Abstract is missing.
- Evaluating Interactional Synchrony in Full-Body Interaction with Autistic ChildrenGrazia Ragone, Kate Howland, Emeline Brulé. 1-12 [doi]
- Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHDEvropi Stefanidi, Johannes Schöning, Sebastian S. Feger, Paul Marshall, Yvonne Rogers, Jasmin Niess. 13-25 [doi]
- Signing-on-the-Fly: Technology Preferences to Reduce Communication Gap between Hearing Parents and Deaf ChildrenZhen Bai, Elizabeth Codick, Ashely Tenesaca, Wanyin Hu, Xiurong Yu, Peirong Hao, Chigusa Kurumada, Wyatte Hall. 26-36 [doi]
- Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional ExperiencesJillian L. Warren, Alissa Nicole Antle, Alexandra Kitson, Alireza Davoodi. 37-49 [doi]
- The Role of Learning Theory in Child-Computer Interaction - A Semi-Systematic Literature ReviewEva Eriksson, Gökçe Elif Baykal, Olof Torgersson. 50-68 [doi]
- Making Learning Visible in Constructionist Learning ContextsRicarose Roque, Mariana Aki Tamashiro. 69-81 [doi]
- Mapping the Changing Landscape of Child-Computer Interaction Research Through Correlated Topic ModellingTiarnach McDermott, James Robson, Niall Winters, Lars-Erik Malmberg. 82-97 [doi]
- Grasping Derivatives: Teaching Mathematics through Embodied Interactions using Tablets and Virtual RealityJulia Chatain, Virginia Ramp, Venera Gashaj, Violaine Fayolle, Manu Kapur, Robert W. Sumner, Stéphane Magnenat. 98-108 [doi]
- Designing Physical Objects for Young Children's Magnitude Understanding: A TUI Research Through Design JourneyCeylan Besevli, Tilbe Göksun, Oguzhan Özcan. 109-122 [doi]
- Periodic Fable Augmenting Chemistry with Technology, Characters and StorytellingSandra Monica Câmara Olim, Valentina Nisi, Elisa Rubegni. 123-136 [doi]
- Balance Board Math: "Being the graph" through the sense of balance for embodied self-regulation and learningSofia Tancredi, Julia Wang, Helen Tong Li, Carissa Jiayuan Yao, Genna Macfarlan, Kimiko Ryokai. 137-149 [doi]
- Ready, Set, Art: Technology Needs and Tools for Remote K-2 Art EducationGennie Mansi, Sue Reon Kim, Jessica Roberts. 150-184 [doi]
- "What color are the fish's scales?" Exploring parents' and children's natural interactions with a child-friendly virtual agent during storybook readingGrace C. Lin, Ilana Schoenfeld, Meredith Thompson, Yiting Xia, Cigdem Uz Bilgin, Kathryn Leech. 185-195 [doi]
- Designing Interactive Contextual Cues for Children's Video-Stimulated WritingNiloofar Zarei, Francis K. H. Quek, Sharon Lynn Chu, Angela Chan, Joshua Howell. 196-205 [doi]
- MoDa: Designing a Tool to Interweave Computational Modeling with Real-world Data Analysis for Science Learning in Middle SchoolAditi Wagh, Tamar Fuhrmann, Adelmo Antonio da Silva Eloy, Jacob Wolf, Engin Bumbacher, Paulo Blikstein, Michelle Wilkerson. 206-211 [doi]
- What Do You Meme? Students Communicating their Experiences, Intuitions, and Biases Surrounding Data Through MemesRalph Vacca, Kayla DesPortes, Marian Tes, Megan Silander, Anna Amato, Camillia Matuk, Peter J. Woods. 212-224 [doi]
- Supporting Critical Data Literacy in K-9 Education: Three Principles for Enriching Pupils' Relationship to DataKarl-Emil Kjær Bilstrup, Magnus Høholt Kaspersen, Mille Skovhus Lunding, Marie-Monique Schaper, Maarten Van Mechelen, Mariana Aki Tamashiro, Rachel Charlotte Smith, Ole Sejer Iversen, Marianne Graves Petersen. 225-236 [doi]
- How families design and program games: a qualitative analysis of a 4-week online in-home studyStefania Druga, Thomas Ball, Amy J. Ko. 237-252 [doi]
- Using video analysis and learning analytics to understand programming trajectories in data science activities with ScratchCassia Fernandez, João Adriano Freitas, Roseli de Deus Lopes, Paulo Blikstein. 253-260 [doi]
