International Journal of Child-Computer Interaction最新文献

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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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引用次数: 0

Developing maker activities to enhance adolescents’ self-directed learning: A systematic review 发展创客活动促进青少年自主学习：系统回顾

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-05-07 DOI: 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 21^st 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.

随着对技术和创新的日益重视，培养自主学习者已成为21世纪教育的主要目标。以创客和设计为中心的活动，包括3D打印，可能提供培养自主学习（SDL）技能的机会。为了确定在青少年使用创客工具期间增强SDL的因素，对针对SDL的研究进行了系统回顾。本综述确定了支持SDL的三个主要理论：a)自我调节学习（SRL）， b)基于探究的学习，c)基于问题的学习。评估了每个框架对3D打印和制作活动的适用性。此外，由于框架之间存在共性，因此确定了SDL环境的六个关键特征。这些包括：a)指导支持，b) SRL组件，c)探究与选择，d)协作，e)差异化：平衡目标与能力，f)假设检验与探究。基于这些结果，提出了一套教师在高中课堂上使用制造活动时可以实施的实践。它进一步为未来研究有效整合3D打印作为一种超越行为参与的教育工具提供了基础。

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引用次数: 0

Adaptive metacognitive prompting in young learners and the role of prior performance 青年学习者的适应性元认知提示及其先前表现的作用

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-05-02 DOI: 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.

元认知提示在基于计算机的学习环境（CBLEs）中有效支持自我调节学习（SRL），从而提高学习绩效。适应性提示作为一种成功地根据学习者的需求定制提示的方法仍然没有得到充分的研究，特别是在初中教育的年轻学习者中，他们被证明处于元认知技能发展的关键阶段。本研究通过自我报告和跟踪数据，探讨了适应性、元认知提示对自主学习活动的影响，以及对学习绩效的影响。在前后实验设计中，72名低年级学生接受提示（n = 38）或不接受提示（n = 34）。结果表明，元认知提示导致较高的自我报告的元认知SRL活动。学习成绩的差异不显著，但先前的学习成绩水平是显著的调节因素。本文讨论了对低成就学习者的SRL研究的启示。

引用次数: 0

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