International Journal of Child-Computer Interaction最新文献_第7页

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

A systematic review on design-based nudges for adolescent online safety 基于设计的青少年网络安全督促的系统回顾

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-11-28 DOI: 10.1016/j.ijcci.2024.100702

Zainab Agha , Naima Samreen Ali , Jinkyung Park , Pamela J. Wisniewski

Within the realm of digital spaces, much of the nudging research has focused on general populations, which may not be applicable to nudges for adolescents, as minors are often more vulnerable to online risks and have unique developmental needs. To address this gap, we conducted a systematic literature review of 52 articles from the past 15 years that focused on technology-mediated nudges for teens’ online safety. We found that most nudges were designed for protecting teens as victims of cyberbullying in public settings, with recent trends towards studying nudges for diverse risk types and perspectives (e.g., risk perpetrators and bystanders). Most of the nudges were designed to be triggered during or after the risk occurrence, with fewer preventative approaches. Expanding upon Caraban et al.’s nudging framework, we found that commonly used mechanisms for nudges facilitated alternate actions or education, confronted youth with the consequences of risks, or involved parents. Lastly, most of the work focused on formative understanding or designing nudges for adolescents, with fewer ecologically valid evaluations of these nudges. We recommend building context-aware nudges with positive framing that can provide personalized guidance to help teens build resilience. We call for further investigation into how nudges can effectively empower adolescents in different cultural contextsby supporting autonomy and collective safety, while also confronting perpetrators and societal challenges for improved online safety outcomes. Finally, we provide guidelines to move towards realistic evaluations of nudges, and to engage with teens at every stage; from design to evaluations of online safety nudges.

在数字空间领域，许多关于“轻推”的研究都集中在普通人群身上，这可能不适用于青少年，因为未成年人往往更容易受到网络风险的影响，而且有独特的发展需求。为了解决这一差距，我们对过去15年的52篇文章进行了系统的文献回顾，这些文章主要关注技术对青少年在线安全的推动。我们发现，大多数轻推都是为了保护青少年在公共环境中成为网络欺凌的受害者而设计的，最近的趋势是研究不同风险类型和视角（例如，风险肇事者和旁观者）的轻推。大多数的助推被设计为在风险发生期间或之后触发，预防性措施较少。在Caraban等人的推动框架的基础上，我们发现，通常使用的推动机制促进了替代行动或教育，使青少年面临风险的后果，或使父母参与其中。最后，大多数工作集中在形成性理解或为青少年设计推动，对这些推动的生态有效评估较少。我们建议建立积极框架的情境感知推动，可以提供个性化的指导，帮助青少年建立弹性。我们呼吁进一步研究轻推如何通过支持自主和集体安全，有效地赋予不同文化背景下的青少年权力，同时应对肇事者和社会挑战，以改善网络安全结果。最后，我们提供了指导方针，以实现对轻推的现实评估，并在每个阶段与青少年接触；从设计到评估在线安全提示。

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引用次数: 0

Beyond techno-solutionism: Towards critical perspectives in environmental education and digital technology. A critical-hermeneutic review 超越技术解决主义：迈向环境教育和数字技术的批判性视角。批判性神学评论

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-11-19 DOI: 10.1016/j.ijcci.2024.100705

Haley Perkins

As ecological changes escalate and digital technologies continue to entangle themselves into children's lives, there is a need to critically explore the intersection of education, digital technologies, and environmental concerns. This paper aims to uncover underlying assumptions and metanarratives in current scholarship at the intersection of Environmental Education (EE), technology, and Child-Computer Interaction (CCI) to broaden perspectives and foster transformative futures. A decolonial-informed critical hermeneutic literature review of 79 papers explores EE's relationship with digital technology and CCI. Thematic analysis and iterative search cycles reveal a hegemonic discourse centred on anthropocentrism, technological solutionism, and behaviour change in children, predominantly driven by economic priorities in the Global North. Non-hegemonic perspectives (particularly those from the Global South) emphasise critical perspectives on digital technology development and sustainability discourse. These perspectives advocate for non-dualistic understandings of human-nature-technology relationships such as those informed by relationally-based Indigenous knowledges, new materialisms, arts-based pedagogies, and ecopedagogies. This review has implications for EE and the CCI communities alike. Findings suggest that researchers might reconsider prioritising techno-pedagogical sustainability solutions and shift efforts first towards transforming the underlying ways of knowing and being that drive current education and technology narratives and design. By critically addressing these onto-epistemological orientations, we might stand a chance for a more sustainable and ecologically responsible future for today's children.

