International Journal of Child-Computer Interaction最新文献

英文中文

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

Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming 切换模式：一个环境如何支持多种策略从基于块的编程过渡到基于文本的编程

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-04-21 DOI: 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.

切换模式模块允许学习者在传统的基于模块的编程环境中编写基于文本的模块内命令。可以通过直接将其拖放到程序中或右键单击块并将其转换为Switch模式块来添加切换模式块。这种脚手架式的方法可以帮助学习者从基于块的编程过渡到基于文本的编程。本文分析了学习者使用Switch模式模块编写程序的八种不同策略。这项工作有助于我们理解如何设计环境，以支持不同水平的先前经验和信心的学生从入门（基于块的）过渡到更强大的（基于文本的）编程模式。Ccs概念•以人为中心计算→人机交互（HCI）；交互系统和工具。

引用次数: 0

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 探索幼儿园STEM（科学、技术、工程和数学）玩具：教师的教学方法、视角和对儿童大脑发育的影响：系统的文献综述

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-04-05 DOI: 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.

本文系统地探讨了幼儿园教师促进儿童玩STEM玩具的教学方法。这篇综述总结了教师对在幼儿园学习的儿童使用STEM玩具的看法，并描述了玩STEM玩具对儿童发展的影响。本系统文献检索是按照PRISMA-2020检查表进行的。使用的搜索引擎是谷歌Scholar、PubMed、PubMed Central、Scopus和其他期刊数据库，包括ScienceDirect、b施普林格、Taylor &；弗朗西斯等人在2010年至2024年间发表的论文。这些搜索产生了2352篇同行评议的文章。在初步评估之后，选择和拒绝标准的应用导致形成了32篇论文的入围名单。研究结果揭示了教师在教学过程中可以使用STEM玩具的各种方法。幼儿园教师扮演促进者和调解者的角色，促进合作，鼓励幼儿进行实验和从失败中学习。此外，本研究的结果显示，幼儿园教师普遍对STEM玩具的使用持积极和建设性的观点。研究结果强调了使用STEM玩具对儿童的认知能力（如解决问题和批判性思维）以及社会情感技能（如口头沟通）的积极影响。强调全面的教师培训，以确定补充技术的方法，最大限度地提高儿童大脑发育的教与学效益。

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引用次数: 0

Providing user perspectives to the next generation of parental controls 为下一代家长控制提供用户视角

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-04-04 DOI: 10.1016/j.ijcci.2025.100735

Vahiny Gnanasekaran, Katrien De Moor

Recent studies indicate that early adolescents (i.e., 10-14-year-olds) are accessing online services without an adequate understanding of digital etiquette and risks. Parental control has been proposed as a tool for parents to observe their children’s digital use. However, the literature reveals a decreasing parental control adoption, due to the lack of usability, and insufficient privacy and security controls. Starting from an investigation of barriers or drivers in current solutions, this study explores how next-generation parental controls could facilitate increasing children’s digital competence and cybersecurity awareness. Six semi-structured interviews were conducted with parents of 10–13-year-olds and five experts within various domains of parental control, along with four focus group sessions (N=14) with 11- and 12-year-olds. The results indicate that existing parental control tools are perceived as non-pedagogical and lacking functionalities in increasing children’s digital knowledge and cybersecurity awareness. They provide parents with monitoring possibilities, without granting the children opportunities for self-regulation. This underlines the importance of implementing future parental controls that educate children to become digitally independent, while to an extent allowing parents to maintain control of their children’s digital habits. Overall, the study provides another perspective on the potential use and implications of future parental control by enhancing the significance of such applications and suggesting directions for development.

最近的研究表明，青少年早期（即10-14岁）在没有充分了解数字礼仪和风险的情况下使用在线服务。家长控制已被提议作为一种工具，让父母观察他们的孩子的数字使用。然而，由于缺乏可用性，以及隐私和安全控制不足，文献揭示了家长控制采用的减少。本研究从调查当前解决方案中的障碍或驱动因素开始，探讨了下一代父母控制如何促进提高儿童的数字能力和网络安全意识。研究人员对10 - 13岁孩子的父母和5位不同领域的家长控制专家进行了6次半结构化访谈，并对11岁和12岁的孩子进行了4次焦点小组会议（N=14）。结果表明，现有的家长控制工具被认为是非教学性的，在提高儿童的数字知识和网络安全意识方面缺乏功能。它们为父母提供了监控的可能性，却没有给孩子自我调节的机会。这强调了实施未来家长控制的重要性，教育孩子成为数字独立，同时在一定程度上允许父母保持对孩子的数字习惯的控制。总的来说，该研究通过增强此类应用的重要性并提出发展方向，为未来父母控制的潜在用途和影响提供了另一种视角。

