| 1. |
- Carlborg, Niklas, et al.
(författare)
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The scope of autonomy when teaching computational thinking in primary school
- 2019
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689 .- 2212-8697. ; 21, s. 130-139
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Tidskriftsartikel (refereegranskat)abstract
- During the 21st century, there has been an increased interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary school learners’ computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing BBC micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between learning potential, the risk of feeling overwhelmed, and the amount of choices provided in exercises. The model aim to support teachers in developing and appropriating material for teaching programming and computational thinking with individual progression in accordance with the new curriculum.
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| 2. |
- de Haas, M., et al.
(författare)
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Engagement in longitudinal child-robot language learning interactions : Disentangling robot and task engagement
- 2022
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier B.V.. - 2212-8689 .- 2212-8697. ; 33
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated a seven sessions interaction between a peer-tutor robot and Dutch preschoolers (5 years old) during which the children learned English. We examined whether children's engagement differed when interacting with a tablet and a robot using iconic gestures, with a tablet and a robot using no iconic gestures and with only a tablet. Two engagement types were annotated (task engagement and robot engagement) using a novel coding scheme based on an existing coding scheme used in kindergartens. The findings revealed that children's task engagement dropped over time in all three conditions, consistent with the novelty effect. However, there were no differences between the different conditions for task engagement. Interestingly, robot engagement showed a difference between conditions. Children were more robot engaged when interacting with a robot using iconic gestures than without iconic gestures. Finally, when comparing children's word knowledge with their engagement, we found that both task engagement and robot engagement were positively correlated with children's word retention.
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| 3. |
- Eriksson, Eva, 1976, et al.
(författare)
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Makerspace in school : Considerations from a large-scale national testbed
- 2018
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier. - 2212-8689 .- 2212-8697. ; 16, s. 9-15
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Tidskriftsartikel (refereegranskat)abstract
- Digital fabrication and making has received a growing interest in formal and informal learning environments. However, many of these initiatives often start from a grassroots perspective, with little coordination on a national level. This paper illustrates and discusses a study from an ongoing large-scale national testbed in Sweden named Makerspace in schools (Makerskola). The project embodies a series of considerations that arise when a maker approach is applied to a geographically widespread national education context. The results of this study are based on an analysis of the extensive project documentation and first-hand experiences from initiating and running a large-scale national testbed in Sweden, involving more than 30 formal actors and more than one thousand active partners in a national educational setting. The main contribution of this paper is the identification and discussion of five different considerations that have emerged during the project, and include Procurement practices, The teacher and leader perspective, Informing national policy making, Creating equal opportunities, and Progression in digital fabrication.
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| 4. |
- Katterfeldt, Eva-Sophie, et al.
(författare)
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Physical computing with plug-and-play toolkits : Key recommendations for collaborative learning implementations
- 2018
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Ingår i: International Journal of Child-Computer Interaction. - : Elsiever. - 2212-8689 .- 2212-8697. ; 17, s. 72-82
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Tidskriftsartikel (refereegranskat)abstract
- Physical 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 modules and a visual programming environment. The key suggestions are inspired by the results of the evaluation studies which show that children (aged 14–18 in a sample group of 34 students) are well motivated when working with the toolkit but lack confidence in the kit’s support for collaborative learning. If the intention is to move beyond tools and code in computer education to community and context, thus encouraging computational participation, collaboration should be considered as a key aspect of physical computing activities. Our approach expands the field of programming with physical computing for teenage children with a focus on empowering teachers and students with not only a kit but also its appropriate classroom implementation for collaborative learning.
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| 5. |
- Loudoun, Fiona M., et al.
(författare)
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Play value of digital play spaces: Children's voices
- 2024
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier. - 2212-8689 .- 2212-8697. ; 40
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Tidskriftsartikel (refereegranskat)abstract
- Play for plays sake emphasises the significance of how children characterise play opposed to any secondary purposes or benefits it may generate. The concept of play value draws attention to how the space in which children play proffers the experiences that children want. Increasingly, digital play experiences are emerging as spaces for play. This inquiry aims to examine the play value of digital spaces, specifically how play is afforded by the digital space from the perspective of children. Eight children aged 11 years old participated in seven focus groups, creating comic strips which were used to elicit discussions. Focus group analysis generated three themes with associated sub-themes which were collectively explained by the overarching theme of endless possibilities in play in digital spaces. This study provides a new understanding of how digital spaces affords play value from the child's perspective.
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| 6. |
- Olsen, J. K., et al.
(författare)
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Leveraging eye tracking to understand children's attention during game-based, tangible robotics activities
- 2022
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689 .- 2212-8697. ; 31
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Tidskriftsartikel (refereegranskat)abstract
- The difficulty in maintaining attention can interfere with the acquisition of critical academic skills. Recently, researchers have used embodied and game-based learning to support skill acquisition for children with learning difficulties. In this context, robots can be an interesting asset to foster engagement and investigate game dynamics. However, it is still an open question of how to develop adaptive learning environments for children with learning difficulties. Before one can provide effective adaptation, a first step is needed to understand the differentiating behaviors during the activity for children with attention difficulties. Three such differentiating behaviors are how a child divides his or her attention during the learning activity, the child's level of cognitive load, and the child's physiological fatigue, which are the focus of our study Using a robot assisted, gamified activity, we conducted a user study with 18 children having difficulty in maintaining attention. Using process mining techniques and eye-tracking data, we found the importance of integrating the autonomous robots into the attention patterns to successfully complete a game and the influence their behaviors can have on the participant's attention. This importance was supported by the cognitive load of participants decreasing the more they focused on the autonomous robots in successful games. This work contributes to the understanding of children's behaviors during tangible game-based activities and can be used to build effective adaptation for children with attention difficulties.