随着生态变化的升级和数字技术不断融入儿童的生活，有必要批判性地探索教育、数字技术和环境问题的交叉点。本文旨在揭示当前学术界在环境教育（EE）、技术和儿童与计算机互动（CCI）交叉领域的基本假设和元叙事，以拓宽视野，促进未来的变革。对 79 篇论文进行了非殖民地批判诠释学文献综述，探讨了环境教育与数字技术和儿童计算机互动的关系。主题分析和迭代搜索循环揭示了以人类中心主义、技术解决方案主义和儿童行为改变为中心的霸权话语，这些话语主要由全球北方的经济优先事项所驱动。非霸权视角（尤其是来自全球南部的视角）强调对数字技术发展和可持续性话语的批判性视角。这些观点主张对人类-自然-技术关系进行非二元对立的理解，如基于关系的土著知识、新唯物主义、基于艺术的教学法和生态教学法。本综述对环境教育界和 CCI 界都有影响。研究结果表明，研究人员可以重新考虑将技术教育学可持续性解决方案作为优先事项，并将工作重点首先转移到改变推动当前教育和技术叙事与设计的基本认知和存在方式上。通过批判性地解决这些认识论取向，我们或许有机会为今天的孩子们创造一个更可持续、对生态更负责任的未来。

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引用次数: 0

Expanding digital literacies beyond the digital: Infusing computational thinking into unplugged pedagogical tools - Two case studies from mathematics education 将数字扫盲扩展到数字之外：在不插电的教学工具中注入计算思维 - 两项数学教育案例研究

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-11-10 DOI: 10.1016/j.ijcci.2024.100703

Renato Saig, Arnon Hershkovitz

Computational Thinking (CT), the conceptual foundations required for solving complex problems effectively and efficiently, is an imperative skill for today's learners, across disciplines and across ages. As for its importance in the wide network of digital literacies, CT has been implemented in various educational contexts, however mostly via digital artifacts, specifically in programming-related activities. This approach does not fulfill the potential of such integration for promoting learning. In this paper, we argue that digital literacies should not be bound to the digital realm, and present a novel approach to fully integrate CT into learning and teaching by the development of CT-infused “unplugged” pedagogical tools that are fully embedded in the subject matter. We demonstrate the advantages to student learning of these tools in two case studies from K-12 mathematics education: 1) An assistive tool for function investigation in high-school calculus – in this case, we point out to how CT skills that were implemented in the tool promoted students' problem solving; 2) A teaching unit for pattern sequences in elementary school – in this case, we show how students in the CT research group outperformed students in the other groups, and how they implemented CT to solve pattern sequence problems effectively and efficiently. We highlight that besides enhancing learning, this approach can help address the important issue of equity in education, and suggest ways to promote it via dedicated professional development.