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引用次数: 0

Emerging computational and digital literacies in K-12 education K-12教育中新兴的计算和数字素养

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-03-01 DOI: 10.1016/j.ijcci.2024.100707

David Weintrop, Rotem Israel-Fishelson, Christina Gardner-McCune

The rise of new technologies, platforms, and computational tools is having a significant and meaningful impact on the ways youth experience and interact with the world. To prepare youth to thrive in these new computational and technological spaces, new skills, concepts, and practices need to be integrated into learners' K-12 experiences. This special issued asked the IJCCI community: What are the critical emerging computational and digital literacies that youth are, or will be, interacting with in the coming years? And, What is the role of K-12 education in preparing youth to engage with and excel in a world where these literacies are needed? The answers to these questions provided by the community constitute this special issue. In doing so, it provides a snapshot of what we currently view as the critical emerging computational and digital literacies and the roles they can and should play in K-12 education.

新技术、平台和计算工具的兴起对年轻人体验世界和与世界互动的方式产生了重大而有意义的影响。为了让年轻人在这些新的计算和技术空间中茁壮成长，需要将新的技能、概念和实践融入学习者的K-12体验中。这期特刊向IJCCI社区提出了这样的问题：在未来几年，年轻人正在或将与之互动的关键计算和数字素养是什么？在这个需要识字的世界里，K-12教育的作用是什么？社区提供的这些问题的答案构成了本期特刊。在此过程中，它提供了我们目前所认为的关键新兴计算和数字素养以及它们在K-12教育中可以和应该发挥的作用的快照。

引用次数: 0

Community partnership design of a maker-related camp for underserved youth: Impacts on youths’ present and future learning trajectories 为欠缺服务的青少年而设的创客营的社区合作设计：对青少年目前及未来学习轨迹的影响

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-02-22 DOI: 10.1016/j.ijcci.2025.100723

Srinjita Bhaduri , Quentin Biddy , Melissa Rummel , Mimi Recker

This paper describes the design of Science, Technology, Engineering, and Mathematics (STEM) maker-related activities offered to middle school youth as part of a free, four-week summer camp. The camp was aimed at academically at-risk youth in a rural, tourism-oriented mountain community with significant income disparities. Guided by an educational model focused on enhancing youths’ present and future interests in and visions of STEM and computing fields, camp activities were collaboratively designed by a community partnership comprised of a local camp provider, the local school district, and researchers. Situating design in a community partnership helped highlight and integrate locally relevant resources, careers, and community opportunities. The paper also reports findings from a study examining how the STEM maker camp activities, which leveraged 3D modeling and printing practices, impacted youths’ perceptions of their disciplinary identity, engagement, and their present and future visions of the relevance of these STEM practices to themselves and their communities. The study also explores design tensions that emerged during the camp design process and identified barriers and opportunities that arose from balancing the needs of each partner, the research team’s focus on youth-centered learning, and the overall program goals.

本文描述了为中学生提供的科学、技术、工程和数学（STEM）创客相关活动的设计，这些活动是一个为期四周的免费夏令营的一部分。该夏令营针对的是一个收入差距巨大、以旅游为导向的农村山区社区的学业风险青年。在教育模式的指导下，夏令营活动由当地夏令营供应商、当地学区和研究人员组成的社区合作伙伴共同设计，重点是提高青少年对STEM和计算机领域的现在和未来的兴趣和愿景。将设计置于社区伙伴关系中有助于突出和整合当地相关资源、职业和社区机会。该论文还报告了一项研究的结果，该研究调查了利用3D建模和打印实践的STEM创客营活动如何影响年轻人对其学科身份、参与度的看法，以及他们对这些STEM实践与自己和社区相关性的现在和未来愿景。该研究还探讨了在营地设计过程中出现的设计紧张关系，并确定了平衡每个合作伙伴的需求、研究团队对以青年为中心的学习的关注以及整体项目目标所产生的障碍和机会。

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引用次数: 0

Social and curious: Lessons in designing digital manipulatives for young children 社交和好奇：为幼儿设计数字教具的经验

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-02-17 DOI: 10.1016/j.ijcci.2025.100725

