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.

Robotics and computational thinking in primary school
Publication date: Available online 4 July 2018Source: International Journal of Child-Computer InteractionAuthor(s): Christina ChalmersAbstractThis paper reports on a research study that examined how Australian primary school teachers integrated robotics and coding in their classrooms and the perceived impact this had on students’ computational thinking skills. The study involved four primary school teachers, (Years 1-6) from four schools, introducing LEGO® WeDo® 2.0 robotics kits in their classrooms. The data collected from questionnaires, journal entries, and semi-structured interviews were analysed using computationa...
Source: International Journal of Child Computer Interaction - July 5, 2018 Category: Child Development Source Type: research

From players to makers: An empirical examination of factors that affect creative game development
Publication date: Available online 27 June 2018 Source:International Journal of Child-Computer Interaction Author(s): Michail N. Giannakos, Letizia Jaccheri The recent incremental growth of tangible and programming technologies has made it possible for teenagers to engage in creative game development activities. The aim of this work is to increase knowledge on the factors that characterize these activities and to increase understanding about what motivates young students to participate in such activities. In our empirical evaluation, a group of researchers and artists designed, implemented and evaluated workshop progra...
Source: International Journal of Child Computer Interaction - June 28, 2018 Category: Child Development Source Type: research

Redefining the role of parents in young children ’s online interactions. A value-sensitive design case study
Publication date: Available online 22 June 2018 Source:International Journal of Child-Computer Interaction Author(s): Marije Nouwen, Bieke Zaman When holding parents responsible for the consequences of young children’s online interactions, we overlook design opportunities that support a meaningful role for parents in these interactions. This paper considers the perspectives on online risks and opportunities, as studied in parental mediation studies, and on the capabilities of young children to make sense of online environments, as proposed by post-modern notions of the child. The paper presents a case study of the fu...
Source: International Journal of Child Computer Interaction - June 23, 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 2018 Source:International Journal of Child-Computer Interaction Author(s): Chronis Kynigos, Nikoleta Yiannoutsou In 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. I...
Source: International Journal of Child Computer Interaction - May 15, 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 2018 Source:International Journal of Child-Computer Interaction Author(s): Marianne Kinnula, Netta Iivari, Minna Isomursu, Henrietta Kinnula We 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 - May 15, 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. Stu...
Source: International Journal of Child Computer Interaction - May 15, 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 2018 Source:International Journal of Child-Computer Interaction Author(s): Monica Landoni, Elisa Rubegni, Emma Nicol We 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 multimedi...
Source: International Journal of Child Computer Interaction - May 15, 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 2018 Source:International Journal of Child-Computer Interaction Author(s): David Weintrop, Uri Wilensky There 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 pap...
Source: International Journal of Child Computer Interaction - May 15, 2018 Category: Child Development Source Type: research

Savouring our mistakes: Learning from the FitQuest project
Publication date: Available online 16 January 2018 Source:International Journal of Child-Computer Interaction Author(s): Judy Robertson, Andrew Macvean, Samantha Fawkner, Graham Baker, Ruth G. Jepson Although 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 attendin...
Source: International Journal of Child Computer Interaction - April 13, 2018 Category: Child Development Source Type: research

Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay
Publication date: Available online 31 January 2018 Source:International Journal of Child-Computer Interaction Author(s): Beaumie Kim, Wing Ho This 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 the...
Source: International Journal of Child Computer Interaction - April 13, 2018 Category: Child Development Source Type: research

Samba schools as an inspiration for technologies for children under the age of five
Publication date: Available online 1 February 2018 Source:International Journal of Child-Computer Interaction Author(s): Juan Pablo Hourcade, Luiza Superti Pantoja, Kyle Diederich, Liam Crawford Seymour 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 approa...
Source: International Journal of Child Computer Interaction - April 13, 2018 Category: Child Development Source Type: research

A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning
Publication date: Available online 2 February 2018 Source:International Journal of Child-Computer Interaction Author(s): G.E. Baykal, I. Veryeri Alaca, A.E. Yantaç, T. Göksun Spatial 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 year...
Source: International Journal of Child Computer Interaction - April 13, 2018 Category: Child Development Source Type: research

How do you feel about learning to code? Investigating the effect of children ’s attitudes towards coding using eye-tracking
In this study, eye-tracking activity was used to measure children’s learning and activity indicators. The goal of the study is to utilize eye-tracking to understand children’s activity while they learn how to code and to investigate any potential association between children’s attitudes and their gaze. In this contribution, we designed an experiment with 44 children (between 8 and 17 years old) who participated in a full-day construction-based coding activity. We recorded their gaze while they were working and captured their attitudes in relation to their learning, excitement and intention. The results showed a signi...
Source: International Journal of Child Computer Interaction - April 13, 2018 Category: Child Development Source Type: research

Orchestrating experts ’ assumptions and children’s values in the design of Virtual Heritage experiences
Publication date: Available online 19 February 2018 Source:International Journal of Child-Computer Interaction Author(s): Marie-Monique Schaper, Maria Santos, Narcis Pares The roles that children are allowed to play in the co-design of an interactive experience are strongly influenced and determined by the views of designers and other adult stakeholders on childhood, as well as by their expectations of children’s skills and cognitive capacities. In this paper, we contrast these assumptions in the design of a Virtual Heritage experience for guided school visits at an archaeological site. The goal of our study was to ...
Source: International Journal of Child Computer Interaction - April 13, 2018 Category: Child Development Source Type: research

“Alright, what do we need?”: A study of young coders’ collaborative dialogue
This article reports on a deep qualitative analysis of six collaborative student pairs. We examine the ways in which pair programming practices emerge organically within elementary school collaborations, including the ways in which students’ roles arise, equity of contributions to the dialogue, and how students manage their responsibilities during the collaborative process. Our results show that for some student pairs, making suggestions in the dialogue is a natural mechanism for swapping control, whereas for other students, the transition from “driver” to “navigator” requires substantial scaffolding. The finding...
Source: International Journal of Child Computer Interaction - April 13, 2018 Category: Child Development Source Type: research