Pub Date : 2025-09-01Epub 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":"2025-09-01","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 : 2025-09-01Epub 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":"2025-09-01","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}
Past research has shown that children as young as 4–6 years can learn to code through virtual (digital) or plugged (physical, analogic) coding activities, and that exposure to those activities benefits children's cognitive skills too. Indeed, two executive functions (EFs), planning and response inhibition, seem to be strongly associated with coding. However, it remains unclear whether children's cognitive response to virtual coding instruction varies with children's age. Only a few studies to date, mostly focused on older students (aged 10–18 years), have examined age-related differences in response to coding instruction. No such studies as yet have explored whether age differences in learning to code also translate in differential cognitive benefits of coding with children's age. The present study compared the response to an 8-h coding intervention of 273 first graders (5–7 years) and 164 fourth graders (8–10 years), examining whether their respective gains in coding abilities, planning (Tower of London test), and response inhibition (Stroop test and NEPSY-II square/circle test) differed following exposure to coding. Multilevel analyses with socio-economic status covariate show significant effects of the intervention on both 1st and 4th graders' coding skills and across all cognitive measures (planning accuracy, response inhibition accuracy and time). For coding accuracy, both first and fourth graders improved, with large effect sizes (d = −1.53 for first graders, d = −1.84 for fourth graders). The experimental groups showed greater post-test gains in planning accuracy in both grades (d = −1.44 for first graders, d = −0.91 for fourth graders). First graders decreased inhibition errors significantly after the intervention in both NEPSY-II and Stroop tasks (respectively, t(425) = 8.21, p < 0.001, d = 0.80; t(425) = 11.37, p < 0.001, d = 1.10), as well as the fourth graders (t(427) = 3.79, p < 0.001, d = 0.38 in NEPSY-II, t(427) = 4.56, p < 0.001, d = 0.44 in Stroop).
These findings suggest that coding interventions designed with age-appropriate complexity can support not only the development of coding abilities but also enhance EFs skills across different age levels. The intervention's strong impact on younger children suggests that structured coding interventions should be introduced early as a fundamental component of childhood education.
过去的研究表明，4-6岁的儿童就可以通过虚拟（数字）或插入（物理、类比）编码活动来学习编程，接触这些活动也有益于儿童的认知技能。事实上，两个执行功能（EFs），计划和反应抑制，似乎与编码密切相关。然而，目前尚不清楚儿童对虚拟编码教学的认知反应是否随年龄的变化而变化。迄今为止，只有少数研究（主要针对年龄较大的学生（10-18岁））研究了与年龄相关的编码教学反应差异。目前还没有这样的研究探讨学习编码的年龄差异是否也会转化为儿童年龄编码的不同认知益处。本研究比较了273名一年级学生（5-7岁）和164名四年级学生（8-10岁）对8小时编码干预的反应，考察了他们在编码能力、计划（伦敦塔测试）和反应抑制（Stroop测试和nepsyi - ii方/圆测试）方面的各自增益是否在编码暴露后有所不同。社会经济地位协变量的多水平分析显示，干预对一年级和四年级学生的编码技能和所有认知测量（计划准确性、反应抑制准确性和时间）都有显著影响。在编码准确性方面，一年级和四年级学生均有提高，且效应量较大（一年级的d = - 1.53，四年级的d = - 1.84）。实验组在两个年级的计划准确性测试后都有较大的提高（一年级的d = - 1.44，四年级的d = - 0.91）。干预后，一年级学生在NEPSY-II和Stroop任务上的抑制错误显著减少(t(425) = 8.21, p <；0.001, d = 0.80；T (425) = 11.37, p <；0.001, d = 1.10)，四年级学生(t(427) = 3.79, p <；0.001,在NEPSY-II d = 0.38, t (427) = 4.56, p & lt;0.001，在Stroop中d = 0.44)。这些研究结果表明，具有与年龄相适应的复杂性的编码干预不仅可以支持编码能力的发展，还可以提高不同年龄层次的EFs技能。干预措施对年幼儿童的强烈影响表明，应尽早引入结构化编码干预措施，作为儿童教育的基本组成部分。
{"title":"Age-related effects of coding interventions","authors":"Chiara Montuori , Lucia Ronconi , Gabriele Pozzan , Costanza Padova , Tullio Vardanega , Barbara Arfé","doi":"10.1016/j.ijcci.2025.100747","DOIUrl":"10.1016/j.ijcci.2025.100747","url":null,"abstract":"<div><div>Past research has shown that children as young as 4–6 years can learn to code through virtual (digital) or plugged (physical, analogic) coding activities, and that exposure to those activities benefits children's cognitive skills too. Indeed, two executive functions (EFs), planning and response inhibition, seem to be strongly associated with coding. However, it remains unclear whether children's cognitive response to virtual coding instruction varies with children's age. Only a few studies to date, mostly focused on older students (aged 10–18 years), have examined age-related differences in response to coding instruction. No such studies as yet have explored whether age differences in learning to code also translate in differential cognitive benefits of coding with children's age. The present study compared the response to an 8-h coding intervention of 273 first graders (5–7 years) and 164 fourth graders (8–10 years), examining whether their respective gains in coding abilities, planning (Tower of London test), and response inhibition (Stroop test and NEPSY-II square/circle test) differed following exposure to coding. Multilevel analyses with socio-economic status covariate show significant effects of the intervention on both 1st and 4th graders' coding skills and across all