Abstract is missing.
- Decoding design agendas: an ethical design activity for middle school studentsDaniella DiPaola, Blakeley H. Payne, Cynthia Breazeal. 1-10 [doi]
- Coming to your senses: promoting critical thinking about sensors through playful interaction in classroomsSusan Lechelt, Yvonne Rogers, Nicolai Marquardt. 11-22 [doi]
- SmileyCluster: supporting accessible machine learning in K-12 scientific discoveryXiaoyu Wan, Xiaofei Zhou, Zaiqiao Ye, Chase K. Mortensen, Zhen Bai. 23-35 [doi]
- Investigating children's spontaneous gestures when programming using TUIs and GUIsAbrar Almjally, Kate Howland, Judith Good. 36-48 [doi]
- 'Phone apps know a lot about you!': educating early adolescents about informational privacy through a phygital interactive bookChristine Ee Ling Yap, Jung-Joo Lee. 49-62 [doi]
- Youth making machine learning models for gesture-controlled interactive mediaAbigail Zimmermann-Niefield, Shawn Polson, Celeste Moreno, R. Benjamin Shapiro. 63-74 [doi]
- Out of tune: discord and learning in a music programming museum exhibitDuri Long, Tom McKlin, Anna Weisling, William Martin, Steven Blough, Katlyn Voravong, Brian Magerko. 75-86 [doi]
- A designerly approach as a foundation for school children's computational thinking skills while developing digital gamesEva Brooks, Jeanette Sjöberg. 87-95 [doi]
- Can design documentaries disrupt design for disability?Seray B. Ibrahim, Asimina Vasalou, Michael Clarke. 96-107 [doi]
- Designing an online sex education resource for gender-diverse youthCalvin A. Liang, Katie Albertson, Florence Williams, David Inwards-Breland, Sean A. Munson, Julie A. Kientz, Kym Ahrens. 108-120 [doi]
- "It's your private information. it's your life.": young people's views of personal data use by online technologiesLiz Dowthwaite, Helen Creswick, Virginia Portillo, Jun Zhao 0003, Menisha Patel, Elvira Perez Vallejos, Ansgar Koene, Marina Jirotka. 121-134 [doi]
- Not on any map: co-designing a meaningful bespoke technology with a child with profound learning difficultiesStephanie Robinson, Sion Hannuna, Oussama Metatla. 135-147 [doi]
- Exploring accessible programming with educators and visually impaired childrenAna Cristina Pires 0001, Filipa Rocha, Antonio José de Barros Neto, Hugo Simão, Hugo Nicolau, Tiago João Guerreiro. 148-160 [doi]
- 18 Years of ethics in child-computer interaction research: a systematic literature reviewMaarten Van Mechelen, Gökçe Elif Baykal, Christian Dindler, Eva Eriksson, Ole Sejer Iversen. 161-183 [doi]
- Enabling children to design for others with expanded proxy designOussama Metatla, Janet C. Read, Matthew Horton. 184-197 [doi]
- Designing dyadic caregiver-child personas for interactive digital media useChristie Anne Abel, Thomas D. Grace. 198-204 [doi]
- Another decade of IDC research: examining and reflecting on values and ethicsSaba Kawas, Ye Yuan 0010, Akeiylah DeWitt, Qiao Jin, Susanne Kirchner, Abigail Bilger, Ethan Grantham, Julie A. Kientz, Andrea Tartaro, Svetlana Yarosh. 205-215 [doi]
- Exploring young children's engagement in joint reading with a conversational agentYing Xu, Mark Warschauer. 216-228 [doi]
- Investigating family perceptions and design preferences for an in-home robotBengisu Cagiltay, Hui-Ru Ho, Joseph E. Michaelis, Bilge Mutlu. 229-242 [doi]
- Better together: young children's tendencies to help a non-humanoid robot collaboratorDeanna Kocher, Tamar Kushnir, Keith Evan Green. 243-249 [doi]
- What is a robot?: an artistic approach to understand children's imaginaries about robotsLaura Malinverni, Cristina Valero. 250-261 [doi]
- "Whom would you like to talk with?": exploring conversational agents for children's linguistic assessmentMicol Spitale, Silvia Silleresi, Giulia Cosentino, Francesca Panzeri, Franca Garzotto. 262-272 [doi]
- Teachers' perspectives on social robots in education: an exploratory case studyGijs van Ewijk, Matthijs Smakman, Elly A. Konijn. 273-280 [doi]
- Using tabletop robots to promote inclusive classroom experiencesIsabel Neto, Wafa Johal, Marta Couto, Hugo Nicolau, Ana Paiva, Arzu Guneysu Ozgur. 281-292 [doi]
- th grade students learn science by constructing computational models using the much.matter.in.motion platformJanan Saba, Hagit Hel-Or, Sharona T. Levy. 293-298 [doi]
- Phenomenological programming: a novel approach to designing domain specific programming environments for science learningUmit Aslan, Nicholas LaGrassa, Michael S. Horn, Uri Wilensky. 299-310 [doi]
- Gathering garbage or going green?: shifting social perspectives to empower individuals with special needsSumita Sharma, Krishnaveni Achary, Marianne Kinnula, Netta Iivari, Blessin Varkey. 311-322 [doi]