计算思维（Computational Thinking，CT）是高效解决复杂问题所需的概念基础，是当今各学科和各年龄段学习者的必备技能。由于计算思维在广泛的数字扫盲网络中的重要性，计算思维已在各种教育环境中得到实施，但大多是通过数字人工制品，特别是在与编程相关的活动中实施的。这种方法并没有发挥这种整合在促进学习方面的潜力。在本文中，我们认为数字扫盲不应局限于数字领域，并提出了一种新颖的方法，即通过开发完全嵌入学科内容的 "不插电 "的数字扫盲教学工具，将数字扫盲与学习和教学充分整合。我们通过两个 K-12 数学教育的案例研究，展示了这些工具对学生学习的优势：1) 高中微积分中函数探究的辅助工具--在这个案例中，我们指出了工具中的 CT 技能如何促进了学生的问题解决；2) 小学模式序列的教学单元--在这个案例中，我们展示了 CT 研究组的学生如何优于其他组的学生，以及他们如何有效、高效地运用 CT 解决模式序列问题。我们强调，除了提高学习效果，这种方法还有助于解决教育公平这一重要问题，并提出了通过专门的专业发展促进教育公平的方法。

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引用次数: 0

How can AR-enhanced books support early readers? Exploring literacy development through AR design principles AR 增强型图书如何为早期读者提供支持？通过 AR 设计原则探索读写能力的培养

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-11-09 DOI: 10.1016/j.ijcci.2024.100701

Yoo Kyung Chang , Jullia Lim , Jordan Burkland

Early readers go through critical literacy development that have a significant impact on their future reading, academic performance, and lifelong learning. Previous studies have found that AR books designed for literacy development are effective, especially with improved vocabulary and motivation (Cai et al.,2022). Much of AR-enhanced books are not designed with considerations for literacy development. This study extends previous studies by examining whether and how AR-enhanced books may support such critical literacy development through informal, recreational reading. Young readers were observed as they read a set of AR-enhanced books. Their literacy behavior consisting of literacy skills and motivation were analyzed in relation to AR design principles to explore how and when the design principles engaged literacy behavior. Findings show that AR books, even if they are not designed for literacy development, may provide opportunities for engagement and development of literacy skills and motivation. A pattern of relations between literacy behavior, including print concept, vocabulary, interest, and attentional control, and AR design principles were observed. The implications for design and implementation of AR design principles and AR-enhanced books to support different readers is discussed.

早期读者会经历关键的读写能力发展阶段，这对他们未来的阅读、学习成绩和终身学习都有重大影响。以往的研究发现，为读写能力发展而设计的 AR 图书是有效的，尤其是在提高词汇量和学习动机方面（Cai 等人，2022 年）。大部分 AR 增强图书在设计时并没有考虑到读写能力的培养。本研究对之前的研究进行了扩展，研究了 AR 增强图书是否以及如何通过非正式的休闲阅读来支持这种关键的读写能力发展。研究人员观察了小读者阅读一套增强现实技术图书的过程。他们的识字行为（包括识字技能和动机）与增强现实技术的设计原则进行了对比分析，以探讨设计原则如何以及在什么时候促进了识字行为。研究结果表明，AR 图书即使不是为识字发展而设计的，也可以提供参与和发展识字技能和动机的机会。研究还观察到了识字行为（包括印刷概念、词汇、兴趣和注意力控制）与 AR 设计原则之间的关系模式。本文讨论了设计和实施增强现实技术设计原则和增强现实技术图书以支持不同读者的意义。

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引用次数: 0

Examining children's perceptions of AI-enabled interactive media characters 研究儿童对人工智能互动媒体角色的看法

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-31 DOI: 10.1016/j.ijcci.2024.100700

Ying Xu , Trisha Thomas , Zhixin Li , Monica Chan , Grace Lin , Kate Moore

Young children may develoattachments or perceive realism in television characters due to interactive techniques like faux eye contact and pretend interactions during video watching. As artificial intelligence (AI) advances, the potential for real-time, contingent interactions with characters has emerged, potentially reshaping children's perceptions of these characters as responsive entities. This article presents findings from two experiments conducted as part of a multi-year project aimed at integrating AI into television animation series. In this project, the main characters of the series ask children questions, listen to their responses, and provide responsive feedback. The findings suggest that interactive characters, which engage viewers through contingent dialogues, are perceived as more human-like. Follow-up analyses also revealed that the opportunities for contingent interactions with the media character were the primary reason that drove such perceptions. This study contributes to advancing understanding of the mechanisms underlying children's evolving relationships with interactive media characters, a trend likely to gain prominence in the years to come.