cognitive measures (planning accuracy, response inhibition accuracy and time). For coding accuracy, both first and fourth graders improved, with large effect sizes (<em>d</em> = −1.53 for first graders, <em>d</em> = −1.84 for fourth graders). The experimental groups showed greater post-test gains in planning accuracy in both grades (<em>d</em> = −1.44 for first graders, <em>d</em> = −0.91 for fourth graders). First graders decreased inhibition errors significantly after the intervention in both NEPSY-II and Stroop tasks (respectively, t(425) = 8.21, <em>p</em> < 0.001, <em>d</em> = 0.80; t(425) = 11.37, <em>p</em> < 0.001, <em>d</em> = 1.10), as well as the fourth graders (t(427) = 3.79, <em>p</em> < 0.001, <em>d</em> = 0.38 in NEPSY-II, t(427) = 4.56, <em>p</em> < 0.001, <em>d</em> = 0.44 in Stroop).</div><div>These findings suggest that coding interventions designed with age-appropriate complexity can support not only the development of coding abilities but also enhance EFs skills across different age levels. The intervention's strong impact on younger children suggests that structured coding interventions should be introduced early as a fundamental component of childhood education.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100747"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144154448","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 : 2025-06-01Epub Date: 2025-05-20DOI: 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 : 2025-06-01Epub Date: 2025-02-16DOI: 10.1016/j.ijcci.2025.100726
Grazia Ragone , Judith Good , Kate Howland
Music therapy for autistic children focuses on supporting motor and social interaction through creative movement and musical activities. Previous research suggests it can further support the development of underlying skills related to non-verbal communication, namely social motor synchrony and imitation. Motion-sensing technology in this context has the potential to both support children’s engagement in therapy and help researchers understand its impact. We describe and evaluate a system, OSMoSIS, which aims to provide support by generating sounds based on children’s movements. An evaluation through two empirical studies shows (1) higher levels of imitation and interactional synchrony when using the system compared with motor-only activities and (2) that children found the interaction enjoyable, showing more instances of positive affect when the system was activated with the sounds on. We discuss how the findings highlight new directions for further research on technology for music therapy and have the potential to support practitioners and families.
{"title":"Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system","authors":"Grazia Ragone , Judith Good , Kate Howland","doi":"10.1016/j.ijcci.2025.100726","DOIUrl":"10.1016/j.ijcci.2025.100726","url":null,"abstract":"<div><div>Music therapy for autistic children focuses on supporting motor and social interaction through creative movement and musical activities. Previous research suggests it can further support the development of underlying skills related to non-verbal communication, namely <em>social motor synchrony</em> and <em>imitation</em>. Motion-sensing technology in this context has the potential to both support children’s engagement in therapy and help researchers understand its impact. We describe and evaluate a system, OSMoSIS, which aims to provide support by generating sounds based on children’s movements. An evaluation through two empirical studies shows (1) higher levels of imitation and interactional synchrony when using the system compared with motor-only activities and (2) that children found the interaction enjoyable, showing more instances of positive affect when the system was activated with the <em>sounds on</em>. We discuss how the findings highlight new directions for further research on technology for music therapy and have the potential to support practitioners and families.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100726"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-01Epub Date: 2025-05-20DOI: 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 : 2025-06-01Epub Date: 2025-04-21DOI: 10.1016/j.ijcci.2025.100737
Yuhan Lin , David Weintrop , Jason McKenna
Switch mode blocks allow learners to write text-based commands inside of blocks within a conventional block-based programming environment. Switch mode blocks can be added by either directly drag-and-dropping them into a program or by right clicking a block and converting it into a Switch mode block. This scaffolded approach can support learners in transitioning from block-based programming to text-based programming. This paper presents an analysis of the eight distinct strategies that learners developed to compose programs using Switch mode blocks. This work contributes to our understanding of how we can design environments that support students of varying levels of prior experience and confidence in transitioning from introductory (block-based) to more powerful (text-based) programming modalities.
