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.

Children’s agency by design: Design parameters for personalization in story-making apps
Publication date: Available online 18 June 2019Source: International Journal of Child-Computer InteractionAuthor(s): Natalia KucirkovaAbstractThe importance of children’s agency in the use of technologies is well-established but it continues to be challenged with applications that automatically personalize children’s content. This paper integrates educational theory of personalisation with the design principles and empirical work of a story-making app (OS) that places a child’s agency at the centre of its design. The impact of a series of studies with the OS app is summarized and implications for future design are of...
Source: International Journal of Child Computer Interaction - June 20, 2019 Category: Child Development Source Type: research

Children’s embodied intuitive interaction –Design aspects of embodiment
This study has explored embodiment for intuitive interaction in children. The research question for the study was: what is the role of design aspects of embodiment in facilitation of intuitive interaction in children in the context of tactile interactions. The study identified the extent to which design aspects of embodiment facilitate intuitive interaction in children. An observational study with 108 children (55 girls and 53 boys) was carried out. Half of them played with physical Jenga and the other half played with a virtual Jenga.The physical Jenga demonstrated more intuitive interactions than the equivalent virtual i...
Source: International Journal of Child Computer Interaction - June 11, 2019 Category: Child Development Source Type: research

Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood
Publication date: Available online 10 June 2019Source: International Journal of Child-Computer InteractionAuthor(s): Cansu Oranç, Aylin C. KüntayAbstractAmong the latest commercial technologies, Augmented Reality (AR) applications are becoming widely available for preschoolers. AR applications with educational features offer an exciting and unique learning experience by blurring the boundaries between the real world that children are in and the virtual world on the screen. Nonetheless, effects of blending these two worlds on children’s learning and the cognitive mechanisms underlying their learning with AR have not bee...
Source: International Journal of Child Computer Interaction - June 11, 2019 Category: Child Development Source Type: research

Empowering educators by developing professional practice in digital fabrication and design thinking
This study investigates how development of professional practice can be conducted to empower teachers and principals to implement DF and DT activities in schools. Initially, the paper gives an overview of nine educational initiatives in the field, followed by a closer examination of the Danish FabLab@SCHOOLdk organisation. The paper identifies the different PD programmes aimed at empowering in-service teachers, pedagogues, and principals in the field of DF and DT. As the main contribution to the research community, the study identifies five important stakeholders that are supporting and operating in synergy inside the FabL...
Source: International Journal of Child Computer Interaction - May 29, 2019 Category: Child Development Source Type: research

Going beyond performance scores: Understanding cognitive–affective states in Kindergarteners and application of framework in classrooms
We present findings on the reliable markers within these sources across tasks. Results reveal that such a triangulation offers deeper insights into the cognitive–affective state of the learner. As a follow-up study, we explored the feasibility of employing this method in classrooms with 36 children between 11–13 years to understand the effect of interactivity on learning across three viewing conditions namely, screen, magic window and immersive virtual reality (VR) using Google Cardboard. Results confirmed the feasibility of running such studies and the additional value of employing a host of measures to evaluate the l...
Source: International Journal of Child Computer Interaction - May 12, 2019 Category: Child Development Source Type: research

Coding games and robots to enhance computational thinking: How collaboration and engagement moderate children’s attitudes?
Publication date: Available online 7 May 2019Source: International Journal of Child-Computer InteractionAuthor(s): Kshitij Sharma, Sofia Papavlasopoulou, Michail GiannakosAbstractCollaboration and engagement while coding are vital elements for children, yet very little is known about how children’s engagement and collaboration impact their attitudes toward coding activities. The goal of the study is to investigate how collaboration and engagement moderate children’s attitudes about coding activities. To do so, we designed an study with 44 children (between 8 and 17 years old) who participated in a full-day coding activ...
Source: International Journal of Child Computer Interaction - May 7, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: June 2019Source: International Journal of Child-Computer Interaction, Volume 20Author(s): (Source: International Journal of Child Computer Interaction)
Source: International Journal of Child Computer Interaction - April 30, 2019 Category: Child Development Source Type: research

Speech interface reformulations and voice assistant personification preferences of children and parents
We report the common types of reformulations (both effective and ineffective ones) and the role of age in these. We also compared three versions of speech interfaces with different approaches to referring to itself (personification) and to the participant (naming personalization). We found that generally children preferred personified interfaces, but naming personalization was only preferred by younger children. We provide implications for design of speech systems for families. (Source: International Journal of Child Computer Interaction)
Source: International Journal of Child Computer Interaction - April 27, 2019 Category: Child Development Source Type: research

