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nr titel auteur tijdschrift jaar jaarg. afl. pagina('s) type
1 Abstracting and decomposing in a visual programming environment Sjödahl, Anna
3-4 C p.
 artikel
2 A codesign study exploring needs, strategies, and opportunities for digital health platforms to address pandemic-related impacts on children and families Warren, Jillian L.
3-4 C p.
 artikel
3 A comparative study into how pupils can play different roles in co-design activities Landoni, Monica
 2018
 3-4 C p. 28-38
 artikel
4 A comparison of the impact of digital games eliciting explicit and implicit learning processes in preschoolers Vinter, Annie
3-4 C p.
 artikel
5 Action-based embodied design for mathematics learning: A decade of variations on a theme Alberto, Rosa
3-4 C p.
 artikel
6 Adaptive metacognitive prompting in young learners and the role of prior performance Pape, Rebecca
3-4 C p.
 artikel
7 A design case study of a tangible system supporting young English language learners Fan, Min
 2018
 3-4 C p. 67-78
 artikel
8 Advancements on Child–Computer Interaction research: Contributions from IDC 2018 Giannakos, Michail
3-4 C p.
 artikel
9 A gamified app on emotion recognition and anger management for pre-school children Nicolaidou, Iolie
3-4 C p.
 artikel
10 Age-appropriate password “best practice” ontologies for early educators and parents Prior, Suzanne
3-4 C p.
 artikel
11 Age-related effects of coding interventions Montuori, Chiara
3-4 C p.
 artikel
12 A guiding framework for considering touchscreens in children under two Kucirkova, Natalia
3-4 C p. 46-49
 artikel
13 A literature review of children’s and youth’s conceptions of the internet Babari, Parvaneh
3-4 C p.
 artikel
14 “Alright, what do we need?”: A study of young coders’ collaborative dialogue Tsan, Jennifer
 2018
 3-4 C p. 61-71
 artikel
15 AMBY: A development environment for youth to create conversational agents Tian, Xiaoyi
3-4 C p.
 artikel
16 An analysis of e-book learning platforms: Affordances, architecture, functionality and analytics Roskos, Kathleen
3-4 C p. 37-45
 artikel
17 A narrative review of methods used to examine digital gaming impacts on learning and cognition during middle childhood Flynn, Rachel M.
3-4 C p.
 artikel
18 An educational IoT lab kit and tools for energy awareness in European schools Mylonas, Georgios
 2019
 3-4 C p. 43-53
 artikel
19 An exploration of graphical password authentication for children Assal, Hala
 2018
 3-4 C p. 37-46
 artikel
20 Animettes: A design-oriented investigation into the properties of tangible toolkits that support children’s collaboration-in-making activities Matthews, Sarah
3-4 C p.
 artikel
21 An individualized and adaptive game-based therapy for cerebral visual impairment: Design, development, and evaluation Ben Itzhak, N.
3-4 C p.
 artikel
22 A perceptual and behavioral analysis of facial cues to deception in interactions between children and a virtual agent Serras Pereira, Mariana
3-4 C p. 1-12
 artikel
23 A print book preference: Caregivers report higher child enjoyment and more adult–child interactions when reading print than electronic books Strouse, Gabrielle A.
3-4 C p. 8-15
 artikel
24 A rapid and inclusive instrument for assessing children’s basic understanding of physical computing Bonani, Andrea
3-4 C p.
 artikel
25 Are mobile neurofeedback games a feasible way to improve self-regulation of attention for young marginalized children? Antle, Alissa N.
3-4 C p.
 artikel
26 A research agenda for computational empowerment for emerging technology education Smith, Rachel Charlotte
3-4 C p.
 artikel
27 A review of computational toys and kits for young children Yu, Junnan
 2019
 3-4 C p. 17-36
 artikel
28 A review of selected methods, techniques and tools in Child–Computer Interaction (CCI) developed/adapted to support children’s involvement in technology development Tsvyatkova, Damyanka
3-4 C p.
 artikel
29 A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning Baykal, G.E.
 2018
 3-4 C p. 104-113
 artikel
30 A screen-based or physical computing unit? Examining secondary students’ attitudes toward coding Love, Tyler S.
3-4 C p.
 artikel
31 A semi-systematic literature review for improving assessment goals, practices, and strategies for promoting computational empowerment in K-12 education Liu, Yu-Yu
3-4 C p.
 artikel
32 A social robot’s influence on children’s figural creativity during gameplay Ali, Safinah
3-4 C p.
 artikel
33 Assessing computational thinking process using a multiple evaluation approach Allsop, Yasemin
 2019
 3-4 C p. 30-55
 artikel
34 Assessment of learning in child–computer interaction research: A semi-systematic literature review Baykal, Gökçe Elif
3-4 C p.
 artikel
35 A systematic review of physical–digital play technology and developmentally relevant child behaviour Torres, Pablo E.
3-4 C p.
 artikel
36 A systematic review on design-based nudges for adolescent online safety Agha, Zainab
3-4 C p.
 artikel
37 A systematic survey on embodied cognition: 11 years of research in child–computer interaction Ale, Moyosore
3-4 C p.
 artikel
38 A tangible user interface-based application utilizing 3D-printed manipulatives for teaching tactual shape perception and spatial awareness sub-concepts to visually impaired children Jafri, Rabia
3-4 C p. 3-11
 artikel
39 Augmented Reality and programming education: A systematic review Theodoropoulos, Anastasios
3-4 C p.
 artikel
40 Augmented reality applications for K-12 education: A systematic review from the usability and user experience perspective Law, Effie Lai-Chong
3-4 C p.
 artikel
41 Augmented reality interactive experiences for multi-level chemistry understanding Câmara Olim, Sandra
3-4 C p.
 artikel
42 A workshop on artificial intelligence biases and its effect on high school students’ perceptions Gómez, Marcos J.
3-4 C p.
 artikel
43 Best Practice Framework for Online Safety Education: Results from a rapid review of the international literature, expert review, and stakeholder consultation Walsh, Kerryann
3-4 C p.
 artikel
44 Beyond diversity, equity, and inclusion: Designing spaces that empower youth Borge, Marcela
3-4 C p.
 artikel
45 Beyond school: The role of technology in K-12 students' lives and informal learning Hardof-Jaffe, Sharon
3-4 C p.
 artikel
46 Beyond techno-solutionism: Towards critical perspectives in environmental education and digital technology. A critical-hermeneutic review Perkins, Haley
3-4 C p.
 artikel
47 Blending learning analytics and embodied design to model students’ comprehension of measurement using their actions, speech, and gestures Closser, Avery H.