Ccs concepts
• Human-centered computing → Human computer interaction (HCI); Interactive systems and tools.
{"title":"Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming","authors":"Yuhan Lin , David Weintrop , Jason McKenna","doi":"10.1016/j.ijcci.2025.100737","DOIUrl":"10.1016/j.ijcci.2025.100737","url":null,"abstract":"<div><div>Switch mode blocks allow learners to write text-based commands inside of blocks within a conventional block-based programming environment. Switch mode blocks can be added by either directly drag-and-dropping them into a program or by right clicking a block and converting it into a Switch mode block. This scaffolded approach can support learners in transitioning from block-based programming to text-based programming. This paper presents an analysis of the eight distinct strategies that learners developed to compose programs using Switch mode blocks. This work contributes to our understanding of how we can design environments that support students of varying levels of prior experience and confidence in transitioning from introductory (block-based) to more powerful (text-based) programming modalities.</div></div><div><h3>Ccs concepts</h3><div>• Human-centered computing → Human computer interaction (HCI); Interactive systems and tools.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100737"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903955","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 : 2025-06-01Epub Date: 2025-05-07DOI: 10.1016/j.ijcci.2025.100739
Heather Ann Pearson, Adam Kenneth Dubé
With a greater emphasis on technology and innovation, developing self-directed learners has become a predominant goal in 21st century education. Maker and design-centric activities, including 3D printing, may provide opportunities to foster self-directed learning (SDL) skills. To identify the elements that enhance SDL in adolescents during maker tool use, a systematic review of studies that targeted SDL was conducted. The review identified three main theories used to support SDL: a) self-regulated learning (SRL), b) inquiry-based learning, and c) problem-based learning. Each framework was evaluated on its applicability to 3D printing and making activities. Further, six key characteristics of SDL environments were identified as there were commonalities amongst frameworks. These include: a) guiding supports, b) SRL components, c) inquiry and choice, d) collaboration, e) differentiation: balancing goals with abilities, and f) hypothesis testing and inquiry. Based on these results, a set of practices is proposed that teachers can implement when using making-activities in their high school classrooms. It further provides a foundation for future research on the effective integration of 3D printing as an educational tool that extends beyond behavioural engagement.
{"title":"Developing maker activities to enhance adolescents’ self-directed learning: A systematic review","authors":"Heather Ann Pearson, Adam Kenneth Dubé","doi":"10.1016/j.ijcci.2025.100739","DOIUrl":"10.1016/j.ijcci.2025.100739","url":null,"abstract":"<div><div>With a greater emphasis on technology and innovation, developing self-directed learners has become a predominant goal in 21<sup>st</sup> century education. Maker and design-centric activities, including 3D printing, may provide opportunities to foster self-directed learning (SDL) skills. To identify the elements that enhance SDL in adolescents during maker tool use, a systematic review of studies that targeted SDL was conducted. The review identified three main theories used to support SDL: a) self-regulated learning (SRL), b) inquiry-based learning, and c) problem-based learning. Each framework was evaluated on its applicability to 3D printing and making activities. Further, six key characteristics of SDL environments were identified as there were commonalities amongst frameworks. These include: a) guiding supports, b) SRL components, c) inquiry and choice, d) collaboration, e) differentiation: balancing goals with abilities, and f) hypothesis testing and inquiry. Based on these results, a set of practices is proposed that teachers can implement when using making-activities in their high school classrooms. It further provides a foundation for future research on the effective integration of 3D printing as an educational tool that extends beyond behavioural engagement.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100739"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144168767","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 : 2025-06-01Epub Date: 2025-05-02DOI: 10.1016/j.ijcci.2025.100740
Rebecca Pape, Joachim Thomas
Metacognitive prompting has been shown to effectively support Self-Regulated Learning (SRL) in computer-based learning environments (CBLEs) and thereby enhance learning performance. Adaptive prompting as a way to successfully tailor prompts to the learners’ needs remains understudied, especially among young learners in lower secondary education who were shown to be in a critical phase in their development of metacognitive skills. The present study investigates the effects of adaptive, metacognitive prompting on SRL activities through self-reports and trace data, and on learning performance. In a pre-post experimental design, 72 lower secondary students received prompting (n = 38) or no prompting (n = 34). Results show that metacognitive prompting led to higher self-reported metacognitive SRL activities. It did not result in significant differences in learning performance, however, prior performance level was identified as a significant moderator. Implications for SRL research with focus on low achieving learners are discussed.