- CodeStruct: Design and Evaluation of an Intermediary Programming Environment for Novices to Transition from Scratch to PythonMajeed Kazemitabaar, Viktar Chyhir, David Weintrop, Tovi Grossman. 261-273 [doi]
- Understanding Fun in Learning to Code: A Multi-Modal Data approachGabriella Tisza, Kshitij Sharma, Sofia Papavlasopoulou, Panos Markopoulos 0001, Michail N. Giannakos. 274-287 [doi]
- Reimagining and Co-designing with Youth an Hour of Code Activity for Critical Engagement with ComputingLuis Morales-Navarro, Naomi Thompson, Yasmin B. Kafai, Mia S. Shaw, Nichole Pinkard. 288-296 [doi]
- Snoozy: A Chatbot-Based Sleep Diary for Children Aged Eight to TwelveTessa Aarts, Panos Markopoulos 0001, Lars Giling, Tudor Vacaretu, Sigrid Pillen. 297-307 [doi]
- Energy in Schools: Empowering Children to Deliver Behavioural Change for SustainabilityLorraine Underwood, Karen Smith, Elisa Rubegni, Joe Finney. 308-314 [doi]
- Designing with Feeling: How Students Constructed Embodied Participatory Simulations for Groups of Younger Learners to Understand and Care About Sustainability in EcosystemsCorey E. Brady, Tessaly Jen, Lauren Vogelstein, Efrat Dim. 315-326 [doi]
- "There are a LOT of moral issues with biowearables" ... Teaching Design Ethics through a Critical Making Biowearable WorkshopAlissa Nicole Antle, Yumiko Murai, Alexandra Kitson, Yves Candau, Zoe Minh-Tam Dao-Kroeker, Azadeh Adibi. 327-340 [doi]
- Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task?Elmira Yadollahi, Marta Couto, Pierre Dillenbourg, Ana Paiva 0001. 341-351 [doi]
- "Don't let the robots walk our dogs, but it's ok for them to do our homework": children's perceptions, fears, and hopes in social robotsElisa Rubegni, Laura Malinverni, Jason Yip. 352-361 [doi]
- Understanding Factors that Shape Children's Long Term Engagement with an In-Home Learning Companion RobotBengisu Cagiltay, Nathan Thomas White, Rabia Ibtasar, Bilge Mutlu, Joseph E. Michaelis. 362-373 [doi]
- Examining Teenagers' Perceptions of Conversational Agents in Learning SettingsHa Nguyen. 374-381 [doi]
- Exploring Children's Preferences for Taking Care of a Social RobotBengisu Cagiltay, Joseph E. Michaelis, Sarah Sebo, Bilge Mutlu. 382-388 [doi]
- Pre-schoolers' Stewardship - Embracing Higgledy-piggledy Behaviours through Participatory PlaythingAntonia Clasina Södergren, Calkin Suero Montero. 389-407 [doi]
- Uncovering Children's Situated Design Capital - A Nexus Analytic InquiryMatin Mahboob Kanafi, Netta Iivari, Marianne Kinnula, Sumita Sharma. 408-421 [doi]
- Design Factors Affecting the Social Use of Programmable Robots to Learn Computational Thinking in KindergartenEwelina Bakala, Anaclara Gerosa, Juan Pablo Hourcade, Maria Pascale, Camila Hergatacorzian, Gonzalo Tejera. 422-429 [doi]
- ARtonomous: Introducing Middle School Students to Reinforcement Learning Through Virtual RoboticsGriffin Dietz, Jennifer King Chen, Jazbo Beason, Matthew Tarrow, Adriana Hilliard, R. Benjamin Shapiro. 430-441 [doi]
- My: Talkies: Designing a Craft Kit to Support Learning about Communication Devices through MakingJin Yu, Sherry Hsi, Seth Van Doren, HyunJoo Oh 0001. 442-447 [doi]
- Young Children's Perceptions of Coding and ImplicationsJunnan Yu, Ricarose Roque. 448-451 [doi]
- Design of the Participatory Learning Experience: Teachers' new roles as designers of engaging design and maker-based learning experiencesNoora Bosch. 452-457 [doi]
- "TikTok Made Me Do It": Teenagers' Perception and Use of Food Content on TikTokChun-Han Wang, Stephen Tsung-Han Sher, Isabela Salman, Kelly Janek, Chia-Fang Chung. 458-463 [doi]