Sarah Matthews , Maria Nicholas , Louise Paatsch , Lisa Kervin , Peta Wyeth

Introducing Digital Literacy (DL), including Computational Thinking (CT), to young children develops foundational skills in computer science, problem-solving, and critical thinking. However, current digital toys for demonstrating computational thinking strategies are not always designed for early-year environments or specifically for young (preschool) children. Digital manipulatives incorporating embedded computation can offer developmentally appropriate tools to introduce foundational programming strategies and dynamic system knowledge before children become developmentally ready for more formalised programming activities. This paper presents an empirical study in a preschool environment with children (aged 3–5 years) using novel digital manipulatives, Embeddables, in child-led free and guided play activities in a preschool (Fig. 1). From our analysis of the types of activities the children engaged in, we identified underexplored design features of digital manipulatives that can build early exposure to CT skills through ludic and epistemic play. These are designed-in behaviour, distributed interactivity, conditional and proximal relations between artefacts, and abstracted multisensorial reactions.

向幼儿介绍数字素养（DL），包括计算思维（CT），可以培养他们在计算机科学、解决问题和批判性思维方面的基本技能。然而，目前用于展示计算思维策略的数字玩具并不总是为早期环境或专门为年幼（学龄前）儿童设计的。结合嵌入式计算的数字操作可以提供适合儿童发展的工具，在儿童为更正式的编程活动做好发展准备之前，介绍基本的编程策略和动态系统知识。本文在学龄前儿童（3-5岁）的环境中进行了一项实证研究，在学龄前儿童主导的免费和有指导的游戏活动中使用了新型数字操纵性工具，即嵌入式工具（embedables）（图1）。通过对儿童参与的活动类型的分析，我们发现了数字操纵性工具未被充分开发的设计特征，这些特征可以通过有趣的和认知性的游戏建立早期CT技能的暴露。这些是设计行为，分布式交互，人工制品之间的条件和近端关系，以及抽象的多感官反应。

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引用次数: 0

Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system 通过OSMoSIS（一种基于动作的声音系统）来支持和理解自闭症儿童的非语言互动

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-02-16 DOI: 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.

自闭症儿童的音乐治疗侧重于通过创造性的运动和音乐活动来支持运动和社会互动。先前的研究表明，它可以进一步支持与非语言交流相关的潜在技能的发展，即社会运动同步和模仿。在这种情况下，动作感应技术有可能支持儿童参与治疗，并帮助研究人员了解其影响。我们描述并评估了一个系统，OSMoSIS，它旨在通过根据儿童的运动产生声音来提供支持。通过两项实证研究进行的评估显示：(1)使用该系统时，孩子们的模仿水平和互动同步性比只使用运动的活动高；(2)当系统打开时，孩子们发现互动很愉快，表现出更多的积极影响。我们讨论了这些发现如何突出了音乐治疗技术进一步研究的新方向，并有可能为从业者和家庭提供支持。

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引用次数: 0

Scaffolding Children's critical reflection on intelligent technologies: Opportunities from speculative fiction 为儿童对智能技术的批判性思考搭建支架：来自推理小说的机遇

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-02-08 DOI: 10.1016/j.ijcci.2025.100727

Laura Malinverni , Marie-Monique Schaper , Elisa Rubegni , Mariana Aki Tamashiro

Current technological development of Artificial Intelligence (AI) requires educational practices that address the social and ethical implications derived from these emerging technologies. To this end, an increasing number of educational practices are pursuing the goal of supporting children's critical reflection on these topics. Our research aims at understanding how speculative fiction-based resources can meet and respond to the goals of supporting children's critical reflection on AI technologies and their impact on society. Through revisiting relevant literature on these topics and critically analyzing our own practices in three different settings, we identify a set of opportunities and challenges oriented at guiding the design of resources capable of taking advantage of speculative fiction as a way to support critical reflection.

当前人工智能（AI）的技术发展需要教育实践来解决这些新兴技术带来的社会和伦理影响。为此，越来越多的教育实践正在追求支持儿童对这些主题进行批判性反思的目标。我们的研究旨在了解基于投机小说的资源如何满足和响应支持儿童对人工智能技术及其对社会影响的批判性反思的目标。通过回顾这些主题的相关文献，并批判性地分析我们自己在三种不同环境下的实践，我们发现了一系列机遇和挑战，这些机遇和挑战旨在指导设计能够利用投机小说作为支持批判性反思的方式的资源。

引用次数: 0

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