International Journal of Child-Computer Interaction最新文献_第6页

The feasibility of an immersive interactive virtual reality task for children and adolescents. 儿童和青少年沉浸式互动虚拟现实任务的可行性。

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-01-22 DOI: 10.1016/j.ijcci.2025.100722

Nina Krupljanin, Lenneke R.A. Alink, Anja van der Voort, Maarten R. Struijk Wilbrink, Catharina E. Bergwerff

The interest in using immersive Virtual Reality (hereafter referred to as VR) for clinical interventions in (mental) health care settings has been growing for adults, as well as adolescents and children. However, VR systems and evidence-based VR-software have not specifically been built for minors. To develop a potentially effective clinical VR intervention for children and adolescents, it is crucial to assess the motivation for and the feasibility of the VR software and the respective VR system first. This study assessed these aspects with regard to a self-developed interactive VR task that serves as a base for a clinical VR intervention in children and adolescents, using a Meta Quest 2 system. Feasibility was measured by assessing tolerability, usability, satisfaction, presence, and perceived realism. The relations between motivation and the different feasibility aspects were explored, and the associations between age, frequency of digital media use, and sex on the one hand and motivation and the five aspects of feasibility on the other were tested. A pre- and post-test design was implemented, using self-report questionnaires. 85 children aged 8–17 years participated (M_age = 10.55 years, SD_age = 2.06 years), of which 31 (36%) were girls and 54 (64%) were boys. The VR task was found to be highly motivating and overall feasible for this age group, whereby the motivation and the feasibility did not vary based on age, frequency of digital media use, or sex. The results of this study indicate that this task could be a feasible base for a VR mental health intervention for children and adolescents aged 8–17 years using a Meta Quest 2 system, regardless of their sex or frequency of digital media use.

对于成年人、青少年和儿童来说，将沉浸式虚拟现实（以下简称VR）用于（精神）卫生保健环境中的临床干预的兴趣一直在增长。然而，VR系统和基于证据的VR软件并不是专门为未成年人打造的。为了开发一种潜在有效的儿童和青少年临床虚拟现实干预，首先评估虚拟现实软件和相应虚拟现实系统的动机和可行性至关重要。本研究使用Meta Quest 2系统，对自主开发的交互式VR任务进行了这些方面的评估，该任务可作为儿童和青少年临床VR干预的基础。可行性通过评估耐受性、可用性、满意度、存在感和感知的现实性来衡量。探讨了动机与不同可行性方面之间的关系，并测试了年龄、数字媒体使用频率和性别与动机和五个可行性方面之间的关系。采用自我报告问卷，进行了前后测试设计。85例8 ~ 17岁儿童（年龄10.55岁，年龄2.06岁），其中女孩31例（36%），男孩54例（64%）。研究发现，虚拟现实任务对这个年龄段的人来说是高度激励和整体可行的，因此，动机和可行性并不会因年龄、数字媒体使用频率或性别而变化。这项研究的结果表明，这项任务可以作为8-17岁儿童和青少年使用Meta Quest 2系统进行虚拟现实心理健康干预的可行基础，无论他们的性别或数字媒体使用频率如何。

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引用次数: 0

Game over? Investigating students’ working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game 游戏结束了吗?在教育游戏中调查学生的工作记忆、情境兴趣和行为模式作为辍学的预测因素

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-01-08 DOI: 10.1016/j.ijcci.2025.100721

Michaela Arztmann , Jessica Lizeth Domínguez Alfaro , Lisette Hornstra , Jacqueline Wong , Johan Jeuring , Liesbeth Kester

Educational games are designed to increase students' motivation and persistence. Nevertheless, student dropout is a very common issue that many game interventions in education face, which can hamper students' learning opportunities. Dropout can be manifested in different ways for different reasons, for instance quitting due to lack of interest or failing due to lack of abilities to succeed in the game. Thus far, little is known about the underlying factors that lead to student dropout. The present paper (N = 272 early secondary school students) investigates different types of dropout and whether students' working memory capacity and situational interest are predictive of the likelihood of dropping out during an educational game using augmented reality (AR). Moreover, log data were used to explore differences in students' in-game behavior (i.e., number, type, and patterns of mistakes) while playing the game. The results indicate that 16.9% of the students dropped out during the game, either because they quit or because they failed to reach the last level. Working memory capacity and situational interest were not predictive of students' dropout. However, process maps of students’ in-game behavior showed that dropout students differed in the number of mistakes they made and also followed a different behavioral pattern than non-dropout students. In all, this study contributes to the knowledge base by revealing different types of dropout students who showed distinct behavioral patterns. More insights into these patterns could help to identify students at-risk of dropping out early on and to develop targeted interventions to prevent dropout.

