In this paper, we present the design and development process of the virtual Cross Array Task (CAT), a digital adaptation of an unplugged assessment activity aimed at evaluating algorithmic skills in Swiss compulsory education. The development process followed iterative design cycles, incorporating expert evaluations to refine the tool’s usability, accessibility and functionality. A participatory design study played a dual role in shaping the platform. First, it gathered valuable insights from end users, including students and teachers, to ensure the tool’s relevance and practicality in classroom settings. Second, it facilitated the collection and preliminary analysis of data related to students’ AT skills, providing an initial evaluation of the tool’s assessment capabilities across various developmental stages. This was achieved through a pilot study involving a diverse group of students aged 4 to 12, spanning preschool to lower secondary school levels. The resulting instrument features multilingual support and includes both gesture-based and visual block-based programming interfaces, making it accessible to a broad range of learners. Findings from the pilot study demonstrate the platform’s usability and accessibility, as well as its suitability for assessing AT skills, with preliminary results showing its ability to cater to diverse age groups and educational contexts. Additionally, the CAT has proven capable of handling large-scale, automated assessments, offering a scalable solution for integrating AT evaluation into education systems.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100760"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144679588","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 : 2025-09-01Epub Date: 2025-08-14DOI: 10.1016/j.ijcci.2025.100768
Mariana A. Tamashiro , Marie-Monique A. Schaper , Ole Iversen , Maarten Van Mechelen , Rachel C. Smith
We report from a fiction-based teaching activity in K-9 education in which 41 students (aged 13-15 y) were taught about the societal implications of emerging technologies – in this case, facial recognition technologies. Whereas current Child-Computer Interaction research primarily focuses on technical and conceptual aspects of emerging technologies in K-9 education, less emphasis has been put on the societal implications of emerging technologies. This is due to the complexity of these societal implications for K-9 students, the typical separation of technical and societal elements in K-9 teaching, as well as the influence of assumptions regarding technology implications. Based on prior Child-Computer Interaction research on fiction-based activities in educational contexts, we demonstrate how fiction-based activities can be useful to overcome the current challenges of teaching about societal implications of emerging technologies. Our study demonstrates how fiction-based activities can expose students to different stakeholders' perspectives and develop nuanced opinions about ethical and societal implications of emerging technologies. However, there were aspects that were not fully supported by the approach, like students' understanding of algorithmic bias and connection to real-life scenarios. Our research results also generated a list of important questions to be addressed by future Child-Computer Interaction research to fully embrace the potential of fiction-based activities in regard to emerging technologies’ societal implications within K9 education.
{"title":"How fiction can support the teaching of societal implications of emerging technologies? A case study on facial recognition activities with K-9 students","authors":"Mariana A. Tamashiro , Marie-Monique A. Schaper , Ole Iversen , Maarten Van Mechelen , Rachel C. Smith","doi":"10.1016/j.ijcci.2025.100768","DOIUrl":"10.1016/j.ijcci.2025.100768","url":null,"abstract":"<div><div>We report from a fiction-based teaching activity in K-9 education in which 41 students (aged 13-15 y) were taught about the societal implications of emerging technologies – in this case, facial recognition technologies. Whereas current Child-Computer Interaction research primarily focuses on technical and conceptual aspects of emerging technologies in K-9 education, less emphasis has been put on the societal implications of emerging technologies. This is due to the complexity of these societal implications for K-9 students, the typical separation of technical and societal elements in K-9 teaching, as well as the influence of assumptions regarding technology implications. Based on prior Child-Computer Interaction research on fiction-based activities in educational contexts, we demonstrate how fiction-based activities can be useful to overcome the current challenges of teaching about societal implications of emerging technologies. Our study demonstrates how fiction-based activities can expose students to different stakeholders' perspectives and develop nuanced opinions about ethical and societal implications of emerging technologies. However, there were aspects that were not fully supported by the approach, like students' understanding of algorithmic bias and connection to real-life scenarios. Our research results also generated a list of important questions to be addressed by future Child-Computer Interaction research to fully embrace the potential of fiction-based activities in regard to emerging technologies’ societal implications within K9 education.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100768"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144903092","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 : 2025-09-01Epub Date: 2025-08-21DOI: 10.1016/j.ijcci.2025.100769
Luis Morales-Navarro, Daniel J. Noh, Yasmin B. Kafai
As generative language models have gained popularity, high school students are increasingly using them in their everyday lives. While most current research has focused on examining youth as productive users of generative language model-powered systems, far fewer efforts have focused on how to engage high school students as designers of these models to foster a better understanding of how these systems work. Building on the rich legacy of research that positions youth as designers of computing systems, we explore how to support high school students in designing very small-scale generative language models, which we call babyGPTs. Through an in-depth case study of three teenagers building a babyGPT screenplay generator, we illustrate how the team defined a design problem, developed a model, and reflected while engaging in AI/ML data practices and addressing ethical issues. This paper contributes a case study showing how students engage in data practices and ethical considerations in the construction of generative language models and outlines directions for future research on construction activities and tools to support youth in designing generative language models.
{"title":"High school students building babyGPTs: Engaging in data practices and addressing ethical issues through the construction of generative language models","authors":"Luis Morales-Navarro, Daniel J. Noh, Yasmin B. Kafai","doi":"10.1016/j.ijcci.2025.100769","DOIUrl":"10.1016/j.ijcci.2025.100769","url":null,"abstract":"<div><div>As generative language models have gained popularity, high school students are increasingly using them in their everyday lives. While most current research has focused on examining youth as productive <em>users</em> of generative language model-powered systems, far fewer efforts have focused on how to engage high school students as <em>designers</em> of these models to foster a better understanding of how these systems work. Building on the rich legacy of research that positions youth as designers of computing systems, we explore how to support high school students in designing very small-scale generative language models, which we call babyGPTs. Through an in-depth case study of three teenagers building a babyGPT screenplay generator, we illustrate how the team defined a design problem, developed a model, and reflected while engaging in AI/ML data practices and addressing ethical issues. This paper contributes a case study showing how students engage in data practices and ethical considerations in the construction of generative language models and outlines directions for future research on construction activities and tools to support youth in designing generative language models.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100769"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913151","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 : 2025-09-01Epub Date: 2025-06-27DOI: 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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号