Aleksi H Syrjämäki;Mirja Ilves;Joel Kiskola;Anna Rantasila;Poika Isokoski;Thomas Olsson;Veikko Surakka
An online experiment investigated the perceived effects of a user interface (UI) intervention aiming to support online news commenters' emotion regulation. By describing the comment's tone to the user, the expected effect was activation of the implicit emotion regulation process of affect labeling (i.e. naming emotions). The perceived emotion- and behavior-related effects of the labeling intervention were investigated using the experimental vignette methodology. Participants read a vignette describing the behavior of an uncivil commenter and assessed the commenter's probable responses to the labeling intervention or a control intervention shown in the UI. The results showed that, when compared to a control condition, the labeling intervention was assessed to evoke positive emotions and to result in mitigation of uncivil behavior. This suggests that UI solutions that support emotion regulation are a promising approach to reducing uncivil comments that users might afterward regret, and hence potentially improving the quality of online discussions.
{"title":"Facilitating Implicit Emotion Regulation in Online News Commenting—An Experimental Vignette Study","authors":"Aleksi H Syrjämäki;Mirja Ilves;Joel Kiskola;Anna Rantasila;Poika Isokoski;Thomas Olsson;Veikko Surakka","doi":"10.1093/iwc/iwad010","DOIUrl":"https://doi.org/10.1093/iwc/iwad010","url":null,"abstract":"An online experiment investigated the perceived effects of a user interface (UI) intervention aiming to support online news commenters' emotion regulation. By describing the comment's tone to the user, the expected effect was activation of the implicit emotion regulation process of affect labeling (i.e. naming emotions). The perceived emotion- and behavior-related effects of the labeling intervention were investigated using the experimental vignette methodology. Participants read a vignette describing the behavior of an uncivil commenter and assessed the commenter's probable responses to the labeling intervention or a control intervention shown in the UI. The results showed that, when compared to a control condition, the labeling intervention was assessed to evoke positive emotions and to result in mitigation of uncivil behavior. This suggests that UI solutions that support emotion regulation are a promising approach to reducing uncivil comments that users might afterward regret, and hence potentially improving the quality of online discussions.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49943075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correction to: Narrating by Doing: A Bridging Concept for Understanding and Informing the Design of Tangible Interfaces for Storytelling","authors":"","doi":"10.1093/iwc/iwad011","DOIUrl":"https://doi.org/10.1093/iwc/iwad011","url":null,"abstract":"","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49939308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Before the COVID-19 coronavirus pandemic, work and education on the university campus were considered superior to equivalent activities conducted digitally or remotely. Despite being significantly digitally mature, many organizations did not consider or even permit digital or hybrid participation in meetings and education. In March 2020, the lockdown following the pandemic caused the transition of many organizations and most universities to online-only operation in record time. Often, this occurred while maintaining quality and production, even if some aspects relating to the user experience were lost. The purpose of this paper is to describe and analyze how digitalization following the pandemic influenced and transformed the digital work environment in higher education. KTH Royal Institute of Technology, Stockholm, Sweden, provided the experiences and data for this article. In conclusion we distinguished different phases of digital work and education before, during and after the pandemic: 1. The Pre-Pandemic Phase, 2. The Emergency Remote Phase, 3. The New Normal, 4. The Slow Acceptance Phase, and 5. The Dividing Phase, or what we refer to as The ‘New’ New Normal. In this phase it looks like it will be a battle between three perspectives; those who are looking to get back to the pre-pandemic conditions, those living in The New Normal, and those actively analyzing the lessons learned and aiming for The Thoughtful Blended Phase. Analyzing these five phases we discern that the implications for the future will be heavily dependent on the following aspects: management commitment and support; well-functioning technology and support organization; understanding the effects digitalization will have on culture, organization and well-being; increasing interest in participating in pedagogical development; new designs needed for hybrid work and education; the need to rethink structure and contents of meetings; and paying extra care and attention to the psychological well-being of staff and students.