- Designing A Virtual Talking Companion to Support the Social-Emotional Learning of Children with ASDIsser Troy Mangin Gagan, Maria Angela Mikaela Eusebio Matias, Ivy Tan, Christianne Marie Vinco, Ethel Ong 0001, Ron Resurreccion. 464-471 [doi]
- Exploring changes in special education teachers' attitudes and design belief towards pedagogical agents in co-designing with childrenXiaoxue Du, Cynthia Breazeal. 472-478 [doi]
- Searching for Engagement: Child Engagement and Search Engine Result PagesBenjamin Bettencourt, Arif Ahmed, Nic Way, Casey Kennington, Katherine Landau Wright, Jerry Alan Fails. 479-484 [doi]
- The Child in Charge: The Case of Child-participatory Design of an Environmental Sustainability Serious GameSandrina Vieira, Isabel Alexandre, Elsa Cardoso. 485-491 [doi]
- Exploring Failures in Child-Computer Interaction.: Shifting the paradigm from "failures need to be hidden" to "failure is a learning opportunity"Livija Dana Rukmane, Elisa Rubegni, Janet C. Read. 492-497 [doi]
- Magic and Reality: what children's drawings tell us about their perception of technologySveva Valguarnera, Cristina Maria Sylla, Monica Landoni. 498-503 [doi]
- Youth Experiences with Authentically Embedded Computer Science in SportHerminio Bodon, Marcelo Worsley, Vishesh Kumar. 504-509 [doi]
- A Distributed Participatory Design Research Protocol for Co-designing with ChildrenAurora Constantin, Jessica Korte, Judith Good, Gavin Sim, Janet C. Read, Jerry Alan Fails, Eva Eriksson. 510-516 [doi]
- Reporting Back in HCI Work with ChildrenJanet C. Read, Gavin Sim, Matthew Horton, Dan Fitton. 517-522 [doi]
- KOALA Hero: Inform Children of Privacy Risks of Mobile AppsJun Zhao, Blanche Duron, Ge Wang 0001. 523-528 [doi]
- Identifying Features that Characterize Children's Free-Hand Sketches using Machine LearningXien Thomas, Larry Powell, Seth Polsley, Samantha Ray, Tracy Hammond. 529-535 [doi]
- Designing Tangible Robot Mediated Co-located Games to Enhance Social Inclusion for Neurodivergent ChildrenArzu Guneysu Ozgur, Ali Reza Majlesi, Victor Taburet, Sebastiaan Meijer, Iolanda Leite, Sanna Kuoppamäki. 536-543 [doi]
- Eliciting parents' insights into products for supporting and tracking children's fine motor developmentIpek Gürbüzsel, Tilbe Göksun, Aykut Coskun. 544-550 [doi]
- The HUB: Designing an Interactive Social Space for Pre-Adolescents' Well-beingPedro Rodrigues, Marija Mitic, Ina Krammer, João Dias, Rui Prada, Beate Schrank. 551-556 [doi]
- Multisensory Technologies to Support Teaching: an Ongoing ProjectSilvia Ferrando, Erica Volta, Gualtiero Volpe. 557-563 [doi]
- Small Leans into Big Steps: A Mixed-Reality Environment to Support Embodied, Ensembled Mathematics LearningMighty Chen. 564-568 [doi]
- Children's Impressions of Early Spelling Assessment through Handwriting on Tablets vs. Paper-based MethodJaline Gonçalves Mombach, Fábio Diniz Rossi, Deborah Silva Alves Fernandes, Fabrízzio Alphonsus Alves de Melo Nunes Soares. 569-575 [doi]
- Designing a Tangible Interface to "Force" Children CollaborationYanhong Li, Szilvia Balogh, Armand Luttringer, Thomas Weber 0005, Sven Mayer, Heinrich Hussmann. 576-582 [doi]
- Tekniverse: Towards a connected future for sensors, education, and action: Fostering Environmental Literacy with IoT and Physical ComputingSibel Deren Guler, Sheryl Sotelo, Masa Iwabuchi. 583-589 [doi]
- PE++: Exploring Opportunities for Connecting Computer Science and Physical Education in Elementary SchoolMarcelo Worsley. 590-595 [doi]
- Computational Thinking through Tangible Play: Understanding Social Dialogues in Children's LearningYu-Yu Liu, Ole Sejer Iversen. 596-603 [doi]
- Studying Interest During a Pandemic: : A Case Study of Evaluating Interest of Young Children Through a Tangible Learning GameSherry Yi, Yuqi Yao, Heidy Maldonado. 604-610 [doi]