3-4 C p.
 artikel
48 BlockyTalky: New programmable tools to enable students’ learning networks Kelly, Annie
 2018
 3-4 C p. 8-18
 artikel
49 Bridging the gap in mobile interaction design for children with disabilities: Perspectives from a pediatric speech language pathologist Du, Yao
3-4 C p.
 artikel
50 Can computational talent be detected? Predictive validity of the Computational Thinking Test Román-González, Marcos
 2018
 3-4 C p. 47-58
 artikel
51 Centering and decentering children in computing through joint activity at a computational science exhibit Helvaci Ozacar, Basak
3-4 C p.
 artikel
52 Characterizing children’s conceptual knowledge and computational practices in a critical machine learning educational program Arastoopour Irgens, Golnaz
3-4 C p.
 artikel
53 Characterizing learner behavior from touchscreen data Pardos, Zachary A.
3-4 C p.
 artikel
54 Characterizing the research-practice gap in children’s interactive storytelling systems Loustau, Trystan
3-4 C p.
 artikel
55 Child–Computer Interaction: From a systematic review towards an integrated understanding of interaction design methods for children Lehnert, Florence Kristin
3-4 C p.
 artikel
56 Child–Computer Interaction in times of a pandemic Antle, Alissa N.
3-4 C p.
 artikel
57 Child-home interaction: Design and usability evaluation of a game-based end-user development for children Kakavand, Zahra
3-4 C p.
 artikel
58 Children (and adults) benefit from visual feedback during gesture interaction on mobile touchscreen devices Anthony, Lisa
 2015
 3-4 C p. 17-27
11 p.
 artikel
59 Children and parents’ physiological arousal and emotions during shared and independent e-book reading: A preliminary study Avelar, Daniela
3-4 C p.
 artikel
60 Children caring for robots: Expanding computational thinking frameworks to include a technological ethic of care Silvis, Deborah
3-4 C p.
 artikel
61 Children challenging the design of half-baked games: Expressing values through the process of game modding Kynigos, Chronis
 2018
 3-4 C p. 16-27
 artikel
62 Children designing privacy warnings: Informing a set of design guidelines Dempsey, John
3-4 C p.
 artikel
63 Children prefer to learn from smart devices, but do not trust them more than humans Wojcik, Erica H.
3-4 C p.
 artikel
64 Children’s agency by design: Design parameters for personalization in story-making apps Kucirkova, Natalia
 2019
 3-4 C p. 112-120
 artikel
65 Children's approaches to solving puzzles in videogames Shokeen, Ekta
3-4 C p.
 artikel
66 Children’s conceptions of mental well-being and ideas for its promotion through digital environments Kankaanranta, Marja
3-4 C p.
 artikel
67 Children’s design recommendations for online safety education Hartikainen, Heidi
3-4 C p.
 artikel
68 Children’s embodied intuitive interaction — Design aspects of embodiment Desai, Shital
 2019
 3-4 C p. 89-103
 artikel
69 Children's engagement during shared reading of ebooks and paper books: A systematic review Clinton-Lisell, Virginia
3-4 C p.
 artikel
70 Children’s facial expressions during collaborative coding: Objective versus subjective performances Sharma, Kshitij
3-4 C p.
 artikel
71 Children's information search with social robots: A focus on Children's question-asking behavior Ünlütabak, Burcu
3-4 C p.
 artikel
72 Children’s learning in focus: Creating value through diversity and transdisciplinary work in design, digital fabrication, and making with children Kinnula, Marianne
3-4 C p.
 artikel
73 Children’s perception of phobogenic stimuli in virtual reality Silva, Cidália
3-4 C p.
 artikel
74 Children’s play and problem-solving in motion-based learning technologies using a multi-modal mixed methods approach Lee-Cultura, Serena
3-4 C p.
 artikel
75 Children use non-verbal cues to learn new words from robots as well as people Kory Westlund, Jacqueline M.
 2017
 3-4 C p. 1-9
9 p.
 artikel
76 Co-designing a social robot for child health care Neerincx, Anouk
3-4 C p.
 artikel
77 Co-designing with children a collaborative augmented reality book based on a primary school textbook Alhumaidan, Haifa
3-4 C p. 24-36
 artikel
78 Coding games and robots to enhance computational thinking: How collaboration and engagement moderate children’s attitudes? Sharma, Kshitij
 2019
 3-4 C p. 65-76
 artikel
79 Collaborative interactions in problem-solving activities: School children’s orientations while developing digital game designs using smart mobile technology Sjöberg, Jeanette
3-4 C p.
 artikel
80 Community partnership design of a maker-related camp for underserved youth: Impacts on youths’ present and future learning trajectories Bhaduri, Srinjita
3-4 C p.
 artikel
81 Computational Empowerment and children: Expanding empowerment, agency and participation in computation Schaper, Marie-Monique
3-4 C p.
 artikel
82 Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact Schaper, Marie-Monique
3-4 C p.
 artikel
83 Computational empowerment of children: Design research on empowering and impactful designs by children Iivari, Netta
3-4 C p.
 artikel
84 Computational thinking integrated in school subjects – A cross-case analysis of students’ experiences Yeni, Sabiha
3-4 C p.
 artikel
85 Connecting children’s scientific funds of knowledge shared on social media to science concepts Mills, Kelly
 2019
 3-4 C p. 54-64
 artikel
86 Constructionist visions: Hard fun with serious games Kafai, Yasmin B.
 2018
 3-4 C p. 19-21
 artikel
87 Corrigendum to “How Does constructive feedback in an educational game sound to children?” [International Journal of Child-Computer Interaction 36 (2023) 100581] Hwang, Daeun
3-4 C p.
 artikel
88 Critical agenda driving child–computer interaction research—Taking a stock of the past and envisioning the future Iivari, Netta
3-4 C p.
 artikel
89 Critical Artificial Intelligence literacy: A scoping review and framework synthesis Veldhuis, Annemiek
3-4 C p.
 artikel
90 Culturing computation: A multi-case study on students as ethnocomputing researchers during a virtual after-school program Lachney, Michael
3-4 C p.
 artikel
91 Cyberheroes: The design and evaluation of an interactive ebook to educate children about online privacy Zhang-Kennedy, Leah
 2017
 3-4 C p. 10-18
9 p.
 artikel
92 CyberPLAYce—A tangible, interactive learning tool fostering children’s computational thinking through storytelling Soleimani, Arash
 2019
 3-4 C p. 9-23
 artikel
93 Cybersecurity awareness for children: A systematic literature review Quayyum, Farzana
3-4 C p.
 artikel
94 Deepening children’s STEM learning through making and creative writing Huang, Joey
3-4 C p.
 artikel
95 Deploying computation-based Making projects in authentic public school classrooms at scale: Lessons learned Kulkarni, Abhishek
3-4 C p.
 artikel
96 Design-based research and design thinking in the Fab Lab: Developing an intervention to spark empowering making activities among children and adolescents Smolarczyk, Kathrin
3-4 C p.
 artikel
97 Designing accessible digital musical instruments for special educational needs schools—A social-ecological design framework Förster, Andreas
3-4 C p.
 artikel
98 Designing and using digital books for learning: The informative case of young children and video Troseth, Georgene L.
3-4 C p. 3-7
 artikel
99 Designing an educational interactive eBook for newly diagnosed children with type 1 diabetes: Mapping a new design space Tsvyatkova, Damyanka
 2019
 3-4 C p. 1-18
 artikel
100 Designing an educational music game: What if children were calling the tune? Nouwen, Marije
 2016
 3-4 C p. 20-32
13 p.
 artikel
101 Designing a Virtual Reality Empathy Game framework to create empathic experiences for children Muravevskaia, Ekaterina
3-4 C p.
 artikel
102 Designing a visualization tool for children to reflect on their collaborative dialogue Celepkolu, Mehmet
3-4 C p.
 artikel
103 Designing building blocks for open-ended early literacy software Sysoev, Ivan
3-4 C p.
 artikel
104 Designing digital fabrication learning environments for Bildung: Implications from ten years of physical computing workshops Katterfeldt, Eva-Sophie
3-4 C p. 3-10
 artikel
105 Designing for a socioenactive experience: A case study in an educational workshop on deep time Baranauskas, M. Cecília C.
