International Journal of Child-Computer Interaction最新文献

Puzzles are a core component of many videogames. While research has explored the potential of using puzzles in games to provide players with challenges they enjoy, little is known about how children seek information while solving puzzles in videogames. Using a constructivist grounded theory method, this study examines children's (ages 11–14) puzzle-solving approaches within a game titled GEM of the Forest [name anonymized]. The results show that children relied on two sources of information to solve puzzles: (1) information from the out-of-game world including players' prior game experiences, and (2) information within the game world including instructions, hints, inventory, and feedback. We present an empirically grounded theoretical model to understand children's information seeking behaviors while solving in-game puzzles. This paper contributes a theoretical understanding of children's information seeking behavior and strategies to solve puzzles in games. Additionally, we provide a description of the utility of this framework through design implications for the design of information in technologies that seek to engage children in puzzles.

Youth are being exposed to technological and algorithmic bias daily, even if they are not using devices themselves. Drawing from a series of cooperative inquiry co-design sessions with youth designers (ages 8 to 13), this paper investigates how youth who have been introduced to these biases design learning experiences about technological and algorithmic bias for their peers. After having more covert biases revealed to them, when designing to teach peers about technological bias, the youth focused on ways to make the invisible visible using four methods: highlighting or explaining a bias, utilizing an adaptive technology, engaging learners in experiential or interactive learning, and modeling how to have conversations about technological and algorithmic biases. These methods provide a basis on which learning experiences about technological and algorithmic biases can be built to ensure these biases are made visible to the youth they are affecting.

This research investigates the potential of gamified tools to enhance motivation as well reading and writing skills in pupils, from 8 to 11 years old. The study compares the impact of gamified applications to traditional pen-and-paper activities, utilizing standardized reading and writing tests. The training duration spans 12 h within the school setting, and the sample comprises 113 children with typical development, evenly distributed across two groups. The results indicate significant improvements in reading and writing speed and accuracy for each group, with a slightly higher effect observed in the experimental gamified training group, although this difference was not statistically significant. Although motivation did not directly mediate performance in either group, students in the experimental training groups expressed greater enthusiasm for the activities. These findings emphasize the importance of comprehensive training and pave the way for future investigations into the effects of gamified tools on other real-life skills and motivational aspects. Such studies would prove fundamental to understand the limitations and benefits of gamification, enabling its effective integration into school programs.

Children's engagement during shared reading of ebooks and paper books (reading medium) has been compared in numerous studies. Findings vary, making it difficult to advise caretakers and educators in selecting reading materials for children. The primary purpose of this systematic review is to synthesize the prior findings on reading medium engagement in children to ascertain the overall effect of reading medium on behavioral, emotional, and cognitive engagement. The secondary purpose was to examine which characteristics of ebooks and reading contexts may possibly better support three forms of engagement. A systematic review of experimental reading medium comparisons on children's engagement during shared reading was conducted. Studies needed to compare the same book or books in both paper and ebook form to be included. The systematic search yielded 15 eligible studies with 27 behavioral engagement effect sizes, 16 emotional engagement effect sizes, and 24 cognitive engagement effect sizes. Based on meta-analyses, there were no reliable differences between reading medium on any form of engagement. Based on a narrative synthesis, narrated ebooks appeared to foster greater levels of behavioral engagement in terms of visual attention than paper books. Parents and children demonstrated similar patterns of emotional and cognitive engagement with each other. Enhancements to ebooks may possibly foster all three forms of engagement. Overall, the results provide some insight into why enhancements may facilitate reading comprehension as well as why static ebooks comprehension is typically less than paper book comprehension.

A growing number of studies have shown that the exploratory, collaborative, and contextualized nature of maker activities create opportunities for learners to engage with knowledge in a uniquely different way from traditional education which largely relies on de-contextualized instructions. The increased integration of making into K-12 curricula has enormous implications not only for instructional design but also for assessment practices. Maker-oriented activities have the potential to shed light on types of learning that previous assessment systems have not captured and examined. Nevertheless, little is discussed on how making can contribute to the assessment and instructional practices at large. This case study investigated educators' experiences with assessment in classrooms integrating maker activities. Through a qualitative analysis of interviews with six K-12 educators in Canada, the researchers examined: (1) in what ways does making activities create opportunities for assessment and instruction in K-12 classrooms? (2) in what ways does maker learning become a challenge for assessment and instruction in K-12 classrooms? Our analysis revealed several ways in which teachers experienced the advantages of the making approach for understanding student learning and for helping students become further aware of their own progress. The results also revealed challenges to conducting assessments for maker learning, including administrative challenges like continuing to gain support from the administration, and literacy challenges such as students’ obsession with letter grades. This study provides insights into how making may help improve assessment and instructional practices in K-12 classrooms.