在观看视频过程中，由于采用了假性眼神接触和假装互动等互动技术，幼儿可能会对电视角色形成或感知到真实感。随着人工智能（AI）的发展，与角色进行实时、偶然互动的可能性已经出现，这有可能重塑儿童对这些角色作为反应实体的认知。本文介绍了两个实验的结果，这两个实验是一个旨在将人工智能融入电视动画系列的多年期项目的一部分。在这个项目中，剧中的主要角色会向儿童提问，倾听他们的回答，并提供相应的反馈。研究结果表明，通过或然性对话与观众互动的角色更像人类。后续分析还显示，与媒体角色进行偶然互动的机会是促成这种看法的主要原因。这项研究有助于加深人们对儿童与互动媒体角色之间不断发展的关系的内在机制的理解。

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引用次数: 0

Designing for Teen Mental Health: An exploration of the co-design of virtual reality in the public library setting 为青少年心理健康设计：在公共图书馆环境中共同设计虚拟现实技术的探索

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-30 DOI: 10.1016/j.ijcci.2024.100693

Elin A. Björling , Kung Jin Lee , Jin Ha Lee , Ruican Zhang , Sean Roth , Juan Rubio

Teen mental health is in a state of crisis in the United States. One in three adolescents is suffering from a mental health issue and suicide is the third leading cause of death for teens ages 15–24. The demand for mental health resources far outweighs the supply suggesting creative and accessible mental health resources are needed. The public library is a community resource available to all community members and is an ideal location for providing mental health supports. Therefore, in this project, we engaged three, diverse groups of teens (n = 30) in the design and development of a virtual reality environment intended to support teen mental health. Teens from two urban (Seattle and Washington, D.C.) and one rural setting (Texas) participated in a 13-session, after school co-design program led by local library staff. Through these design sessions, we learned that (1) Teens are interested and engaged in talking about their mental health and find nature and animals relaxing and helpful. (2) Teens envision virtual reality (VR) as an environment to help them manage or avoid stress and feelings of overwhelm. (3) As designers, teens enjoy active interaction and the ability to iterate on their designs. (4) VR designs by teens often included being in nature and with animals. These data suggest that virtual reality may be a successful medium and public libraries an appropriate site in which to engage teens in co-design for mental health. More importantly, such programs may offer an invitation to encourage teens to think about and discuss their own mental health.

在美国，青少年的心理健康正处于危机状态。每三名青少年中就有一人受到心理健康问题的困扰，而自杀是 15-24 岁青少年的第三大死因。对心理健康资源的需求远远大于供给，这表明我们需要创造性的、易于获取的心理健康资源。公共图书馆是面向所有社区成员的社区资源，也是提供心理健康支持的理想场所。因此，在本项目中，我们让三组不同的青少年（n = 30）参与到旨在支持青少年心理健康的虚拟现实环境的设计和开发中。来自两个城市（西雅图和华盛顿特区）和一个农村（德克萨斯州）的青少年参加了由当地图书馆工作人员主持的为期 13 节课的课后共同设计项目。通过这些设计课程，我们了解到：(1) 青少年对谈论心理健康感兴趣并参与其中，他们认为大自然和动物能让他们放松并有所帮助。(2) 青少年认为虚拟现实（VR）环境可以帮助他们管理或避免压力和不知所措的感觉。(3) 作为设计者，青少年喜欢积极的互动和对设计进行反复修改的能力。(4) 青少年的虚拟现实设计通常包括在大自然中和与动物在一起。这些数据表明，虚拟现实可能是一种成功的媒介，而公共图书馆则是让青少年参与心理健康共同设计的合适场所。更重要的是，这些项目可以鼓励青少年思考和讨论自己的心理健康问题。

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引用次数: 0

User experience testing and co-designing a digital game for broadening participation in computing with and for elementary school children 用户体验测试和共同设计数字游戏，与小学生一起并为他们扩大参与计算的范围