3-4 C p.
 artikel
106 Designing for learning by creating Brennan, Karen
 2017
 3-4 C p. 7-9
3 p.
 artikel
107 Designing for learning mathematics through programming: A case study of pupils engaging with place value Benton, Laura
 2018
 3-4 C p. 68-76
 artikel
108 Designing for oral storytelling practices at home: A parental perspective Vasalou, Asimina
3-4 C p.
 artikel
109 Designing for Teen Mental Health: An exploration of the co-design of virtual reality in the public library setting Björling, Elin A.
3-4 C p.
 artikel
110 Designing for young children with autism spectrum disorder: A case study of an iPad app Fletcher-Watson, S.
 2016
 3-4 C p. 1-14
14 p.
 artikel
111 Designing Games for Children with developmental disabilities in Ambient Intelligence Environments Ioannidi, Danai
3-4 C p. 40-49
 artikel
112 Designing integrated physical–digital systems for children–nature interaction Caiola, Valentina
3-4 C p.
 artikel
113 Designing technology to empower children to communicate with non-residential parents Yarosh, Svetlana
 2015
 3-4 C p. 1-13
13 p.
 artikel
114 Designing the virtual CAT: A digital tool for algorithmic thinking assessment in compulsory education Adorni, Giorgia
3-4 C p.
 artikel
115 Designing toward justice: Making space for Black and Latine parent involvement in youth OST computing and STEAM education Thompson, Naomi
3-4 C p.
 artikel
116 Designing with Genes in Early Childhood: An exploratory user study of the tangible CRISPEE technology Strawhacker, Amanda
3-4 C p.
 artikel
117 Designing with teenagers: A teenage perspective on enhancing mobile museum experiences Cesário, Vanessa
3-4 C p.
 artikel
118 Design principles of interactive play systems for children’s outdoor play: A designers’ perspective Khalilollahi, Avin
3-4 C p.
 artikel
119 Design thinking for digital fabrication in education Smith, Rachel Charlotte
3-4 C p. 20-28
 artikel
120 Developing educational serious games as a proposal for university training in the area of Child Computer Interaction Sanz, Cecilia Verónica
3-4 C p.
 artikel
121 Developing maker activities to enhance adolescents’ self-directed learning: A systematic review Pearson, Heather Ann
3-4 C p.
 artikel
122 Digital fabrication and Making with children: Norouzi, Behnaz
3-4 C p.
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123 Digital fabrication in education: Expanding the research towards design and reflective practices Iversen, Ole Sejer
3-4 C p. 1-2
 artikel
124 Digital Media and Bildung—In memoriam of Heidi Schelhowe Dittert, Nadine
3-4 C p.
 artikel
125 Digital parenting competence of mother as informal educator is not inline with internet access Rahayu, Nur W.
3-4 C p.
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126 Digital play in the early years: A systematic review Chu, Celine
3-4 C p.
 artikel
127 Distributing participation in design: Addressing challenges of a global pandemic Constantin, Aurora
3-4 C p.
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128 Does conversation lead to better searches? Investigating single-shot and multi-turn spoken searches with children Beelen, Thomas
3-4 C p.
 artikel
129 DORIT: An analytical model for computational empowerment in K-9 education Dindler, Christian
3-4 C p.
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130 Editorial Kucirkova, Natalia
3-4 C p. 1-2
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131 Editorial Board
3-4 C p.
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132 Editorial Board 2018
 3-4 C p. ii
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133 Editorial Board 2018
 3-4 C p. ii
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134 Editorial Board 2018
 3-4 C p. ii
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135 Editorial Board 2019
 3-4 C p. ii
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136 Editorial Board 2019
 3-4 C p. ii
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137 Editorial Board 2019
 3-4 C p. ii
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138 Editorial Board
3-4 C p.
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139 Editorial Board
3-4 C p.
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140 Editorial Board
3-4 C p.
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141 Editorial Board
3-4 C p.
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142 Editorial Board
3-4 C p.
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143 Editorial Board
3-4 C p.
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144 Editorial Board
3-4 C p.
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145 Editorial Board
3-4 C p.
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146 Editorial Board
3-4 C p. ii
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147 Editorial Board
3-4 C p.
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148 Editorial Board
3-4 C p.
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149 Editorial Board
3-4 C p.
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150 Editorial Board
3-4 C p.
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151 Editorial Board
3-4 C p.
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152 Editorial Board
3-4 C p.
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153 Editorial Board
3-4 C p.
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154 Editorial Board
3-4 C p.
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155 Editorial Board
3-4 C p.
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156 Editorial Board
3-4 C p.
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157 Editorial Board
3-4 C p.
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158 Editorial Board
3-4 C p.
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159 Editorial Board
3-4 C p.
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160 Editorial Board
3-4 C p.
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161 Editorial: Pushing the boundaries of Participatory Design with children Korte, Jessica
3-4 C p.
 artikel
162 Editorial: Special Issue on Assumptions About the Concept of Childhood and the Roles of Children in Design 2018
 3-4 C p. 1-4
 artikel
163 Editorial special issue on assumptions about the concept of childhood and the roles of children in design Bekker, Tilde
 2019
 3-4 C p. 89-92
 artikel
164 Editorial — Special Issue on Computational Thinking and Coding in Childhood Howland, Kate
 2019
 3-4 C p. 93-95
 artikel
165 Educational Robotics as a boundary object: Towards a research agenda Malinverni, Laura
3-4 C p.
 artikel
166 Effectiveness of educational technology in early mathematics education: A systematic literature review Verbruggen, Sandy
3-4 C p.
 artikel
167 Effects of a computational thinking intervention program on executive functions in children aged 10 to 11 Robledo-Castro, Carolina
3-4 C p.
 artikel
168 Effects of a virtual reality training program on visual attention and motor performance in children with reading learning disability Flores-Gallegos, Rodrigo
3-4 C p.
 artikel
169 Efficacy of Berni: A software for preschoolers at risk of dyslexia Romero, Ainara
3-4 C p.
 artikel
170 Eight-year-olds engaging in guided information searches with iPads: Dimensions of reading competence Wennås Brante, Eva
3-4 C p.
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171 Embedded figures in stories (EFiS): A method to observe preschoolers’ interactions with spatial manipulatives Baykal, G.E.