{"title":"The ‘New’ New Normal—Digitalization and Hybridization of Work and Education Before, during and after the Covid-19 Pandemic","authors":"Jan Gulliksen, Joakim Lilliesköld, Stefan Stenbom","doi":"10.1093/iwc/iwac034","DOIUrl":"https://doi.org/10.1093/iwc/iwac034","url":null,"abstract":"Before the COVID-19 coronavirus pandemic, work and education on the university campus were considered superior to equivalent activities conducted digitally or remotely. Despite being significantly digitally mature, many organizations did not consider or even permit digital or hybrid participation in meetings and education. In March 2020, the lockdown following the pandemic caused the transition of many organizations and most universities to online-only operation in record time. Often, this occurred while maintaining quality and production, even if some aspects relating to the user experience were lost. The purpose of this paper is to describe and analyze how digitalization following the pandemic influenced and transformed the digital work environment in higher education. KTH Royal Institute of Technology, Stockholm, Sweden, provided the experiences and data for this article. In conclusion we distinguished different phases of digital work and education before, during and after the pandemic: 1. The Pre-Pandemic Phase, 2. The Emergency Remote Phase, 3. The New Normal, 4. The Slow Acceptance Phase, and 5. The Dividing Phase, or what we refer to as The ‘New’ New Normal. In this phase it looks like it will be a battle between three perspectives; those who are looking to get back to the pre-pandemic conditions, those living in The New Normal, and those actively analyzing the lessons learned and aiming for The Thoughtful Blended Phase. Analyzing these five phases we discern that the implications for the future will be heavily dependent on the following aspects: management commitment and support; well-functioning technology and support organization; understanding the effects digitalization will have on culture, organization and well-being; increasing interest in participating in pedagogical development; new designs needed for hybrid work and education; the need to rethink structure and contents of meetings; and paying extra care and attention to the psychological well-being of staff and students.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Young children's user experiences of educational applications (apps) can potentially support their cognitive development and improve the quality of parent–child relationships. However, to realize such potential, app designers must consider children's emotional needs. Through a comprehensive review of the relevant literature, this paper develops an interactive design framework that can trigger three positive emotions, which is then used as a scale to conduct a design analysis of 72 apps available on the Australian and Chinese Apple App Store. We found that the interactive design scale based on emotional design is feasible; and an interactive design method that focuses on emotions affects the emotional benefits of parent–child users from apps and obtaining higher user ratings. It is thus demonstrated that paying attention to these design criteria will affect the emotional benefits young children receive from apps, thereby increasing users' interest and support for the product. Lastly, we discuss the implications of improving the methods emotional experience and encourage future designers to bridge the gap between research and practice.
{"title":"An Interactive Design Framework for Children's Apps for Enhancing Emotional Experience","authors":"Kaiqing Chen","doi":"10.1093/iwc/iwac042","DOIUrl":"https://doi.org/10.1093/iwc/iwac042","url":null,"abstract":"Young children's user experiences of educational applications (apps) can potentially support their cognitive development and improve the quality of parent–child relationships. However, to realize such potential, app designers must consider children's emotional needs. Through a comprehensive review of the relevant literature, this paper develops an interactive design framework that can trigger three positive emotions, which is then used as a scale to conduct a design analysis of 72 apps available on the Australian and Chinese Apple App Store. We found that the interactive design scale based on emotional design is feasible; and an interactive design method that focuses on emotions affects the emotional benefits of parent–child users from apps and obtaining higher user ratings. It is thus demonstrated that paying attention to these design criteria will affect the emotional benefits young children receive from apps, thereby increasing users' interest and support for the product. Lastly, we discuss the implications of improving the methods emotional experience and encourage future designers to bridge the gap between research and practice.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8016801/10058477/10058479.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49979218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the rapid development of digital technology, examining the effects of digital technology use on children becomes more critical every day. This paper explores the effects of digital technology use on children from children's and parents' perspectives. Focus groups with children aged 9 to 15 and their parents were conducted from 30 March to 5 May 2021, via the Zoom platform. Using the thematic analysis approach, we found that both children and parents perceive different positive and negative effects of digital technology use on emotional, behavioral, physical, social and cognitive development and functioning in children, and problematic digital technology use as a general effect of excessive digital technology use in children. These results give insight into different perspectives of digital technology use and allow for encouraging positive effects and intervening in negative ones.