教育游戏的设计是为了提高学生的动力和毅力。然而，学生辍学是许多游戏干预教育面临的一个非常普遍的问题，它会阻碍学生的学习机会。由于不同的原因，退出可以以不同的方式表现出来，例如由于缺乏兴趣而退出，或者由于缺乏在游戏中取得成功的能力而失败。到目前为止，人们对导致学生辍学的潜在因素知之甚少。本研究以272名初中生为研究对象，研究了不同类型的辍学行为，以及学生的工作记忆容量和情境兴趣是否对增强现实教育游戏中的辍学行为具有预测作用。此外，使用日志数据来探索学生在玩游戏时的游戏行为差异（即错误的数量、类型和模式）。结果表明，16.9%的学生在游戏过程中退出，要么是因为他们退出，要么是因为他们没有达到最后一级。工作记忆容量和情境兴趣对学生的辍学没有预测作用。然而，学生在游戏中的行为过程图显示，辍学学生犯的错误数量不同，而且他们的行为模式也与非辍学学生不同。总之，本研究通过揭示不同类型的辍学生表现出不同的行为模式，为知识库做出了贡献。对这些模式的深入了解有助于及早发现有辍学风险的学生，并制定有针对性的干预措施来防止辍学。

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引用次数: 0

Culturing computation: A multi-case study on students as ethnocomputing researchers during a virtual after-school program 文化计算：在一个虚拟课外项目中，对学生作为民族计算研究者的多案例研究

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-15 DOI: 10.1016/j.ijcci.2024.100719

Michael Lachney, Madison C. Allen Kuyenga, Christa Robinson

Ethnocomputing is a field about the co-constitutive relationships of culture and computational technology, digital and analog. It assumes that all technologies are value-laden and that cultural activities, practices, designs, and knowledge can be computational. Within education, ethnocomputing has inspired the design of software and hardware to help children study the computing ideas that are embedded in Indigenous and vernacular epistemologies, designs, and practices, such as African American cornrow braiding, Anishinaabeg quilting, Ghanaian Adinkra stamping, and more. Not only does this provide a way to add epistemic diversity to computing curricula but it is also a challenge to Eurocentric histories of computer science. Quantitative research on these educational technologies has been promising in terms of supporting children's attitudes toward and content knowledge of computing. This research also suggests that just being exposed to these technologies may not be enough for students to make the connections between culture and computing that ethnocomputing assumes as its foundation. To address this challenge, we report findings from a multi-case study of four Black high school students who took on roles as ethnocomputing researchers during a five-week virtual after-school program. Instead of focusing on if the program supported their computer science content knowledge, we sought to study the students' meaning-making and knowledge production practices on culture and computing in their ethnocomputing research. Our findings show that while only two of the four children felt confident identifying themselves as ethnocomputing researchers by the time the program ended, all students were able to express nuanced and unique ideas about culture-computing relationships that were relevant to ethnocomputing. We end with some recommendations about framing the image of the “researcher” in future ethnocomputing education.

民族计算是一个关于文化和计算技术，数字和模拟的共构关系的领域。它假设所有的技术都承载着价值，文化活动、实践、设计和知识都是可计算的。在教育领域，民族计算启发了软件和硬件的设计，以帮助孩子们学习嵌入在土著和当地认识论、设计和实践中的计算思想，例如非洲裔美国人的小辫编织、Anishinaabeg的绗缝、加纳的Adinkra冲压等等。这不仅为计算机课程提供了一种增加认知多样性的方法，而且也是对以欧洲为中心的计算机科学史的挑战。在支持儿童对计算的态度和内容知识方面，对这些教育技术的定量研究一直很有希望。这项研究还表明，仅仅接触这些技术可能不足以让学生在文化和计算之间建立联系，而民族计算认为这是其基础。为了应对这一挑战，我们报告了四名黑人高中生的多案例研究结果，他们在为期五周的虚拟课外项目中担任种族计算研究人员的角色。我们没有关注该项目是否支持他们的计算机科学内容知识，而是试图研究学生在他们的民族计算研究中对文化和计算的意义制造和知识生产实践。我们的研究结果表明，虽然在项目结束时，四个孩子中只有两个自信地认为自己是民族计算研究人员，但所有的学生都能够表达与民族计算相关的文化计算关系的微妙和独特的想法。最后，我们就如何在未来的民族计算机教育中塑造“研究者”的形象提出了一些建议。

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引用次数: 0

Evaluating the usability of a conversational agent to enhance parent-child shared reading interactions 评估对话代理的可用性，以增强亲子共享阅读互动