 2019
 3-4 C p. 121-129
 artikel
172 Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice Southgate, Erica
 2019
 3-4 C p. 19-29
 artikel
173 Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay Kim, Beaumie
 2018
 3-4 C p. 85-99
 artikel
174 Emerging computational and digital literacies in K-12 education Weintrop, David
3-4 C p.
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175 Empirical validation of the Oral Narrative Competence Evaluation with the TellingApp (ONCE) Scale in Early Childhood Castañeda-Fernández, Jonathan
3-4 C p.
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176 Empowering educators by developing professional practice in digital fabrication and design thinking Andersen, Hanne Voldborg
 2019
 3-4 C p. 1-16
 artikel
177 Empowering young environmental leaders: Designing interactive data visualisation to foster children's agency in eco-schools Gauthier, Andrea
3-4 C p.
 artikel
178 Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement de Haas, Mirjam
3-4 C p.
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179 Enhancing computational thinking in upper elementary: A two-phase study examining the effect of unplugged activities Jung, Youjung
3-4 C p.
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180 Envisioning Arduino Action Roumen, Geert Jacob
3-4 C p.
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181 Erratum regarding missing Declaration of Competing Interest statements in previously published articles
3-4 C p.
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182 Erratum regarding missing Declaration of Competing Interest statements in previously published articles
3-4 C p.
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183 Erratum regarding missing Declaration of Competing Interest statements in previously published articles
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184 Erratum regarding missing declaration of competing interest statements in previously published articles
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185 Erratum regarding missing Declaration of Competing Interest statements in previously published articles
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186 Erratum regarding missing declaration of competing interest statements in previously published articles
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187 Erratum regarding missing declaration of competing interest statements in previously published articles
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188 Erratum regarding missing Declaration of Competing Interest statements in previously published articles
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189 Erratum regarding missing Declaration of Competing Interest statements in previously published articles
3-4 C p.
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190 Erratum regarding missing parent’s consent statement due to children participation in previously published article
3-4 C p.
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191 Erratum regarding missing parent's consent statement due to children participation in previously published article
3-4 C p.
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192 Erratum regarding missing relevant Declaration of Competing Interest statements in previously published article
3-4 C p.
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193 Erratum regarding missing Selection and participation statement in previously published article
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194 Erratum regarding missing Selection and participation statement in previously published article
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195 Erratum regarding missing Selection and participation statement in previously published article
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196 Erratum regarding missing Selection and participation statement in previously published article
3-4 C p.
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197 Erratum regarding missing selection and participation statement in previously published article
3-4 C p.
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198 Ethical dilemmas experienced by students in Child–Computer Interaction—A case study Eriksson, Eva
3-4 C p.
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199 Ethical implications for children’s use of search tools in an educational setting Landoni, Monica
3-4 C p.
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200 Evaluating digital creativity support for children: A systematic literature review Hagen, Marte Hoff
3-4 C p.
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201 Evaluating the usability of a conversational agent to enhance parent-child shared reading interactions Leech, Kathryn A.
3-4 C p.
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202 Examining children’s design processes, perspective-taking, and collaboration when using VR head-mounted displays Ryokai, Kimiko
3-4 C p.
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203 Examining children's perceptions of AI-enabled interactive media characters Xu, Ying
3-4 C p.
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204 Examining the materiality and spatiality of design scaffolds in computational making Litts, Breanne K.
3-4 C p.
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205 Examining theory use in design research on fantasy play Skovbjerg, Helle Marie
3-4 C p.
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206 Examining voice assistants in the context of children’s speech Kim, Min Kyong
3-4 C p.
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207 Expanding digital literacies beyond the digital: Infusing computational thinking into unplugged pedagogical tools - Two case studies from mathematics education Saig, Renato
3-4 C p.
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208 Experiences of autistic children with technologies Spiel, Katta
3-4 C p. 50-61
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209 Exploring an approach based on digital games for teaching programming concepts to young children Simões Gomes, Tancicleide Carina
 2018
 3-4 C p. 77-84
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210 Exploring parent self-efficacy in children's digital device use: Understanding shame and self-stigma through a mixed-methods approach Milford, Stephanie C.
3-4 C p.
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211 Exploring STEM (science, technology, engineering and mathematics) toys in kindergarten: Teachers' pedagogical approaches, perspective and effect on Children's brain development: A systematic literature review Prasad ‘Pandey’, Mahendra
3-4 C p.
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212 Exploring technology-oriented Fab Lab facilitators’ role as educators in K-12 education: Focus on scaffolding novice students’ learning in digital fabrication activities Pitkänen, Kati
3-4 C p.
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213 Exploring the development of mental rotation and computational skills in elementary students through educational robotics Diago, Pascual D.
3-4 C p.
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214 Exploring young children's metacognition during unplugged computational thinking Ocak, Ceren
3-4 C p.
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215 Eye-gaze data to measure students’ attention to and comprehension of computational thinking concepts Arslanyilmaz, Abdurrahman
3-4 C p.
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216 Eye tracking in Child Computer Interaction: Challenges and opportunities Sim, Gavin
3-4 C p.
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217 “Facetime doesn’t count”: Video chat as an exception to media restrictions for infants and toddlers McClure, Elisabeth R.
 2015
 3-4 C p. 1-6
6 p.
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218 Facilitating critical reflection in online distributed maker workshops: Case studies Murai, Yumiko
3-4 C p.
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219 Fast mapping in word-learning: A case study on the humanoid social robots' impacts on Children's performance Esfandbod, Alireza
3-4 C p.
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220 Feasibility of TOWI as a cognitive training video game for children Rosetti, Marcos F.
3-4 C p.
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221 Finding fun in non-formal technology education Pienimäki, Maija
3-4 C p.
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222 Finnish 5th and 6th graders’ misconceptions about artificial intelligence Mertala, Pekka
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223 Foregrounding backstage activities for engaging children in a FabLab for STEM education Dreessen, Katrien
 2019
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224 Fostering parental co-development of technology for children with special needs informal learning activities Pihlainen, Kaisa
3-4 C p. 19-27
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225 Fourth grade students’ computational thinking in pair programming with Scratch: A holistic case analysis Fagerlund, Janne
3-4 C p.
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226 From endpoints to trading zones: Multi-directional exchange for computational empowerment in computer science education Lachney, Michael
3-4 C p.
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227 From moral panic to systemic change: Making child-centered design the default Radesky, Jenny
3-4 C p.
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228 From players to makers: An empirical examination of factors that affect creative game development Giannakos, Michail N.
 2018
 3-4 C p. 27-36
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229 Future designers: Introducing creativity, design thinking & design to children Grammenos, Dimitris
 2018
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230 FUTUREGYM: A gymnasium with interactive floor projection for children with special needs Takahashi, Issey
3-4 C p. 37-47
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231 Game-influenced methodology: Addressing child data attrition in language development research Zamuner, Tania S.
 2017
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8 p.
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232 Game jams in general formal education Aurava, Riikka
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233 Game over? Investigating students’ working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game Arztmann, Michaela
3-4 C p.
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234 Gamer rage—Children’s perspective on issues impacting losing one’s temper while playing digital games Kahila, Juho
3-4 C p.