{"title":"Children's and Parents' Perspectives on the Effects of Children's Digital Technology Use","authors":"Ana Žulec;Vanesa Varga;Luka Štefanić","doi":"10.1093/iwc/iwac035","DOIUrl":"https://doi.org/10.1093/iwc/iwac035","url":null,"abstract":"With the rapid development of digital technology, examining the effects of digital technology use on children becomes more critical every day. This paper explores the effects of digital technology use on children from children's and parents' perspectives. Focus groups with children aged 9 to 15 and their parents were conducted from 30 March to 5 May 2021, via the Zoom platform. Using the thematic analysis approach, we found that both children and parents perceive different positive and negative effects of digital technology use on emotional, behavioral, physical, social and cognitive development and functioning in children, and problematic digital technology use as a general effect of excessive digital technology use in children. These results give insight into different perspectives of digital technology use and allow for encouraging positive effects and intervening in negative ones.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49979217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The social interaction restrictions imposed by COVID-19 required academic researchers to rethink the design of their research projects, especially those that involved human interaction. Considering this scenario, we report here the experience of conducting four studies in Human–Computer Interaction research projects that were adapted to be executed remotely: a focus group study, a communicability evaluation study, a speculative design study and a user observation study. Considering how the studies were planned, executed and analysed, we reflect on the adaptations needed, and lessons related to our experiences. From these lessons, we believe that, even after all the pandemic restrictions are lifted, we may continue conducting at least part of our research studies remotely to increase our geographical reach, reduce costs and facilitate data capture.
{"title":"HCI Research Experiences During the Pandemic: Lessons Learned for the Road Ahead","authors":"Claiton Marques Correa, Gabriel Diniz Junqueira Barbosa, Simone Diniz Junqueira Barbosa, Milene Selbach Silveira","doi":"10.1093/iwc/iwac036","DOIUrl":"https://doi.org/10.1093/iwc/iwac036","url":null,"abstract":"The social interaction restrictions imposed by COVID-19 required academic researchers to rethink the design of their research projects, especially those that involved human interaction. Considering this scenario, we report here the experience of conducting four studies in Human–Computer Interaction research projects that were adapted to be executed remotely: a focus group study, a communicability evaluation study, a speculative design study and a user observation study. Considering how the studies were planned, executed and analysed, we reflect on the adaptations needed, and lessons related to our experiences. From these lessons, we believe that, even after all the pandemic restrictions are lifted, we may continue conducting at least part of our research studies remotely to increase our geographical reach, reduce costs and facilitate data capture.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
André Luiz da Cunha Silva, Tatiane Militão de Sá, Ruan Sousa Diniz, Simone B. Leal Ferreira, S. Siqueira, S. Bourguignon
Algorithms designed to translate textual content into sign language (SL) expressed through avatars have been used to reduce accessibility barriers. Our research aimed to identify whether the VLibras tool, widely adopted on Brazilian government websites, is an effective accessibility solution for automatic translation into SL. It is an exploratory and applied qualitative research project involving a bibliographic review and support from expert interpreters. We conducted two experimental studies using sequential chronological cuts and applying prescriptive and semantic analyses. We present evidence that there is no actual translation into SL in the automatic translation process performed by the VLibras translation algorithm (TA) but only a transposition of part of the SL lexicon to the Portuguese morphosyntactic structure. The automatic translation of long texts and texts with complex syntactic structures results in excessive pauses and dactylology for words that have a sign registered in the basic SL dictionary. Using human–computer interaction concepts to evaluate automatic translation into sign language by the VLibras TA expands the existing theoretical discussion. It also contributes to minimizing communication problems caused by the discrepancy between the original message and the machine translation, a practical applicability of this study.