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Pub Date : 2025-06-01Epub Date: 2025-04-05DOI: 10.1016/j.ijcci.2025.100736
Mahendra Prasad ‘Pandey’
This systematic literature review explores pedagogical approaches of kindergarten teachers' to facilitate children's play with STEM toys. This review summarises teachers' perspectives on the utilisation of STEM toys in children studying in kindergarten and describes the outcomes of children's development resulting from playing with STEM toys. The present systematic literature search was performed in accordance with the PRISMA-2020 checklist. The search engines used were Google Scholar, PubMed, PubMed Central, Scopus, and other journal databases including ScienceDirect, Springer, Taylor & Francis etc. for papers published between 2010 and 2024. These searches yielded 2352 peer-reviewed articles. The application of the selection and rejection criteria led to the formation of a shortlisting 32 papers, following the initial evaluation. The findings revealed the various approaches that teachers can employ during play sessions with STEM toys while teaching. Kindergarten teachers take on the roles of facilitators and mediators, promote collaborative work, and encourage children to perform experiments and learn from failure. Furthermore, the findings of this study revealed that kindergarten teachers generally maintain favourable and constructive perspectives regarding the utilisation of STEM toys. The results underscore positive impacts on cognitive abilities of children like problem-solving and critical thinking, and socio-emotional skills like verbal communication from using STEM toys. Comprehensive teacher training is emphasised to identify methodologies that complement the technology, maximizing teaching-learning benefits for children's brain development.
{"title":"Exploring STEM (science, technology, engineering and mathematics) toys in kindergarten: Teachers' pedagogical approaches, perspective and effect on Children's brain development: A systematic literature review","authors":"Mahendra Prasad ‘Pandey’","doi":"10.1016/j.ijcci.2025.100736","DOIUrl":"10.1016/j.ijcci.2025.100736","url":null,"abstract":"<div><div>This systematic literature review explores pedagogical approaches of kindergarten teachers' to facilitate children's play with STEM toys. This review summarises teachers' perspectives on the utilisation of STEM toys in children studying in kindergarten and describes the outcomes of children's development resulting from playing with STEM toys. The present systematic literature search was performed in accordance with the PRISMA-2020 checklist. The search engines used were Google Scholar, PubMed, PubMed Central, Scopus, and other journal databases including ScienceDirect, Springer, Taylor & Francis etc. for papers published between 2010 and 2024. These searches yielded 2352 peer-reviewed articles. The application of the selection and rejection criteria led to the formation of a shortlisting 32 papers, following the initial evaluation. The findings revealed the various approaches that teachers can employ during play sessions with STEM toys while teaching. Kindergarten teachers take on the roles of facilitators and mediators, promote collaborative work, and encourage children to perform experiments and learn from failure. Furthermore, the findings of this study revealed that kindergarten teachers generally maintain favourable and constructive perspectives regarding the utilisation of STEM toys. The results underscore positive impacts on cognitive abilities of children like problem-solving and critical thinking, and socio-emotional skills like verbal communication from using STEM toys. Comprehensive teacher training is emphasised to identify methodologies that complement the technology, maximizing teaching-learning benefits for children's brain development.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"44 ","pages":"Article 100736"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790887","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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