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235 Gender literacy through the making process: A feminist pedagogy approach Schaper, Marie-Monique
3-4 C p.
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236 Going beyond performance scores: Understanding cognitive–affective states in Kindergarteners and application of framework in classrooms Sridhar, Priyashri K.
 2019
 3-4 C p. 37-53
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237 Going beyond short-term, ‘reduced’ PD: Towards an encompassing typology for children’s participation in infrastructuring processes Schepers, Selina
3-4 C p.
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238 “Hey, Alexa” “Hey, Siri”, “OK Google” ….” exploring teenagers’ interaction with artificial intelligence (AI)-enabled voice assistants during the COVID-19 pandemic Menon, Devadas
3-4 C p.
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239 High school students building babyGPTs: Engaging in data practices and addressing ethical issues through the construction of generative language models Morales-Navarro, Luis
3-4 C p.
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240 High school students exploring machine learning and its societal implications: Opportunities and challenges Kaspersen, Magnus Høholt
3-4 C p.
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241 How block-based, text-based, and hybrid block/text modalities shape novice programming practices Weintrop, David
 2018
 3-4 C p. 83-92
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242 How can AR-enhanced books support early readers? Exploring literacy development through AR design principles Chang, Yoo Kyung
3-4 C p.
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243 How connectivity affects otherwise traditional toys? A functional analysis of Hello Barbie Mertala, Pekka
3-4 C p.
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244 How do children acquire knowledge about voice assistants? A longitudinal field study on children’s knowledge about how voice assistants store and process data Szczuka, Jessica M.
3-4 C p.
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245 How Does Constructive Feedback in an Educational Game Sound to Children? Hwang, Daeun
3-4 C p.
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246 How do you feel about learning to code? Investigating the effect of children’s attitudes towards coding using eye-tracking Papavlasopoulou, Sofia
 2018
 3-4 C p. 50-60
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247 How fiction can support the teaching of societal implications of emerging technologies? A case study on facial recognition activities with K-9 students Tamashiro, Mariana A.
3-4 C p.
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248 How is learning scaffolded in library makerspaces? Einarsson, Árni Már
3-4 C p.
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249 How preadolescents and adults remember and experience virtual reality: The role of avatar incarnation, emotion, and sense of presence Cadet, Lénaïc B.
3-4 C p.
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250 How to improve reading and writing skills in primary schools: A comparison between gamification and pen-and-paper training Cattoni, Angela
3-4 C p.
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251 How young children engage in and shift between reference frames when playing with coding toys Clarke-Midura, Jody
3-4 C p.
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252 “I could become a white hat hacker” or “At least I am creative”: Children's technology protagonist identities and their evolution during a critical design and making project Ventä-Olkkonen, Leena
3-4 C p.
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253 IJCCI IS Editorial 2016 Alessandrini,
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254 Improved socio-emotional skills in students with autism spectrum disorder (ASD) following an intervention supported by an augmented gamified environment López-Bouzas, Nerea
3-4 C p.
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255 Improving adaptive and cognitive skills of children with an intellectual disability and/or autism spectrum disorder: Meta-analysis of randomised controlled trials on the effects of serious games Derks, Suzanne
3-4 C p.
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256 Improving emergent literacy with school-based shared reading: Paper versus ebooks Rvachew, Susan
3-4 C p. 24-29
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257 Infrastructuring digital literacy in K-12 education: A national case study Andersen, Lars Bo
3-4 C p.
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258 Inside or between devices: The internet in the mind of primary school children Botturi, Luca
3-4 C p.
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259 Integration and acceptance of Natural User Interfaces for interactive learning environments Cárdenas-Sainz, Brandon Antonio
3-4 C p.
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260 Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study Vandenberg, Jessica
3-4 C p.
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261 Interactive storytelling for children: A case-study of design and development considerations for ethical conversational AI Chubb, Jennifer
3-4 C p.
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262 Introducing teacher students to digital fabrication to support children’s mathematical learning Stigberg, Henrik
3-4 C p.
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263 Investigating Augmented Reality as a mode of representation for hearing and hearing-impaired preschool children Sun, Xu
3-4 C p.
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264 Investigating gaze interaction to support children’s gameplay Papavlasopoulou, Sofia
3-4 C p.
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265 Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: A single-subject study design Jogo, Danielle Akemi
3-4 C p.
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266 Investigating primary school children’s embodied expression of programming concepts Almjally, Abrar
3-4 C p.
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267 Investigating the use of digital manipulatives for storytelling in pre-school Sylla, Cristina
 2015
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10 p.
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268 Involving teachers, parents and rehabilitation instructors in visual training for visually impaired children: A web-based approach Matas, Yolanda
3-4 C p. 83-89
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269 Kids and thermostats: Understanding children’s involvement with household energy systems Horn, Michael S.
 2015
 3-4 C p. 14-22
9 p.
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270 KidSpell: Making a difference in spellchecking for children Downs, Brody
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271 Knowing Seymour Allen Hart, Laura
 2017
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2 p.
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272 Knowing versus doing: Children's social conceptions of and behaviors toward virtual reality agents Bailey, Jakki O.
3-4 C p.
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273 Kub-E: An interactive design device for children with panic disorder Chasqueira, Ana
3-4 C p.
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274 Learning analytics of embodied design: Enhancing synergy Abrahamson, Dor
3-4 C p.
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275 Learning efficacy and user acceptance of a game-based social skills learning environment Tan, Jean Lee
 2016
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19 p.
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276 Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood Oranç, Cansu
 2019
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277 Learning machine learning with very young children: Who is teaching whom? Vartiainen, Henriikka
3-4 C p.
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278 Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators Pires, Ana Cristina
3-4 C p.
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279 Learning to work together: Designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism Parsons, Sarah
 2015
 3-4 C p. 28-38
11 p.
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280 Lessons for child–computer interaction studies following the research challenges during the Covid-19 pandemic Kucirkova, Natalia
3-4 C p.
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281 Let’s get them on board: Focus group discussions with adolescents on empowering leisure engagement in Fab Labs and makerspaces Smolarczyk, Kathrin
3-4 C p.
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282 Let us make robots “Think in child!”: How children conceptualize fairness, inclusion, and privacy with social robots Levinson, Leigh
3-4 C p.
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283 Leveraging cultural values and “ways of knowing” to increase diversity in maker activities Holbert, Nathan
 2016
 3-4 C p. 33-39
7 p.
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284 Leveraging eye tracking to understand children’s attention during game-based, tangible robotics activities Olsen, Jennifer K.
3-4 C p.
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285 Leveraging tangible interfaces in primary school math: Pilot testing of the Owlet math program Zito, Lauren
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286 ‘Lots done, more to do’: The current state of interaction design and children research and future directions Giannakos, Michail
3-4 C p.
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287 Machine learning for middle schoolers: Learning through data-driven design Vartiainen, Henriikka
3-4 C p.
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288 Machines and minds: The new cognitive science, and the potential evolution of children’s intuitions about thinking Eisenberg, Michael
 2017
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4 p.