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-26 DOI: 10.1016/j.ijcci.2024.100699

Golnaz Arastoopour Irgens , Cinamon Bailey , Tolulope Famaye , Atefeh Behboudi

Broadening participation in computing is more than providing access to computing for students; it requires reimagining and transforming teaching and learning to be more inclusive and culturally sustaining and it begins with elementary school children. In this study, we report on the fourth cycle of a participatory design-based research project in which researchers and children co-design culturally responsive-sustaining computational learning environments. We conducted user experience testing and co-design sessions with seven children on one level of a game-based learning environment in development. We model children's discourse through Epistemic Network Analysis models to investigate their feedback on character design, game narratives, and introductory activities. Our findings reveal 1) children's positive response to characters with counternarratives and visible intersectional identities in computing, 2) positive and negative experiences and feedback from children on game activities and narratives, and 3) suggestions for improvement.

扩大学生对计算机的参与不仅仅是为学生提供使用计算机的机会，还需要对教学进行重新构想和改革，使其更具包容性和文化可持续性，而这一切都要从小学生开始。在本研究中，我们报告了参与式设计研究项目的第四个周期，在该项目中，研究人员和儿童共同设计了具有文化响应性和可持续性的计算学习环境。我们与七名儿童就一个正在开发中的基于游戏的学习环境的一个层面进行了用户体验测试和共同设计。我们通过认识论网络分析模型对儿童的话语进行建模，调查他们对角色设计、游戏叙事和入门活动的反馈。我们的研究结果揭示了：1）儿童对计算机领域中具有反叙述和可见交叉身份的角色的积极反应；2）儿童对游戏活动和叙述的积极和消极体验及反馈；3）改进建议。

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引用次数: 0

The design space of visualization tools for data science education: Literature review and framework for future designs 数据科学教育可视化工具的设计空间：文献综述和未来设计的框架

Q1 Social Sciences

International Journal of Child-Computer Interaction

Pub Date : 2024-10-26 DOI: 10.1016/j.ijcci.2024.100698

Cassia Fernandez , João Adriano Freitas , Paulo Blikstein , Roseli de Deus Lopes

Data science education is a rapidly growing field, motivating the development of several tools aimed at engaging students in data-related activities across all educational levels. Within this landscape, new block-based programming (BBP) environments have been developed to integrate data visualization functionalities. However, the construction of visualizations entails distinct goals and forms of interaction from those typically used in conventional programming, which should be considered in designing those environments. Drawing inspiration from taxonomies within the field of Information Visualization, we derived a framework for the analysis of educational tools in this domain comprising four categories: supported goals, expressiveness, abstraction, and transparency. We situate six existing BBP environments within the design space of the framework and illustrate its application by describing the design of PlayData, a BBP environment developed to address a gap in data visualization tools for young audiences. Our goal is to contribute to a more theoretically grounded discussion on the topic by connecting well-established research on professional tools for data visualization and the design of related educational environments targeted at middle and high school students.

数据科学教育是一个快速发展的领域，推动了一些工具的开发，旨在吸引学生参与所有教育水平的数据相关活动。在这种情况下，已经开发了新的基于块的编程（BBP）环境来集成数据可视化功能。然而，可视化的构建需要与传统编程中典型使用的交互不同的目标和形式，在设计这些环境时应该考虑到这一点。从信息可视化领域的分类中获得灵感，我们导出了一个用于分析该领域教育工具的框架，该框架包括四个类别：支持的目标、表达性、抽象性和透明度。我们将六个现有的BBP环境置于框架的设计空间中，并通过描述PlayData的设计来说明其应用，PlayData是一个BBP环境，旨在解决年轻受众在数据可视化工具方面的差距。我们的目标是通过将数据可视化专业工具的成熟研究与针对初高中学生的相关教育环境的设计联系起来，促进对该主题的更有理论基础的讨论。

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引用次数: 0