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| 7. |
- Roumen, Geert, et al.
(författare)
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Envisioning Arduino Action : A collaborative tool for physical computing in educational settings
- 2021
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689 .- 2212-8697. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- Micro-controllers like Arduino are increasingly used in classroom settings to teach skills, attitudesand knowledge around technology. Education around these tools is often set in group contexts andcollaboration is typically considered an important part of the learning process. However, much of thesoftware tools currently available are still designed around a laptop programming paradigm that tendsto restrict collaboration rather than encourage shifting of roles and sharing of experiences. This paperexplores how to design tools that invite collaborative interactions, in particular how mobile softwaretools, with heavy usage of video as an interactive resource, could allow for collaborative sketchingand understanding. Based on contextual inquiries with educators, observations and engagements withstudents in classroom settings, and a workshop with Arduino Education, this paper sketches out avision for how the software tools used for learning physical computing can be re-designed to better work within the context of group work from the observations, for groups of students aged 14–16-years old.
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| 8. |
- Sjöberg, Jeanette, 1976-, et al.
(författare)
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Collaborative interactions in problem-solving activities : School children’s orientations while developing digital game designs using smart mobile technology
- 2022
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Ingår i: International Journal of Child-Computer Interaction. - Amsterdam : Elsevier. - 2212-8689 .- 2212-8697. ; 33
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Tidskriftsartikel (refereegranskat)abstract
- Digital technologies in combination with creative activities have been introduced in schools as a strategy for learning and teaching activities offering scaffolding opportunities. Additionally, digital game-based learning (DGBL) activities have also been tried out in schools in recent years, as well as different mobile technologies, with the ambition to create smart learning. In this study, we aim to explore how school children’s collaborative interactions, while engaged in problem-solving activities using smart and mobile technology, unfolds. Drawing from a contextual perspective on learning, our study combines theoretical views on joint participation, affordances and sense of community in relation to collaborative interactions. Questions posed in this study are: (1) In what ways do children’s digital game design activities drive and/or support collaborative interactions while engaged in problem-solving activities? and (2) How are children’s digital game design ideas manifested during game design activities involving smart mobile technology? The study is based on a case where a creative workshop involving 22 Swedish third-grade children (9–10 years of age) participating in game design activities carried out in a pedagogical lab setting. By employing a thematic analysis, the results of the study show that the children deployed different orientations in their collaborative interactions, and that a sense of community emerged when the children worked on solving the problem of designing and producing a joint digital game idea, using mobile technology. On the basis of this, we argue that, when designing for educational activities involving smart mobile technology, it is pivotal to be aware of the pedagogical context, since this aspect of the design creates meaningful collaborative interactions; it is only then smart mobile technology becomes smart. These results have important implications for the methodological field of including smart mobile technology in learning situations. © 2022 The Author(s). Published by Elsevier B.V.
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| 9. |
- Sjödahl, Anna, 1983-, et al.
(författare)
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Abstracting and decomposing in a visual programming environment
- 2023
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier. - 2212-8689 .- 2212-8697. ; 36
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Tidskriftsartikel (refereegranskat)abstract
- A growing body of research concerned with computational thinking (CT) has emerged the last couple of years, but there is still a lack of consensus about the definition of CT. There are also gaps in the understanding of how young children manifest CT. With this paper, we contribute to the field by taking an action perspective with the CT of K-3 students. The analysis focus on iterative acts of abstraction and decomposition as a core process that elicits development of CT. We call these iterative acts the Abstraction/Decomposition spiral (AD spiral). By illustrating the AD spiral through the actions of two first grade students, the analysis shows how visual representation of an emerging solution, and the development of a plan are two important elements when young students solve problems in a coding context, developing their CT.
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| 10. |
- Sylla, C., et al.
(författare)
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Smart Toys, Smart Tangibles, Robots and other Smart Things for Children
- 2022
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689 .- 2212-8697. ; 33, s. 100489-
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Tidskriftsartikel (refereegranskat)abstract
- Smart toys are regarded as able to offer possibilities to develop social, cognitive, and behavioural skills (among others); however, while appealing, such claims are not yet substantiated by rigorous and sufficient scientific evidence. The first edition of the workshop on Smart Toys, Smart Tangibles, Robots and other Smart Things for Children took place at the 19th Interaction Design and Children Conference (IDC'20), bringing together experts from different fields working on smart technologies for children. Following the workshop, participants were invited to submit their work to this Special Issue in the International Journal of Child Computer Interaction. Together, these contributions address relevant issues in the emerging areas of smart toys and interactive technologies for children, offering different approaches and perspectives, such us as guidelines for the prototyping of innovative Toy Interfaces; guidelines to support the design of inclusive technologies for children with special needs, design considerations about the social aspects of the experience with the technology, concerns of data protection and children's understanding of data. This editorial introduction draws attention to the great potential and need for furthering research on the field to unleash the potential that the new generation of smart toys and related devices may bring.
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