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289 Makerspace in school—Considerations from a large-scale national testbed Eriksson, Eva
 2018
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290 Making a Makerspace for children: A mixed-methods study in Chinese kindergartens Xiang, Sixuan
3-4 C p.
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291 Making as an opportunity for classroom assessment: Canadian maker educators’ views on assessment Murai, Yumiko
3-4 C p.
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292 Making computing visible & tangible: A paper-based computing toolkit for codesigning inclusive computing education activities Oh, HyunJoo
3-4 C p.
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293 Making the invisible visible: Youth designs for teaching about technological and algorithmic bias Coenraad, Merijke
3-4 C p.
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294 Making the Maker: A Means-to-an-Ends approach to nurturing the Maker mindset in elementary-aged children Chu, Sharon Lynn
3-4 C p. 11-19
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295 Making the maker movement more inclusive: Lessons learned from a course on accessibility in making Bar-El, David
3-4 C p.
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296 Manifesto for children’s genuine participation in digital technology design and making Kinnula, Marianne
3-4 C p.
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297 Mapping child–computer interaction research through co-word analysis Giannakos, Michail
3-4 C p.
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298 Maya: An artificial intelligence based smart toy for pre-school children Akdeniz, Mevlüde
3-4 C p.
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299 Mediated transfer: From text to blocks and back Mladenović, Monika
3-4 C p.
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300 Mediating family play: Exploring the expectations of digital media through a mobile application designed to facilitate real-world child–parent play Wilkinson, Phil
 2018
 3-4 C p. 90-99
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301 Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis Tancredi, Sofia
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302 More than words: Conceptualizing narrative computational thinking based on a multicase study Schlauch, Michael
3-4 C p.
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303 Mothers helping their preschool children to spell words: A comparison between interactions using the computer vs. pencil and paper Aram, Dorit
 2016
 3-4 C p. 15-21
7 p.
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304 Movement forward: The continued growth of Child–Computer Interaction research Giannakos, Michail N.
3-4 C p.
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305 New co-design techniques for digital game narrative design with children Uğraş, Tuba
3-4 C p.
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306 Not too young to learn about the news: Best formats to educate about journalism in digital platforms Campos, Ioli
3-4 C p.
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307 Nurturing systems thinking among young people by developing business ideas on sustainable AI Kinnula, Marianne
3-4 C p.
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308 Onboarding new talent to Child–Computer Interaction research: Teaching a tasting menu of CCI as an elective research subject Schaper, Marie-Monique
3-4 C p.
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309 On power and participation: Reflections from design with developmentally diverse children Vasalou, Asimina
3-4 C p.
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310 Opportunities to practice historical thinking and reasoning in a made-for-school history-oriented videogame Kessner, Taylor M.
3-4 C p.
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311 Orchestrating experts’ assumptions and children’s values in the design of Virtual Heritage experiences Schaper, Marie-Monique
 2018
 3-4 C p. 5-15
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312 Parental involvement and attitudes towards young Greek children’s mobile usage Papadakis, Stamatios
3-4 C p.
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313 Participatory design and participatory debugging: Listening to students to improve computational thinking by creating games Theodoropoulos, Anastasios
3-4 C p.
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314 Patterns in informal and non-formal science learning activities for children–A Europe-wide survey study Tisza, Gabriella
3-4 C p.
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315 Physical computing with plug-and-play toolkits:Key recommendations for collaborative learning implementations Katterfeldt, Eva-Sophie
 2018
 3-4 C p. 72-82
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316 “Pictures are easier to remember than spellings!”: Designing and evaluating KidsPic — A graphical image-based authentication mechanism Ratakonda, Dhanush kumar
3-4 C p.
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317 Playful interventions for sustainability awareness in educational environments: A longitudinal, large-scale study in three countries Mylonas, Georgios
3-4 C p.
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318 Playing Beowulf: Bridging computational thinking, arts and literature through game-making de Paula, Bruno Henrique
 2018
 3-4 C p. 39-46
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319 Playing with invisible animals: An interactive system of floor-projected footprints to encourage children’s imagination Moriya, Kodai
3-4 C p.
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320 Play value of digital play spaces: Children's voices Loudoun, Fiona M.
3-4 C p.
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321 Preschool children, robots, and computational thinking: A systematic review Bakala, Ewelina
3-4 C p.
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322 Preschool children’s social and playful interactions with a play-facilitating cardboard robot Torpegaard, Julie
3-4 C p.
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323 Problem-based science, a constructionist approach to science literacy in middle school Flores, Christa
 2018
 3-4 C p. 25-30
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324 Programming in early childhood education: A systematic review Macrides, Elena
3-4 C p.
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325 Prosocial games for inclusion: Interaction patterns and game outcomes for elementary-aged children Parsons, Sarah
3-4 C p.
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326 Prototyping a designerly learning through authentic making activities in elementary classrooms Gourlet, Pauline
 2018
 3-4 C p. 31-38
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327 Providing user perspectives to the next generation of parental controls Gnanasekaran, Vahiny
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328 Publisher Note
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329 Pushing boundaries of co-design by going online: Lessons learned and reflections from three perspectives Fails, Jerry Alan
3-4 C p.
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330 Pushing political, cultural, and geographical boundaries: Distributed co-design with children from Namibia, Malaysia and Finland Winschiers-Theophilus, Heike
3-4 C p.
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331 Reaching the ‘Learning Analytics’ — ‘Embodied Design’ promise of synergy Glenberg, Arthur M.
3-4 C p.
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332 Reconceptualising feedback: Designing educational tangible technologies to be a creative material Matthews, Sarah
3-4 C p.
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333 Redefining the role of parents in young children’s online interactions. A value-sensitive design case study Nouwen, Marije
 2018
 3-4 C p. 22-26
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334 Redesigning learning games for different learning contexts: Applying a serious game design framework to redesign Stop & Think Gauthier, Andrea
3-4 C p.
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335 Reducing children’s psychological distance from climate change via eco-feedback technologies Dillahunt, Tawanna
 2017
 3-4 C p. 19-28
10 p.
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336 Relating to materials in digital fabrication: Transform materials to transform yourself Malinverni, Laura
3-4 C p.
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337 Research in Child–Computer Interaction: Provocations and envisioning future directions Antle, Alissa N.
3-4 C p.
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338 Responses to hotspots during parent–child shared reading of eBook Abdelhadi, Soaad M.
3-4 C p.
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339 Rethinking children’s roles in Participatory Design: The child as a process designer Schepers, Selina
 2018
 3-4 C p. 47-54
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340 Robotics and computational thinking in primary school Chalmers, Christina
 2018
 3-4 C p. 93-100
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341 Samba schools as an inspiration for technologies for children under the age of five Hourcade, Juan Pablo
 2018
 3-4 C p. 100-103
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342 Saudi parents’ privacy concerns about their children’s smart device applications Alashwali, Eman
3-4 C p.
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343 Savouring our mistakes: Learning from the FitQuest project Robertson, Judy
 2018
 3-4 C p. 55-67
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344 Scaffolding Children's critical reflection on intelligent technologies: Opportunities from speculative fiction Malinverni, Laura
3-4 C p.