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-15 DOI: 10.1016/j.ijcci.2024.100720

Kathryn A. Leech , Grace Lin , Sarah Pedonti , Ilana Schoenfeld , Cigdem Uz Bilgin

Interactive shared book reading – particularly when parents engage in decontextualized talk which goes beyond the here-and-now – is an evidenced-based approach to promote preschool-aged children's engagement with a story and emergent literacy. Parental training of interactive reading often involves an experienced clinician or researcher who can provide personalized, “in-the-moment” instruction. Although such methods are highly effective, they are expensive and time-intensive, often limiting participation by busy parents. Here, we extend this approach through a digital tool designed to encourage dyadic interaction during shared book reading via a conversational agent (CA). In this paper, we describe the results of a one-month usability test of the app with N = 20 parents and their 3-to-5-year-old children. The app first provided parents with information on interactive reading strategies. During reading, it used AI technology to deliver interactive prompts aimed at promoting decontextualized conversation. Parent-child conversation while reading with the CA was nearly double that of conversation when reading without the CA. Approximately one month later, parent and child talk while reading with CA remained high. Additional analyses indicated that parents most often expanded on the CA's prompts rather than repeating them, thereby eliciting more verbal responses from children. Results indicate that CAs have the potential to enrich dyadic interactions around print books in ways known to promote children's early literacy abilities. Future directions around the scalability and efficacy of CA technologies to augment literacy practices are discussed.

互动式共享阅读——特别是当父母参与超越此时此地的非语境谈话时——是一种基于证据的方法，可以促进学龄前儿童参与故事和新兴读写能力。父母的互动阅读训练通常由经验丰富的临床医生或研究人员进行，他们可以提供个性化的“即时”指导。虽然这些方法非常有效，但它们既昂贵又耗时，往往限制了忙碌的父母的参与。在这里，我们通过一个数字工具扩展了这种方法，该工具旨在通过对话代理（CA）鼓励共享图书阅读过程中的二元交互。在本文中，我们描述了一项为期一个月的应用可用性测试的结果，测试对象是N = 20名家长和他们3- 5岁的孩子。这款应用首先为家长提供了互动阅读策略的信息。在阅读过程中，它使用人工智能技术提供交互式提示，旨在促进非语境化对话。使用CA阅读时的亲子对话几乎是不使用CA阅读时的两倍。大约一个月后，父母和孩子在使用CA阅读时的对话仍然很高。额外的分析表明，父母通常会扩展CA的提示，而不是重复它们，从而从孩子那里得到更多的口头回应。结果表明，ca有可能以已知的方式丰富围绕印刷书籍的二元互动，以促进儿童的早期读写能力。讨论了CA技术增强读写实践的可扩展性和有效性的未来方向。

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引用次数: 0

More than words: Conceptualizing narrative computational thinking based on a multicase study 超越文字：基于多案例研究的叙事计算思维概念化

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-13 DOI: 10.1016/j.ijcci.2024.100704

Michael Schlauch , Cristina Sylla , Maitê Gil

This paper presents an investigation that compares and analyzes the interactions of three groups of pre-and-primary school children with three different storytelling systems. We identify emerging patterns through which they engaged in what we refer to as narrative computational thinking. The latter describes broadened aspects of narrative literacy practices that are linked to computational thinking. By applying a multicase study approach and through various vignettes, we illustrate how children applied computational thinking to understand and influence the narrative possibilities offered by the different tools. Our results illustrate circumstances under which digital storytelling activities provide a favorable basis for narrative computational thinking, and that when computational thinking functions as a scaffold for story creation, it encourages a blend of creativity and computational thinking, providing a compelling approach to introducing emerging digital literacies to young children in a narrative context.

本文提出了一项调查，比较和分析了三组学龄前和小学儿童在三种不同的讲故事系统下的互动。我们识别新兴模式，通过这些模式，他们参与了我们所说的叙述性计算思维。后者描述了与计算思维相关的叙事素养实践的扩展方面。通过应用多案例研究方法和各种小插曲，我们说明了儿童如何应用计算思维来理解和影响不同工具提供的叙事可能性。我们的研究结果表明，在某些情况下，数字讲故事活动为叙事计算思维提供了有利的基础，而当计算思维作为故事创作的脚手架时，它鼓励创造力和计算思维的融合，为在叙事环境中向幼儿介绍新兴的数字素养提供了一种令人信服的方法。

引用次数: 0

Exploring parent self-efficacy in children's digital device use: Understanding shame and self-stigma through a mixed-methods approach 探索儿童数字设备使用中的父母自我效能感：通过混合方法理解羞耻和自我污名