Connecting children’s scientific funds of knowledge shared on social media to science concepts
Publication date: Available online 20 April 2019Source: International Journal of Child-Computer InteractionAuthor(s): Kelly Mills, Elizabeth Bonsignore, Tamara Clegg, June Ahn, Jason Yip, Daniel Pauw, Lautaro Cabrera, Kenna Hernly, Caroline PittAbstractThe ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. We have iteratively designed a social media app to be integrated into our science learning program which engages families in science in their community. This case study highlights how three focal learners (ages 9-14) revealed scienti...
Source: International Journal of Child Computer Interaction - April 21, 2019 Category: Child Development Source Type: research

Going beyond performance scores: Understanding cognitive-affective states in Kindergarteners and application of framework in classrooms
We present findings on the reliable markers within these sources across tasks. Results reveal that such a triangulation offers deeper insights into the cognitive-affective state of the learner. As a follow-up study, we explored the feasibility of employing this method in classrooms with 36 children between 11 – 13 years to understand the effect of interactivity on learning across three viewing conditions namely, screen, magic window and immersive virtual reality (VR) using Google Cardboard. Results confirmed the feasibility of running such studies and the additional value of employing a host of measures to evaluate the l...
Source: International Journal of Child Computer Interaction - April 16, 2019 Category: Child Development Source Type: research

A review of computational toys and kits for young children
We examined the kits across four different perspectives: how they are designed, how they support children to explore computational concepts and practices, how they enable children to engage in a range of projects and activities, and how they enable children to explore other domains of knowledge. Based on the analysis, we present design suggestions and opportunities to expand the possibilities in what computational ideas and other domains of knowledge children can explore, how children can engage in computing, and what kinds of projects children can make. While many kits enable the exploration of some computational concepts...
Source: International Journal of Child Computer Interaction - April 16, 2019 Category: Child Development Source Type: research

“You take fifty photos, delete forty nine and use one”: A qualitative study of adolescent image-sharing practices on social media
Publication date: Available online 8 April 2019Source: International Journal of Child-Computer InteractionAuthor(s): Beth T. BellAbstractThere has been an exponential increase in the number of images created, shared and viewed across social media. Using exploratory qualitative methodology, the present research seeks to understand image-sharing on social media amongst adolescents; an important social media user group. Thirty five adolescents (Age M = 14.75; SD = 1.34; Female N = 21) from the UK, participated in semi-structured focus groups. Recordings from focus groups were transcribed verbatim and analysed using inductive ...
Source: International Journal of Child Computer Interaction - April 8, 2019 Category: Child Development Source Type: research

Technology Comprehension — Combining computing, design, and societal reflection as a national subject
This study contributes to the previous research on making and digital fabrication by addressing how these endeavours are implemented on a national level through engaging with local teachers. We call for more research on scaffolding and supporting teachers to orchestrate meaningful learning activities to successfully integrate Technology Comprehension into the Danish national education. (Source: International Journal of Child Computer Interaction)
Source: International Journal of Child Computer Interaction - April 7, 2019 Category: Child Development Source Type: research

An educational IoT lab kit and tools for energy awareness in European schools
Publication date: Available online 1 April 2019Source: International Journal of Child-Computer InteractionAuthor(s): Georgios Mylonas, Dimitrios Amaxilatis, Lidia Pocero, Iraklis Markelis, Joerg Hofstaetter, Pavlos KoulourisAbstractThe use of maker community tools and IoT technologies inside classrooms is spreading to an ever-increasing number of education and science fields. GAIA is a European research project focused on achieving behavior change for sustainability and energy awareness in schools. In this work, we report on how a large IoT deployment in a number of educational buildings and real-world data from this infra...
Source: International Journal of Child Computer Interaction - April 2, 2019 Category: Child Development Source Type: research

Technology Comprehension—combining computing, design, and societal reflection as a national subject
This study contributes to the previous research on making and digital fabrication by addressing how these endeavours are implemented on a national level through engaging with local teachers. We call for more research on scaffolding and supporting teachers to orchestrate meaningful learning activities to successfully integrate Technology Comprehension into the Danish national education. (Source: International Journal of Child Computer Interaction)
Source: International Journal of Child Computer Interaction - March 28, 2019 Category: Child Development Source Type: research