International Journal of Child Computer Interaction This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

Physical computing with plug-and-play toolkits:Key recommendations for collaborative learning implementations
Publication date: Available online 31 March 2018Source: International Journal of Child-Computer InteractionAuthor(s): Eva-Sophie Katterfeldt, Mutlu Cukurova, Daniel Spikol, David CuartiellesAbstractPhysical computing toolkits have long been used in educational contexts to learn about computational concepts by engaging in the making of interactive projects. This paper presents a comprehensive toolkit that can help educators teach programming with an emphasis on collaboration, and provides suggestions for its effective pedagogical implementation. The toolkit comprises the Talkoo kit with physical computing plug-and-play modu...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Constructionist visions: Hard fun with serious games
Publication date: Available online 8 April 2018Source: International Journal of Child-Computer InteractionAuthor(s): Yasmin B. KafaiAbstractMaking games is a prime example of constructionist learning, in particular in the age of digital play. Papert saw the relevance of making games for learning and literacy in terms of two powerful ideas: objects-to-think-with and hard fun. The article reviews reasons for the failure and successes of constructionist gaming over the last two decades. (Source: International Journal of Child Computer Interaction)
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Children challenging the design of half-baked games: Expressing values through the process of game modding
Publication date: Available online 21 April 2018Source: International Journal of Child-Computer InteractionAuthor(s): Chronis Kynigos, Nikoleta YiannoutsouAbstractIn this paper we look at the potential educational value of placing children in a dual role of identifying and changing rules and values embedded in digital games by hacking them. Children’s participation in the design of learning technologies is a difficult challenge to address, due to limitations in children’s domain-knowledge around which these technologies are developed. Their role in the design process is thus usually limited to that of a user or tester....
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Socializers, achievers or both? Value-based roles of children in technology design projects
Publication date: Available online 22 April 2018Source: International Journal of Child-Computer InteractionAuthor(s): Marianne Kinnula, Netta Iivari, Minna Isomursu, Henrietta KinnulaAbstractWe have examined value creation in projects aiming at teaching children design related skills. Our results show that in addition to the roles defined by adults for children in the technology design process children adopt various roles in situ by themselves. We utilized in our analysis a value creation lens, Schwartz’s model of universal values, and Self-Determination Theory. We did this to see in what roles the children were successf...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

BlockyTalky: New programmable tools to enable students’ learning networks
We describe the design of a new programming environment that addresses both of these needs. It empowers adolescents to design, make, and program interactive, tangible networked technologies, indicating the feasibility of networked technology as a design and programming genre for youth. We show how distributed programming tools can offer young people agency to work within a variety of collaboration structures.We present results from two U.S. middle school classroom implementations. Students created a wide variety of projects that included interaction design, physical artifact design and making, and network programming. Stud...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

A comparative study into how pupils can play different roles in co-design activities
Publication date: Available online 30 April 2018Source: International Journal of Child-Computer InteractionAuthor(s): Monica Landoni, Elisa Rubegni, Emma NicolAbstractWe explore the roles children play in the design and evaluation of technological tools in a formal educational environment. In order to do so, we describe two separate projects set in a formal educational context: primary schools, with children aged 8–10, in Switzerland (called PADS), and with older students, 11–12, in Scotland (called CHIS). In the first case the teacher and pupils were co-designing a novel application to support the creation of multimed...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

How block-based, text-based, and hybrid block/text modalities shape novice programming practices
Publication date: Available online 7 May 2018Source: International Journal of Child-Computer InteractionAuthor(s): David Weintrop, Uri WilenskyAbstractThere is growing diversity in the design of introductory programming environments. Where once all novices learned to program in conventional text-based languages, today, there exists a growing ecosystem of approaches to programming including graphical, tangible, and scaffolded text environments. To date, relatively little work has explored the relationship between the design of novice programming environments and the programming practices they engender in their users. This p...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Savouring our mistakes: Learning from the FitQuest project
Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): Judy Robertson, Andrew Macvean, Samantha Fawkner, Graham Baker, Ruth G. JepsonAbstractAlthough serious games for children can potentially have important social, educational and health benefits, the research process from initial game design to a robust evaluation is lengthy and complex. This paper describes the design and evaluation process of an exergame for children. It reports on the inconclusive results of a cluster randomised controlled trial (RCT) conducted among children aged 10–11 years attending 10 state-fu...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Designing for learning mathematics through programming: A case study of pupils engaging with place value
We report a case study of how these activities were implemented in two primary classes. Our findings constitute a kind of existence theorem: that with carefully designed and sequenced learning activities and appropriate teacher support, this approach can allow pupils to engage with difficult mathematical ideas in new, meaningful and generalisable ways. We also point to the challenges which emerged through this process in ensuring pupils encounter these mathematical ideas. (Source: International Journal of Child Computer Interaction)
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Exploring an approach based on digital games for teaching programming concepts to young children
Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): Tancicleide Carina Simões Gomes, Taciana Pontual Falcão, Patrícia Cabral de Azevedo Restelli TedescoAbstractThe inclusion of programming topics in the initial grades of school gives rise to debates about the best ways to teach these contents. Programmable toys, activities with physical materials and various games are some of the resources available. Amongst those, digital games possess important elements for learning programming, such as incremental challenges, personalised immediate feedback, and visualisation of...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning
Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): G.E. Baykal, I. Veryeri Alaca, A.E. Yantaç, T. GöksunAbstractSpatial skills are essential for everyday tasks, and technology blends seamlessly into children’s everyday environment. Since spatiality as a term is ubiquitous in experience this paper bridges literature in two fields: theories on early spatial learning in cognitive development and potential benefits of tangible user interfaces (TUIs) for supporting very young children’s spatial skills. Studies suggest that the period between 2 and 4 years of age is ...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay
Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): Beaumie Kim, Wing HoAbstractThis paper discusses our investigation of the role of humour and laughter when students interacted with DinoPlates in the classrooms of an all-boys secondary school in Singapore. DinoPlates simulates and lets learners control Earth’s geological processes and search for dinosaur fossils to support playful learning of Earth science concepts. We contend that the learners transformed classroom social practices during gameplay, which exhibited their playful engagement by shaping their own act...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Samba schools as an inspiration for technologies for children under the age of five
Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): Juan Pablo Hourcade, Luiza Superti Pantoja, Kyle Diederich, Liam CrawfordAbstractSeymour Papert’s vision of constructionism called for children to be active, empowered, creative learners, building public entities linked to their strong interests in order to connect with powerful ideas. The increasing ubiquity of technology use by children under five, and its information access bias call for more widely-available, constructionist-inspired technologies and learning ecologies for this age group. Our approach in design...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Editorial Board
Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): (Source: International Journal of Child Computer Interaction)
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research

Supporting scientific modeling through curriculum-based making in elementary school science classes
Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): Sharon Lynn Chu, Elizabeth Deuermeyer, Francis QuekAbstractOur work investigates how Making may be used in the context of scientific modeling in formal elementary school science classes. This paper presents an investigation of fourth- and fifth-grade students engaging in Making activities to create simulation, concept-process, and illustrative models in the science classroom. Based on video analyses of the Making-based class sessions, a generalized process model was developed for each type of science model. In additi...
Source: International Journal of Child Computer Interaction - July 10, 2018 Category: Child Development Source Type: research