{"title":"Prescriptive and Semantic Analysis of an Automatic Sign Language Translation: Cases on VLibras Avatar Translation Using Video Interviews and Textual Interactions With a Chatbot","authors":"André Luiz da Cunha Silva, Tatiane Militão de Sá, Ruan Sousa Diniz, Simone B. Leal Ferreira, S. Siqueira, S. Bourguignon","doi":"10.1093/iwc/iwac020","DOIUrl":"https://doi.org/10.1093/iwc/iwac020","url":null,"abstract":"\u0000 Algorithms designed to translate textual content into sign language (SL) expressed through avatars have been used to reduce accessibility barriers. Our research aimed to identify whether the VLibras tool, widely adopted on Brazilian government websites, is an effective accessibility solution for automatic translation into SL. It is an exploratory and applied qualitative research project involving a bibliographic review and support from expert interpreters. We conducted two experimental studies using sequential chronological cuts and applying prescriptive and semantic analyses. We present evidence that there is no actual translation into SL in the automatic translation process performed by the VLibras translation algorithm (TA) but only a transposition of part of the SL lexicon to the Portuguese morphosyntactic structure. The automatic translation of long texts and texts with complex syntactic structures results in excessive pauses and dactylology for words that have a sign registered in the basic SL dictionary. Using human–computer interaction concepts to evaluate automatic translation into sign language by the VLibras TA expands the existing theoretical discussion. It also contributes to minimizing communication problems caused by the discrepancy between the original message and the machine translation, a practical applicability of this study.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78806231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thiago Donizetti dos Santos, Vagner Figuerêdo de Santana
Computer anxiety (CA) can be defined as fear and worries that someone may feel when using computers. Thus, people with CA may face problems when using computers at home, at work or for study purposes, resulting in multiple forms of barriers even before the actual interaction with computers. In this context, the purpose of this research is to identify user interface elements impacting task performance (i.e. distractors) for people with CA, using mouse fixation analysis as a proxy for eye gaze data. The study explores the relationship of mouse and eye gaze data collected with the help of 39 older adults interacting with a website. Results show that it is possible to identify UI elements acting as distractors (e.g. carousel, top menu) as well as those with which people with CA faced problems (e.g. side menu, search box, map), based on mouse fixations. Moreover, statistical differences show that the number of mouse fixations in navigation, content and distractors is different for different levels of CA. Furthermore, differences were found between CA groups regarding mouse and eye fixations, indicating that participants with higher CA levels had difficulty differentiating which areas of interest they should interact with using mouse. From the results, one expects that personalized systems could use the proposed approach to identify UI elements acting as distractors using mouse data and then simplify UIs based on different levels of CA.
{"title":"Identifying Distractors for People with Computer Anxiety Based on Mouse Fixations","authors":"Thiago Donizetti dos Santos, Vagner Figuerêdo de Santana","doi":"10.1093/iwc/iwac025","DOIUrl":"https://doi.org/10.1093/iwc/iwac025","url":null,"abstract":"\u0000 Computer anxiety (CA) can be defined as fear and worries that someone may feel when using computers. Thus, people with CA may face problems when using computers at home, at work or for study purposes, resulting in multiple forms of barriers even before the actual interaction with computers. In this context, the purpose of this research is to identify user interface elements impacting task performance (i.e. distractors) for people with CA, using mouse fixation analysis as a proxy for eye gaze data. The study explores the relationship of mouse and eye gaze data collected with the help of 39 older adults interacting with a website. Results show that it is possible to identify UI elements acting as distractors (e.g. carousel, top menu) as well as those with which people with CA faced problems (e.g. side menu, search box, map), based on mouse fixations. Moreover, statistical differences show that the number of mouse fixations in navigation, content and distractors is different for different levels of CA. Furthermore, differences were found between CA groups regarding mouse and eye fixations, indicating that participants with higher CA levels had difficulty differentiating which areas of interest they should interact with using mouse. From the results, one expects that personalized systems could use the proposed approach to identify UI elements acting as distractors using mouse data and then simplify UIs based on different levels of CA.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73340583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fabrício Matheus Gonçalves, M Cecília C Baranauskas
The Coronavirus pandemic and the consequent situation of social isolation have affected research design, especially in fields working directly with people. While online tools enable communication and collaboration, some specific domains involving contemporary technology-based systems, such as socioenactive systems, demand a deeper understanding of human-embodied action in real-world scenarios with ubiquitous technology. This work addresses this issue by presenting a study in which a research team used the OpenDesign Platform (ODP) to conduct a process of ideation and consolidation of a socioenactive-based system solution during pandemics and physical presence limitations. The contributions are twofold: addressing the demands of the research team working remotely and envisaging an interaction scenario for people in a socioenactive system, even without their copresence in the same physical space. Results have shown the strengths and weaknesses of the ODP and lessons learned towards supporting systems for teamwork in such systems’ ideation context.