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-12 DOI: 10.1016/j.ijcci.2024.100718

Stephanie C. Milford , Lynette Vernon , Joseph J. Scott , Nicola F. Johnson

This study utilized a mixed-methods approach to explore the relationship between shame, parental self-stigma, and parental self-efficacy in managing children's digital device use, while considering societal pressure and social media influence. Data was collected via an online survey administered to parents of school-aged children. The sample included 394 predominantly female Australian parents. Quantitative analyses, including confirmatory factor analysis and structural equation modeling, were complemented by qualitative thematic inductive content analysis. Results indicated a significant mediation effect of self-stigma on the relationship between shame and self-efficacy. Qualitative analysis revealed themes of societal pressure, judgement-based pressure, and social media pressure, highlighting contextual influences on parent self-stigma and self-efficacy. The convergence of quantitative and qualitative findings emphasizes the pivotal role of shame in influencing parental self-efficacy in the digital realm. This comprehensive approach enriches our understanding by illustrating how societal pressures and online influences contribute to feelings of shame and self-stigma among parents. Recommendations include establishing clear digital device guidelines for parents and implementing targeted interventions to mitigate parental shame and self-stigma, thereby enhancing parental self-efficacy in managing children's digital device use. These findings contribute to understanding the psychological dynamics of parenting in the digital age and offer insights to support parents in navigating this evolving landscape.

本研究采用混合方法，在考虑社会压力和社交媒体影响的情况下，探讨了在管理儿童数字设备使用方面羞耻、父母自我耻辱和父母自我效能之间的关系。数据是通过对学龄儿童的父母进行的在线调查收集的。样本包括394名以女性为主的澳大利亚父母。定量分析，包括验证性因子分析和结构方程模型，辅以定性主题归纳内容分析。结果表明，自我耻辱感在羞耻感与自我效能感之间具有显著的中介作用。定性分析揭示了社会压力、基于判断的压力和社交媒体压力的主题，强调了环境对父母自我耻辱感和自我效能感的影响。定量和定性研究结果的融合强调了羞耻在影响数字领域父母自我效能方面的关键作用。这种全面的方法通过说明社会压力和网络影响如何导致父母的羞耻感和自我耻辱感，丰富了我们的理解。建议包括为父母制定明确的数字设备指南，并实施有针对性的干预措施，以减轻父母的羞耻感和自我污名，从而提高父母在管理儿童数字设备使用方面的自我效能感。这些发现有助于理解数字时代养育子女的心理动态，并为父母在这一不断变化的环境中导航提供了见解。

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引用次数: 0

A rapid and inclusive instrument for assessing children’s basic understanding of physical computing 一个快速和包容的工具，用于评估儿童对物理计算的基本理解

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-09 DOI: 10.1016/j.ijcci.2024.100709

Andrea Bonani , Rosella Gennari , Alessandra Melonio , Pierpaolo Vittorini

While there are many initiatives that strive to empower children with physical computing, there seems to be no validated questionnaire for rapidly measuring different children’s understanding of the basics of physical computing. This paper presents the design of such an instrument—PCBUQ. It is rapid in that it consists of few items. It is inclusive because designed for different young children. It is for the basics of physical computing in that it considers physical input and output devices, basic patterns and programs that use them for interacting with the physical world. Data gathered from experts, primary and middle schools were used to validate PCBUQ. The first items assess children’s capability of classifying physical devices as input (e.g., buttons), and output devices (e.g., LED, speaker). The other items evaluate whether children can interpret problematic scenarios and infer how to resolve them with adequate input and output devices, patterns and programs. PCBUQ was found to have adequate reliability. The reported statistical analyses highlight the items that strongly and weakly correlate with the construct under analysis, their difficulty and discrimination. Results are discussed to guide future physical computing initiatives for children and their assessment.

虽然有许多倡议努力赋予儿童物理计算能力，但似乎没有有效的问卷来快速衡量不同儿童对物理计算基础知识的理解。本文介绍了这样一种仪器——pcbuq的设计。它是快速的，因为它由很少的项目组成。它是包容性的，因为它是为不同的孩子设计的。它是物理计算的基础，因为它考虑了物理输入和输出设备、基本模式和使用它们与物理世界交互的程序。从专家、小学和中学收集数据来验证PCBUQ。第一个项目评估儿童将物理设备分类为输入设备（如按钮）和输出设备（如LED，扬声器）的能力。其他项目评估儿童是否能够解释有问题的场景，并推断如何通过适当的输入和输出设备、模式和程序来解决问题。发现PCBUQ具有足够的可靠性。报告的统计分析突出了与被分析结构强相关和弱相关的项目，它们的难度和区别。讨论的结果，以指导未来的物理计算倡议的儿童和他们的评估。

