International Journal of Child-Computer Interaction最新文献

英文中文

Children's information search with social robots: A focus on Children's question-asking behavior 基于社交机器人的儿童信息搜索：对儿童提问行为的关注

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-13 DOI: 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。

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引用次数: 0

Deploying computation-based Making projects in authentic public school classrooms at scale: Lessons learned 在真实的公立学校教室中大规模部署基于计算的制作项目：经验教训

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-05 DOI: 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.

制造在历史上包含了电子和数字制造技术。越来越多的制作项目开始纳入计算方面。例如，微处理器板连接到电子和3d打印组件上，这样它们就可以被编程来执行某些功能。将计算添加到制作中可以使创作变得更加动态和交互式。然而，将计算整合到制作中也增加了将制作整合到正规教育环境中的难度，这不仅是因为学生需要处理一组额外的技能和概念，而且还因为准备过程中的额外开销。这项工作在美国一所公立学校的442名学生为期一年的时间里，在真实的五年级和六年级（10至12岁）科学教室中部署了基于计算的制作活动。我们的研究采用了基于设计的研究（DBR）方法，本文提出了我们回顾反思过程的见解，特别是在将基于计算的制作整合到学校环境中的挑战方面。我们的研究结果表明，将基于计算的制作项目持续地纳入正式的公立学校环境中存在四个关键挑战；在科学，制造和计算思维之间取得平衡，在这些明显的不同概念，组织和操作问题之间建立联系，以及设计课程计划的交付。尽管存在这些挑战，但我们相信，积极影响的潜力很大。我们有两个主要贡献；全面描述了一个大规模的基于计算的制作项目，以及在正规教育环境中学习未来的制作工作。

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引用次数: 0

Erratum regarding missing Selection and participation statement in previously published article 关于先前发表的文章中缺失的选择和参与声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-01 DOI: 10.1016/j.ijcci.2025.100742

引用次数: 0

Erratum regarding missing Selection and participation statement in previously published article 关于先前发表的文章中缺失的选择和参与声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-01 DOI: 10.1016/j.ijcci.2025.100745

引用次数: 0

Erratum regarding missing Selection and participation statement in previously published article 关于先前发表的文章中缺失的选择和参与声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-01 DOI: 10.1016/j.ijcci.2025.100746

引用次数: 0

Erratum regarding missing Selection and participation statement in previously published article 关于先前发表的文章中缺失的选择和参与声明的勘误

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-01 DOI: 10.1016/j.ijcci.2025.100744

引用次数: 0

Erratum regarding missing parent’s consent statement due to children participation in previously published article 由于儿童参与先前发表的文章而导致父母同意声明缺失的勘误表

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-01 DOI: 10.1016/j.ijcci.2025.100743

引用次数: 0

Erratum regarding missing relevant Declaration of Competing Interest statements in previously published article 关于先前发表的文章中缺少相关的竞争利益声明的勘误表

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-06-01 DOI: 10.1016/j.ijcci.2025.100741

引用次数: 0

Empowering young environmental leaders: Designing interactive data visualisation to foster children's agency in eco-schools 赋予年轻的环境领导者权力：设计交互式数据可视化，以培养儿童在生态学校中的能动性

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-05-19 DOI: 10.1016/j.ijcci.2025.100749

Andrea Gauthier , Asimina Vasalou , Alejandra Tisnes Londoño , Na Wu , Billy Konyani

This study takes a research-through-design approach to explore the potentials and boundaries of empowerment through interactive data visualisation (IDV) for children's collective environmental and climate action, contextualised within an existing and globally impactful environmental education initiative, Eco-Schools. We speculate how the social valences inherent to IDV mediate collaboration between children, their peers, and adult school stakeholders and identify the critical skills and scaffolding required by children to make use of IDV toward collective environmental action. We note the dichotomy of dutiful versus disruptive actions proposed by children, underscoring the necessity for stakeholder involvement from the outset to ensure ethical viability of such initiatives. Related to this, we reflect on the ethical implications of IDV as a symbol of children's agency, particularly when their efforts to engage peers and authority figures yield limited results. Ultimately, this study emphasises the importance of stakeholder collaboration in maximizing the potential of IDV as a multi-functional tool in children's collective environmental action with the aim to inform the design of future climate change education programmes and IDV tools.

本研究采用研究贯穿设计的方法，探索通过交互式数据可视化（IDV）为儿童集体环境和气候行动赋权的潜力和边界，并将其置于现有的具有全球影响力的环境教育倡议“生态学校”的背景下。我们推测IDV固有的社会价值如何调节儿童、他们的同伴和成人学校利益相关者之间的合作，并确定儿童利用IDV进行集体环境行动所需的关键技能和框架。我们注意到儿童提出的责任行为与破坏性行为的二分法，强调利益相关者从一开始就参与的必要性，以确保此类举措的道德可行性。与此相关，我们反思了IDV作为儿童机构象征的伦理含义，特别是当他们努力吸引同龄人和权威人士的结果有限时。最后，本研究强调了利益相关者合作的重要性，以最大限度地发挥IDV作为儿童集体环境行动中多功能工具的潜力，旨在为未来气候变化教育方案和IDV工具的设计提供信息。

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引用次数: 0

Age-related effects of coding interventions 编码干预的年龄相关效应

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-05-15 DOI: 10.1016/j.ijcci.2025.100747

Chiara Montuori , Lucia Ronconi , Gabriele Pozzan , Costanza Padova , Tullio Vardanega , Barbara Arfé

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。

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International Journal of Child-Computer Interaction

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