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345 Scalar symmetries and strange tools: Learning Analytics and Embodied Design as techno-cultural confluence Feiten, Tim Elmo
3-4 C p.
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346 ScratchJr design in practice: Low floor, high ceiling Blake-West, Jessica C.
3-4 C p.
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347 Sensing technologies and child–computer interaction: Opportunities, challenges and ethical considerations Sharma, Kshitij
3-4 C p.
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348 Sensing the invisible: Understanding the perception of indoor air quality among children in low-income families Kim, Sunyoung
 2019
 3-4 C p. 79-88
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349 Sharing stressors with a social robot prototype: What embodiment do adolescents prefer? Björling, Elin A.
3-4 C p.
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350 Shimpai Muyou: Confronting Child Suicides in Japan through a Serious Game & School-based Intervention Paracha, Samiullah
3-4 C p.
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351 Situating computational empowerment in formal education: A multi-perspective view Göbl, Barbara
3-4 C p.
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352 Smart-thing design by children at a distance: How to engage them and make them learn Roumelioti, Eftychia
3-4 C p.
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353 Smart toys and children’s understanding of personal data Manches, Andrew
3-4 C p.
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354 Smart Toys, Smart Tangibles, Robots and other Smart Things for Children Sylla, Cristina
3-4 C p.
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355 Social and curious: Lessons in designing digital manipulatives for young children Matthews, Sarah
3-4 C p.
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356 Socializers, achievers or both? Value-based roles of children in technology design projects Kinnula, Marianne
 2018
 3-4 C p. 39-49
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357 Socially adaptive electronic partners for improved support of children’s values: An empirical study with a location-sharing mobile app Kayal, Alex
 2018
 3-4 C p. 79-89
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358 Social Media Co-pilot: Designing a chatbot with teens and educators to combat cyberbullying Zou, Wenting
3-4 C p.
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359 Social sharing of task-related emotions in Design-Based Learning: Challenges and opportunities Zhang, Feiran
3-4 C p.
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360 Sociomateriality of collaboration within a small team in secondary school maker-centered learning project Mehto, Varpu
3-4 C p.
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361 Sparking interest: A design framework for mobile technologies to promote children’s interest in nature Kawas, Saba
 2019
 3-4 C p. 24-34
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362 Sparking social initiation behaviors in children with Autism through full-body Interaction Mora-Guiard, Joan
3-4 C p. 62-71
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363 Speech interface reformulations and voice assistant personification preferences of children and parents Yuan, Ye
 2019
 3-4 C p. 77-88
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364 STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication Milara, Iván Sánchez
3-4 C p.
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365 Still looking for new ways to play and learn… Expert perspectives and expectations for interactive toys Hall, Lynne
3-4 C p.
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366 Stimulating preschoolers’ early literacy development using educational technology: A systematic literature review Bautista, Genica Fae
3-4 C p.
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367 Story-related discourse by parent–child dyads: A comparison of typically developing children and children with language impairments Rees, Kathrin
3-4 C p. 16-23
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368 Students’ achievement goals: Goal approximation, engagement, and emotions in co-design activities and product Goagoses, Naska
3-4 C p.
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369 Students’ attitudes towards robotics and STEM: Differences based on gender and robotics experience Kucuk, Sevda
3-4 C p.
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370 Studying children’s experience during free-form and formally structured gameplay Kirginas, Sotiris
3-4 C p.
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371 Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system Ragone, Grazia
3-4 C p.
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372 Supporting child–group interactions with hands-off museum exhibit Kotut, Lindah
3-4 C p.
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373 Supporting collective physical activities by interactive floor projection in a special-needs school setting Oki, Mika
3-4 C p.
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374 Supporting scientific modeling through curriculum-based making in elementary school science classes Chu, Sharon Lynn
 2018
 3-4 C p. 1-8
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375 Supporting wayfinding behavior in shuttle run activities by floor projected pacemakers in a special-needs school gymnasium Oki, Mika
3-4 C p.
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376 Sustainable cyberbullying detection with category-maximized relevance of harmful phrases and double-filtered automatic optimization Ptaszynski, Michal
 2016
 3-4 C p. 15-30
16 p.
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377 Swedish teachers’ views on the use of personalised learning technologies for teaching children reading in the English classroom Bunting, Leona
3-4 C p.
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378 Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming Lin, Yuhan
3-4 C p.
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379 Systematic mapping of computational thinking in preschool children Martins, Everton Carlos
3-4 C p.
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380 Tablets for two: How dual tablets can facilitate other-awareness and communication in learning disabled children with autism Holt, Samantha
3-4 C p. 72-82
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381 Tangible and graphical programming with experienced children: A mixed methods analysis Sapounidis, Theodosios
 2019
 3-4 C p. 67-78
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382 Tangible data visualization of physical activity for children and adolescents: A qualitative study of temporal transition of experiences Eslambolchilar, Parisa
3-4 C p.
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383 t-books: A block interface for young children’s narrative construction Sylla, Cristina
 2018
 3-4 C p. 59-66
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384 Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education Bosch, Noora
3-4 C p.
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385 Teaching CCI in Computer Science and Computer Science Education Dittert, Nadine
3-4 C p.
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386 Teaching child-computer interaction: Critical reflections on a project-based interaction design course Baykal, Gökçe Elif
3-4 C p.
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387 Teaching children digital literacy through design-based learning with digital toolkits in schools Bekker, Tilde
3-4 C p. 29-38
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388 Teaching machine learning in elementary school Shamir, Gilad
3-4 C p.
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389 Technology Comprehension — Combining computing, design, and societal reflection as a national subject Tuhkala, Ari
 2019
 3-4 C p. 54-63
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390 Technology-enhanced support for children with Down Syndrome: A systematic literature review Shahid, Numera M.I.
3-4 C p.
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391 Teen as research-apprentice: A restorative justice approach for centering adolescents as the authority of their own online safety Chatlani, Neeraj
3-4 C p.
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392 1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables Antle, Alissa N.
3-4 C p.
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393 Tensions in designing tablet-based musical instruments for students with disabilities Horton, Patrick W.
3-4 C p.
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394 The art of the Wunderlich cube and the development of spatial abilities Winter, Victor
 2018
 3-4 C p. 1-7
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395 The causes of difficulty in children’s creation of informal programs Bucciarelli, Monica
3-4 C p.
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396 The cloud is the limit: A case study of programming on the web, with the web Weintrop, David
 2019
 3-4 C p. 1-8
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397 The design space of visualization tools for data science education: Literature review and framework for future designs Fernandez, Cassia
3-4 C p.
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398 The developmental appropriateness of digital games and its impact on young children’s enjoyment and playtime Crescenzi-Lanna, Lucrezia
3-4 C p.
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399 The direct and indirect effects of social technology use on children’s life satisfaction Żerebecki, Bartosz G.
3-4 C p.
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400 The effects of scaffolded programming scripts on pre-service teachers’ computational thinking: Developing algorithmic thinking through programming robots Angeli, Charoula
3-4 C p.