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引用次数: 0

A workshop on artificial intelligence biases and its effect on high school students’ perceptions 一个关于人工智能偏见及其对高中生认知的影响的研讨会

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-07 DOI: 10.1016/j.ijcci.2024.100710

Marcos J. Gómez , Julián Dabbah , Luciana Benotti

This paper introduces a workshop aimed at concurrently addressing technical concepts and ethical considerations on artificial intelligence (AI) biases, with an emphasis on societal and automation biases. Unlike conventional approaches that often prioritize either the technical intricacies or the ethical implications of AI, our workshop integrates these dimensions in parallel. Through a series of activities, we illustrate how design decisions made by individuals involved in AI development, such as defining classes and selecting training sets, can introduce biases into AI models. We also explore errors or biases in model decisions, shedding light on the nuanced challenges of AI development.

The workshop’s impact on high school students’ perceptions of AI technology was assessed through pre and post-tests. Statistical analysis revealed a significant reduction in students’ agreement with statements regarding the absence of AI societal biases, the lack of influence of AI designers on AI behavior, and the superiority of AI solutions over human alternatives. While perceived as a highly positive and engaging experience, the workshop was also recognized as a practical and motivating endeavor, aligning with our didactic approach emphasizing experiential learning over theoretical exposition.

本文介绍了一个研讨会，旨在同时解决人工智能（AI）偏见的技术概念和伦理考虑，重点是社会和自动化偏见。与通常优先考虑人工智能技术复杂性或伦理影响的传统方法不同，我们的研讨会并行地整合了这些维度。通过一系列活动，我们说明了参与人工智能开发的个人所做的设计决策，如定义类和选择训练集，如何将偏见引入人工智能模型。我们还探讨了模型决策中的错误或偏见，揭示了人工智能开发的微妙挑战。研讨会通过前后测试评估了对高中生对人工智能技术认知的影响。统计分析显示，学生对人工智能不存在社会偏见、人工智能设计师对人工智能行为缺乏影响、人工智能解决方案优于人类替代方案等观点的认同程度显著降低。虽然被认为是一个非常积极和引人入胜的经历，但研讨会也被认为是一个实践和激励的努力，与我们强调经验学习而不是理论阐述的教学方法相一致。

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引用次数: 0

Critical Artificial Intelligence literacy: A scoping review and framework synthesis 关键人工智能素养：范围审查和框架综合

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-06 DOI: 10.1016/j.ijcci.2024.100708

Annemiek Veldhuis, Priscilla Y. Lo, Sadhbh Kenny, Alissa N. Antle

The proliferation of Artificial Intelligence (AI) in everyday life raises concerns for children, other marginalized groups, and the general public. As new AI implementations continue to emerge, it is crucial to enable children to engage critically with AI. Critical literacy objectives and practices can encourage children to question, critique, and transform the social, political, cultural, and ethical implications of AI. As an initial step towards critical AI education, we conducted a 10-year scoping review to identify publications reporting on activities that engage children, between the ages of 5 and 18, to address the critical implications of AI. Our review identifies a wide range of participants, content, and pedagogical approaches. Through framework synthesis guided by an established critical literacy model, we examine the critical literacy learning objectives embedded in the reported activities and propose a critical AI literacy framework. This paper outlines future opportunities for critical AI literacies in the field of child–computer interaction including inspiring new learning activities, encouraging inclusive perspectives, and supporting pragmatic curriculum integration.

人工智能（AI）在日常生活中的普及引起了儿童、其他边缘群体和公众的关注。随着新的人工智能应用不断涌现，使儿童能够批判性地参与人工智能是至关重要的。批判性的识字目标和实践可以鼓励儿童质疑、批评和改变人工智能的社会、政治、文化和伦理影响。作为迈向关键人工智能教育的第一步，我们进行了一项为期10年的范围审查，以确定涉及5至18岁儿童的活动的出版物，以解决人工智能的关键影响。我们的综述确定了广泛的参与者、内容和教学方法。通过在已建立的关键识字模型指导下的框架综合，我们研究了报告活动中嵌入的关键识字学习目标，并提出了一个关键的人工智能识字框架。本文概述了儿童计算机交互领域关键人工智能素养的未来机会，包括激发新的学习活动，鼓励包容性观点，并支持实用的课程整合。

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引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于先前发表的文章中缺少竞争利益声明的勘误表

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-12-01 DOI: 10.1016/j.ijcci.2024.100679

引用次数: 0