Research on children’s initial conceptions of AI is in an emerging state, which, from a constructivist viewpoint, challenges the development of pedagogically sound AI-literacy curricula, methods, and materials. To contribute to resolving this need in the present paper, qualitative survey data from 195 children were analyzed abductively to answer the following three research questions: What kind of misconceptions do Finnish 5th and 6th graders’ have about the essence AI?; 2) How do these misconceptions relate to common misconception types?; and 3) How profound are these misconceptions? As a result, three misconception categories were identified: 1) Non-technological AI, in which AI was conceptualized as peoples’ cognitive processes (factual misconception); 2) Anthropomorphic AI, in which AI was conceptualized as a human-like entity (vernacular, non-scientific, and conceptual misconception); and 3) AI as a machine with a pre-installed intelligence or knowledge (factual misconception). Majority of the children evaluated their AI-knowledge low, which implies that the misconceptions are more superficial than profound. The findings suggest that context-specific linguistic features can contribute to students' AI misconceptions. Implications for future research and AI literacy education are discussed.

Research interest in the potential of educational technology to support young children as they learn to read has significantly increased during the last decades. These studies typically adopt a media comparison approach (comparing learning with one instructional medium vs. another instructional medium) or a value-added approach (comparing learning with a standard version vs. one with an added feature). We aimed to systematically review both types of studies on the effectiveness of educational technology for enhancing preschoolers’ early literacy development. Our systematic search in four databases resulted in 67 studies eligible for inclusion. Our analyses addressed three research questions: (a) Is educational technology effective in stimulating preschoolers' early literacy development? (b) Which features of educational technology and its implementation are associated with its effectiveness? (c) Which child-related characteristics are associated with its effectiveness? Results show that the media comparison studies provide some evidence for the effectiveness of educational technology in early literacy instruction, but supported by medium to large effect sizes for only part of the studies. Moreover, features of educational technology and child-related characteristics were less frequently investigated, with a small number of studies per investigated feature or characteristic. The small number of studies and limited availability of effect sizes does not allow to draw strong evidence-based conclusions related to these research questions. Future studies are needed to deepen current insights into the effectiveness of educational technology for early literacy instruction, and especially the contribution of specific educational technology features and child-related characteristics to its effectiveness.

AI-enabled virtual voice assistants have eased user interaction and user experience. The current study aims to understand how teenagers interact and engage with voice assistants. The rationale of usage, perceptions, patterns and expectations of teenagers from smart speakers has been explored within the framework of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study uses an interpretive qualitative research method to gain in-depth insights, empirical details, and narrative aspects of user experiences of smart speakers. Semi-structured interviews were conducted with 36 teenagers pursuing high school in the age group 13–15 years during the COVID-19 pandemic. The results indicated that all seven variables (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivations, habit, and privacy concerns) impact the usage of smart speakers. The study also ascertains that hedonic motivation is a significant driving factor in the UTAUT2 model.

Embedding cultural ways of knowing and being of non-dominant communities into learning tools and environments often falls short of authentically representing the people they are meant to serve. Designers have used principles and methods of Participatory Design (PD) to work alongside minoritized communities due to its roots in democratic participation. However, following PD methods may fall short when infusing the community’s culture and values in the design in a way that is responsive to the community’s preferences, intentions and aspirations. In the field of education, researchers and practitioners have designed teaching and learning tools and environments by leveraging the cultural wealth and ways of knowing of minoritized learners through an asset-based perspective, as exemplified by Culturally Sustaining Pedagogy (CSP). In this paper we present a case study for the development of a mobile application to extend physical playful learning spaces, designed with local low-income Latine families to foster fun family learning. We highlight how our design practices helped us center youth voices and community ways of knowing and being, particularly in the stages of ideation, concept, testing, and prototyping. Our case study reflects how we foregrounded cultural values and practices into our educational mobile application. Through these practices, we present concrete examples and initial building blocks for future work towards building a Culturally Sustaining Design Framework.