- Designing to engage children in monitoring indoor air quality: a participatory approachSunyoung Kim, Muyang Li, Jennifer Senick, Gediminas Mainelis. 323-334 [doi]
- CCI in the wild: designing for environmental stewardship through children's nature-playBronwyn J. Cumbo, Ole Sejer Iversen. 335-348 [doi]
- Augmented scientific investigation: support the exploration of invisible "fine details" in science via augmented realityShiyan Jiang, Xudong Huang, Charles Xie, Shannon Sung, Rabia Yalcinkaya. 349-354 [doi]
- What do atoms feel?: understanding forces and energy in chemical bonding through the ELI-Chem environmentAsnat R. Zohar, Sharona T. Levy. 355-360 [doi]
- A content analysis of voice-based apps on the market for early literacy developmentYing Xu, Mark Warschauer. 361-371 [doi]
- Spelling their pictures: the role of visual scaffolds in an authoring app for young children's literacy and creativitySneha Priscilla Makini, Ini Oguntola, Deb Roy. 372-384 [doi]
- An english language learning study with rural chinese children using an augmented reality appMin Fan, Alissa Nicole Antle. 385-397 [doi]
- Guiding the selection of child spellchecker suggestions using audio and visual cuesBrody Downs, Aprajita Shukla, Mikey Krentz, Maria Soledad Pera, Katherine Landau Wright, Casey Kennington, Jerry Alan Fails. 398-408 [doi]
- "Try your best": parent behaviors during administration of an online language assessment tool for bilingual Mandarin-English childrenYao Du, Li Sheng, Katie Salen Tekinbas. 409-420 [doi]
- Ding- dong: the Storybell and its wizardLaura Boffi. 421-425 [doi]
- Collaborative comic-based digital storytelling with primary school childrenCarolina Beniamina Rutta, Gianluca Schiavo, Massimo Zancanaro, Elisa Rubegni. 426-437 [doi]
- Ebook presentation styles and their impact on the learning of childrenHsiu Feng Wang, Ming-Chi Chiu. 438-443 [doi]
- "Otter this world": can a mobile application promote children's connectedness to nature?Saba Kawas, Nicole S. Kuhn, Mina Tari, Alexis Hiniker, Katie Davis. 444-457 [doi]
- "The thinking cap 2.0": preliminary study on fostering growth mindset of children by means of electroencephalography and perceived magic using artifacts from fictional sci-fi universesNataliya Kosmyna, Alexandra Gross, Pattie Maes. 458-469 [doi]
- Pengunaut trainer: a playful VR app to prepare children for MRI examinations: in-depth game design analysisStefan Liszio, Linda Graf, Oliver Basu, Maic Masuch. 470-482 [doi]
- Therapist vibe: children's expressions of their emotions through storytelling with a chatbotKyle-Althea Santos, Ethel Ong, Ron Resurreccion. 483-494 [doi]
- Identifying opportunities and challenges: how children use technologies for managing diabetesJi Youn Shin, Bree E. Holtz. 495-507 [doi]
- Exploring an augmented reality social learning game for elementary school studentsJingYa Li, Erik D. Van der Spek, Xiaoyu Yu, Jun Hu, Loe M. G. Feijs. 508-518 [doi]
- LifeMosaic: co-design of a personal informatics tool for youthKyrill Potapov, Paul Marshall. 519-531 [doi]
- Puppy island: theory-driven design of a serious game for young children with cystic fibrosisMitchell W. McEwan, Cody J. Phillips 0002, Peta Wyeth, Daniel Johnson 0001. 532-540 [doi]
- Using sensing technologies to explain children's self-representation in motion-based educational gamesSerena Lee-Cultura, Kshitij Sharma, Sofia Papavlasopoulou, Symeon Retalis, Michail N. Giannakos. 541-555 [doi]
- Engaging families around museum exhibits: comparing tangible and multi-touch interfacesMichael S. Horn, Amartya Banerjee, David Bar-El, Izaiah Hakim Wallace. 556-566 [doi]
- Supporting children's math learning with feedback-augmented narrative technologySherry Ruan, Jiayu He, Rui Ying, Jonathan Burkle, Dunia Hakim, Anna Wang, Yufeng Yin, Lily Zhou, Qianyao Xu, Abdallah AbuHashem, Griffin Dietz, Elizabeth L. Murnane, Emma Brunskill, James A. Landay. 567-580 [doi]
- How do we design for concreteness fading?: survey, general framework, and design dimensionsSangho Suh, Martinet Lee, Edith Law. 581-588 [doi]
- Techniques for augmented-tangibles on mobile devices for early childhood learningVictor Cheung, Alissa Nicole Antle, Shubhra Sarker, Min Fan, Jianyu Fan, Philippe Pasquier. 589-601 [doi]
- Blue whale street art as a landmark: extracting landmarks from children's cognitive maps for the design of locative systemsCláudia Silva, Catia Prandi, Nuno Jardim Nunes, Valentina Nisi. 602-613 [doi]
- Giggle gauge: a self-report instrument for evaluating children's engagement with technologyGriffin Dietz, Zachary Pease, Brenna McNally, Elizabeth Foss. 614-623 [doi]
- "It's just too much": exploring children's views of boredom and strategies to manage feelings of boredomDanielle Begnaud, Merijke Coenraad, Naishi Jain, Dhruvi Patel, Elizabeth Bonsignore. 624-636 [doi]