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401 The effects on children’s literacy skills of reading e-books with different features: Are ‘bells and whistles’ over-rated? Karemaker, Arjette
3-4 C p. 30-36
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402 The evolution of a toolkit for smart-thing design with children through action research Gennari, Rosella
3-4 C p.
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403 The feasibility of an immersive interactive virtual reality task for children and adolescents. Krupljanin, Nina
3-4 C p.
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404 “The girl who wants to fly”: Exploring the role of digital technology in enhancing dialogic reading Rubegni, Elisa
3-4 C p.
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405 The impact of near-peer virtual agents on computer science attitudes and collaborative dialogue Earle-Randell, Toni V.
3-4 C p.
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406 The intentions of the designers of digital educational tools in early childhood education Ploog, Maria
3-4 C p.
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407 The potential for emerging technologies to support self-regulation in children with ADHD: A literature review Cibrian, Franceli L.
3-4 C p.
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408 The role of CCI in supporting children’s engagement with environmental sustainability at a time of climate crisis Vasalou, Asimina
3-4 C p.
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409 The role of robotic toys in shaping play and joint engagement in autistic children: Implications for future design Laurie, Margaret H.
3-4 C p.
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410 The scope of autonomy when teaching computational thinking in primary school Carlborg, Niklas
 2019
 3-4 C p. 130-139
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411 The SEEDS pedagogy: Designing a new pedagogy for preschools using a technology-based toolkit Dittert, Nadine
3-4 C p.
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412 The Seymour test: Powerful ideas in early childhood education Bers, Marina Umaschi
 2017
 3-4 C p. 10-14
5 p.
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413 The show must go on! Strategies for making and makerspaces during pandemic Kinnula, Marianne
3-4 C p.
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414 The situated power of computational empowerment Andersen, Lars Bo
3-4 C p.
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415 Tick Box Design: A bounded and packageable co-design method for large workshops Read, Janet
3-4 C p.
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416 TitanTutor: An educational technology solution co-designed by children from different age groups and socio-economic backgrounds Chimbo, Bester
3-4 C p. 13-23
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417 To Empower or Provoke? Exploring approaches for participatory design at schools for neurodiverse individuals in India Sharma, Sumita
3-4 C p.
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418 Towards a model of progression in computational empowerment in education Kaspersen, Magnus Høholt
3-4 C p.
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419 Towards a participative approach for adapting multimodal digital books for deaf and hard of hearing people Véliz, Soledad
3-4 C p. 90-98
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420 Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design Anderson-Coto, Maria J.
3-4 C p.
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421 Towards serious games through a playful approach for children with autism spectrum disorder de Souza, Franciely Alves
3-4 C p.
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422 Towards the improvement of the cognitive, motoric and academic skills of students with special educational needs using Kinect learning games Kourakli, Maria
3-4 C p. 28-39
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423 Toy user interface design—Tools for Child–Computer Interaction de Albuquerque Wheler, Anna Priscilla
3-4 C p.
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424 Turning frustration into learning opportunities during maker activities: A review of literature Yulis San Juan, Andreina
3-4 C p.
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425 Understanding the role of fun in learning to code Tisza, Gabriella
3-4 C p.
 artikel
426 Usability and user experience of an individualized and adaptive game-based therapy for children with cerebral visual impairment Ben Itzhak, N.
3-4 C p.
 artikel
427 User-centred design with visually impaired pupils: A case study of a game editor for orientation and mobility training Mattheiss, Elke
3-4 C p. 12-18
 artikel
428 User experience testing and co-designing a digital game for broadening participation in computing with and for elementary school children Arastoopour Irgens, Golnaz
3-4 C p.
 artikel
429 Using multimodal educational apps to increase the vocabulary of children with and without reading difficulties Lee, Sung Hee
3-4 C p.
 artikel
430 Using participatory design to integrate stakeholder voices in the creation of a culturally relevant computing curriculum Coenraad, Merijke
3-4 C p.
 artikel
431 Using the blended spaces framework to design heritage stories with schoolchildren O’Keefe, Brian
 2015
 3-4 C p. 7-16
10 p.
 artikel
432 Using the MemoLine to capture changes in user experience over time with children Sim, Gavin
 2016
 3-4 C p. 1-14
14 p.
 artikel
433 Validating a performance assessment of computational thinking for early childhood using item response theory Na, Chungsoo
3-4 C p.
 artikel
434 VIC — A Tangible User Interface to train memory skills in children with Intellectual Disability Beccaluva, Eleonora
3-4 C p.
 artikel
435 “We were proud of our idea”: How teens and teachers gained value in an entrepreneurship and making project Hartikainen, Heidi
3-4 C p.
 artikel
436 What do children and early adolescents say they do when playing an educational digital game? Blumberg, Fran C.
3-4 C p.
 artikel
437 What FabLearn talks about when talking about reflection — A systematic literature review Baykal, Gökçe Elif
3-4 C p.
 artikel
438 What they can and cannot: A meta-analysis of research on touch and multi-touch gestures by two to seven-year-olds Samarakoon, Uthpala
3-4 C p.
 artikel
439 “When I'm writing a story, I am really good” Exploring the use of digital storytelling technology at home Kalantari, Sara
3-4 C p.
 artikel
440 “Which apps are good for my children?”: How the parents of young children select apps Brito, Rita
3-4 C p.
 artikel
441 Who creates our computational worlds? A review of Critically Conscious Computing: Methods for secondary education Henrique, Brendan
3-4 C p.
 artikel
442 Who programs whom?—Computational empowerment through mastery and appropriation in young children’s computational thinking activities Odgaard, Ane Bjerre
3-4 C p.
 artikel
443 Whose data are they? Elementary school students’ conceptualization of data ownership and privacy of personal digital data Agesilaou, Andria
3-4 C p.
 artikel
444 Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities Benton, Laura
 2015
 3-4 C p. 23-40
18 p.
 artikel
445 Wired, wild, wonderful: A scoping review of early childhood nature connections fostered by digital technologies Vella, Kellie
3-4 C p.
 artikel
446 “Yeah, no more tantrums, whoo!”: Practices parents valued to help children transition away from screens Zabatiero, Juliana
3-4 C p.
 artikel
447 Young children’s conceptions of computers, code, and the Internet Mertala, Pekka
 2019
 3-4 C p. 56-66
 artikel
448 Young children’s design thinking skills in makerspaces Hatzigianni, Maria
3-4 C p.
 artikel
449 YoungDeafDesign: Participatory design with young Deaf children Korte, Jessica
3-4 C p.
 artikel
450 You, robot? The role of anthropomorphic emotion attributions in children’s sharing with a robot Nijssen, Sari R.R.
3-4 C p.
 artikel
451 “You take fifty photos, delete forty nine and use one”: A qualitative study of adolescent image-sharing practices on social media Bell, Beth T.
 2019
 3-4 C p. 64-71
 artikel
452 “You” versus “children”: A repeated-measures experiment on the effects of social robots’ use of (im)personal address forms when talking to children van Straten, Caroline L.
3-4 C p.
 artikel
                             452 gevonden resultaten
 
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