International Journal of Child-Computer Interaction最新文献

英文中文

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 : 2025-03-01 Epub 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

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 : 2025-03-01 Epub 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

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 : 2025-03-01 Epub 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

Inside or between devices: The internet in the mind of primary school children 设备内部或设备之间：小学生心中的互联网

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-03-01 Epub Date: 2025-02-05 DOI: 10.1016/j.ijcci.2025.100724

Luca Botturi , Loredana Addimando

Understanding primary school children's mental models of the internet is fundamental to develop sound and effective internet education approaches. In this study we analyze a dataset of 386 drawings of the internet by 4th-graders (8–9 years old) from Southern Switzerland, enriched with socio-demographic data. Analysis identified 4 main clusters of mental models, confirming that the internet, despite being frequently used, is poorly known to children. The internet is represented as something invisible or undefined among or inside mobile devices and is often associated with digital products brands. Some findings differ from previous studies. Mental models of the internet and perceived internet-related risks seem to be independent from socio-demographic characteristics, internet experience and school performance, but seem to be more homogeneous when considering single school classes. Educational implications are discussed.

了解小学生的网络心理模式是制定健全有效的网络教育方法的基础。在这项研究中，我们分析了来自瑞士南部的386张四年级学生（8-9岁）的互联网图画数据集，其中丰富了社会人口统计数据。分析确定了4种主要的心智模式集群，证实了尽管互联网经常被使用，但儿童对互联网知之甚少。互联网被认为是移动设备之间或内部不可见或未定义的东西，通常与数字产品品牌联系在一起。一些发现与之前的研究不同。互联网的心理模型和感知到的互联网相关风险似乎独立于社会人口特征、互联网体验和学校表现，但在考虑单一学校班级时，似乎更加同质。讨论了教育意义。

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 : 2025-03-01 Epub 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

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 : 2025-03-01 Epub 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

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 Epub Date: 2024-11-23 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

Let us make robots “Think in child!”: How children conceptualize fairness, inclusion, and privacy with social robots 让我们制造机器人”像孩子一样思考！：孩子们如何用社交机器人来理解公平、包容和隐私

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-03-01 Epub Date: 2025-01-27 DOI: 10.1016/j.ijcci.2024.100706

Leigh Levinson , Vicky Charisi , Chris Zotos , Randy Gomez , Selma Šabanović

Under UNICEF’s framework on children’s rights and AI, we explore children’s priorities and concerns regarding the integration of social robots in everyday life. We conducted a series of four workshops in various children’s communities focused on introducing children to their rights with AI, fairness and non-discrimination, inclusion, and privacy within the context of child–robot interactions. Workshops performed in a middle school showed how children prioritize their rights and use their conceptualization of fairness, inclusion, and privacy to inform social robot design. Children revealed their concerns over inaccessibility of robotic sensors and designed more inclusive robots with customized personalities for the home and classroom. They also expressed discretion in which information they share with robots and additional third parties. This work highlights children’s ability to integrate social robots into their life and makes recommendations for researchers on how to design robots with children’s rights and priorities in mind.

在联合国儿童基金会关于儿童权利和人工智能的框架下，我们探讨了儿童在日常生活中融入社交机器人方面的优先事项和关注点。我们在不同的儿童社区举办了一系列四次研讨会，重点是在儿童与机器人互动的背景下，向儿童介绍他们在人工智能方面的权利、公平和非歧视、包容和隐私。在一所中学举办的讲习班展示了孩子们如何优先考虑自己的权利，并利用他们对公平、包容和隐私的概念来为社交机器人的设计提供信息。孩子们表达了他们对机器人传感器无法使用的担忧，并为家庭和教室设计了更具包容性的个性化机器人。他们还表示，在与机器人和其他第三方分享信息时要慎重。这项工作强调了儿童将社交机器人融入他们生活的能力，并为研究人员提供了如何在考虑儿童权利和优先事项的情况下设计机器人的建议。

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引用次数: 0

Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education 教师作为反思性学习体验设计师：将设计思维带入校本设计和创客教育

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2025-03-01 Epub Date: 2024-10-11 DOI: 10.1016/j.ijcci.2024.100695

Noora Bosch , Tellervo Härkki , Pirita Seitamaa-Hakkarainen

School-based design and maker education foster the acquisition of 21st-century competencies. Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences. The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the in-situ and post-reflections of the teacher and researcher-teacher (Noora, the first author) on pedagogical practices and the teacher's role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.

以学校为基础的设计和创客教育培养21世纪的能力。教师在将探索性设计思维和数字制造融入学校方面发挥着至关重要的作用；然而，在设计、实施和反思这些过程方面仍然存在差距。本研究将教师定位为学习经验的反思设计者。本案例研究概述了学习设计的关键要素，并探讨了为13-14岁学生量身定制的项目实施。一项主题、理论和数据驱动的分析考察了教师和研究型教师（Noora，第一作者）在教学实践和教师角色方面的现场反思和反思所面临的挑战和机遇。三个相互交织的主题出现了：设计领导，合作和共同教学，以及（共同）反思。通过（共同）反思，他们组织并领导了设计过程，同时发展了他们的专业技能。文章亦提倡教师应有的思维及技能，强调专业发展及合作对提升校本设计及创客教育质素的重要性。这些见解可以指导现有框架的应用和发展，以帮助教师、研究人员和其他促进者将创造性的实践学习经验引入正规教育。

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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 : 2025-03-01 Epub 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

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