{"title":"OpenDesign of Scientific Research in Pandemic Context","authors":"Fabrício Matheus Gonçalves, M Cecília C Baranauskas","doi":"10.1093/iwc/iwac030","DOIUrl":"https://doi.org/10.1093/iwc/iwac030","url":null,"abstract":"The Coronavirus pandemic and the consequent situation of social isolation have affected research design, especially in fields working directly with people. While online tools enable communication and collaboration, some specific domains involving contemporary technology-based systems, such as socioenactive systems, demand a deeper understanding of human-embodied action in real-world scenarios with ubiquitous technology. This work addresses this issue by presenting a study in which a research team used the OpenDesign Platform (ODP) to conduct a process of ideation and consolidation of a socioenactive-based system solution during pandemics and physical presence limitations. The contributions are twofold: addressing the demands of the research team working remotely and envisaging an interaction scenario for people in a socioenactive system, even without their copresence in the same physical space. Results have shown the strengths and weaknesses of the ODP and lessons learned towards supporting systems for teamwork in such systems’ ideation context.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138531505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Júlia S. B. Ortiz, Carolina Moreira, Krissia Menezes, Bernardo Ferrari, D. Junior, Roberto Pereira
Computational thinking is an ability that has been considered essential for people living in a society mediated by technology. This ability can also be helpful to people with little or no experience with technology, for practicing basic Computational Thinking skills may help understanding how a technological device works and can be used. However, to the best of our knowledge, little research has addressed Computational Thinking and its relation with Digital Culture, especially for reducing the digital divide. In this article, we draw on the notion of Mental Models to relate Computational Thinking and Digital Culture. We claim that practicing basic Computational Thinking skills when exploring simple prototypes favors building Mental Models that are useful to understand and progress in the usage of technologies, contributing to developing a Digital Culture. To situate our discussion, we present a case study that engaged adults, in their initial stages of literacy, in activities that grew from basic ones, with a low-fidelity ATM prototype, to more complex ones with a functional ATM prototype. Evaluation methods used were voting, feedback, structured observation and unstructured interviews. Results suggested our approach is promising as participants gained confidence and increased autonomy as the activities progressed, using the experience and knowledge they obtained from previous activities to perform the next ones.
{"title":"Computational Thinking and Mental Models: Promoting Digital Culture in the Youth and Adult Education","authors":"Júlia S. B. Ortiz, Carolina Moreira, Krissia Menezes, Bernardo Ferrari, D. Junior, Roberto Pereira","doi":"10.1093/iwc/iwac028","DOIUrl":"https://doi.org/10.1093/iwc/iwac028","url":null,"abstract":"\u0000 Computational thinking is an ability that has been considered essential for people living in a society mediated by technology. This ability can also be helpful to people with little or no experience with technology, for practicing basic Computational Thinking skills may help understanding how a technological device works and can be used. However, to the best of our knowledge, little research has addressed Computational Thinking and its relation with Digital Culture, especially for reducing the digital divide. In this article, we draw on the notion of Mental Models to relate Computational Thinking and Digital Culture. We claim that practicing basic Computational Thinking skills when exploring simple prototypes favors building Mental Models that are useful to understand and progress in the usage of technologies, contributing to developing a Digital Culture. To situate our discussion, we present a case study that engaged adults, in their initial stages of literacy, in activities that grew from basic ones, with a low-fidelity ATM prototype, to more complex ones with a functional ATM prototype. Evaluation methods used were voting, feedback, structured observation and unstructured interviews. Results suggested our approach is promising as participants gained confidence and increased autonomy as the activities progressed, using the experience and knowledge they obtained from previous activities to perform the next ones.","PeriodicalId":50354,"journal":{"name":"Interacting with Computers","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82390726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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