- Designing a Digital StoryTelling platform to detect gender stereotypesRahimu Kasibante, Elisa Rubegni, Letizia Jaccheri. 611-616 [doi]
- M&M - MONNOM meets MOBEYBOU: Digital Interfaces for Children's Embodied InteractionIpek Kay, Cristina Maria Sylla, Maitê Moraes Gil, Mine Özkar, Ana Paula Caruso, Ufuk Aydin. 617-620 [doi]
- Sapling & the Travelling Forest: A table-top mobile robot platform for child-robot gamesDeanna Kocher, Emily Hana Abbruzzese, Olivia Rodriguez, Julia Mayourian, Keith Evan Green. 621-624 [doi]
- Interactive soft toys to support social engagement through sensory-motor plays in early intervention of kids with special needsBeste Özcan, Valerio Sperati, Flora Giocondo, Massimiliano Schembri, Gianluca Baldassarre. 625-628 [doi]
- "Track-track: Let's follow the cat!" Reflecting on children's biometric data processing through a micro puppet showMaria Esperanza Sasaki Otani. 629-632 [doi]
- SeaStory: An interactive narrative using collaborative featuresAna Andrade, Mara Dionisio, Valentina Nisi. 633-636 [doi]
- The Secret Communication Panel: A Constructionist Communications Device for Developing Computational Thinking Skills in School-Age ChildrenDavid Zikovitz, Nathan R. Holbert, Isabel Correa. 637-640 [doi]
- Draw, Explore, Learn, and Unite the World: A Web Design ConceptAysegül Erdemir. 641-644 [doi]
- KidConnect VR: Technology to Stay ConnectedMy-Linh Ho, Dhanush kumar Ratakonda, Jerry Alan Fails. 645-648 [doi]
- Mapping Child Care Access in King County: Tech-Based Advocacy and Coalition SupportRebecca Michelson. 649-650 [doi]
- Designing Digital Psychosocial Follow-up of Survivors of Childhood Critical IllnessMarte Hoff Hagen. 651-654 [doi]
- Designing an e-learning ecosystem to support people with autism spectrum disorders. A digital transformation in special educationYussy Miriam Chinchay Manco. 655-657 [doi]
- Language Learning with Mobile Augmented Reality and Artificial Intelligence for Children with Autism Spectrum DisorderIbrahim El Shemy. 658-661 [doi]
- Approaches to embodied interaction in the design of playful environments for young childrenDaniel Swann. 662-664 [doi]
- "Quero Fazer": A Game Featured Platform for Early Childhood Informal EducationPedro Silva Ferreira. 665-667 [doi]
- Improving the digital well-being of neurotypical & neurodivergent children considering their care ecosystemEvropi Stefanidi. 668-671 [doi]
- Real-time Feedback based on Emotion Recognition for Improving Children's Metacognitive Monitoring SkillXingran Ruan, Charaka Palansuriya, Aurora Constantin. 672-675 [doi]
- MEKIDS Media Education with Kids through Interactive Digital StorytellingMichael Schlauch. 676-678 [doi]
- American Indian and Alaska Native Youth's Experiences with COVID-19 Health Communication on TikTokNicole S. Kuhn. 679-682 [doi]
- Exploring the Child-Robot Interaction with the Programming in Mind: Bridging Physical and Virtual Programming for Young ChildrenYuhan Lin. 683-686 [doi]
- Exploring Caregiver Support for and Conceptualizations of Their Children's Entrepreneurship in Interactive Online SpacesChristie Abel. 687-689 [doi]
- An educational transmedia storytelling proposal to teach computational thinking for childrenTanci Simões Gomes, Taciana Pontual Falcão, Patricia C. A. R. Tedesco. 690-692 [doi]
- Towards Trustworthy Conversational Agents for ChildrenMarina Escobar-Planas. 693-695 [doi]
- 6th KidRec Workshop: Information Retrieval Systems for Children in the COVID-19 EraMaria Soledad Pera, Monica Landoni, Emiliana Murgia, Theo Huibers, Jerry Alan Fails. 696-699 [doi]
- Ethical Considerations of Distributed Participatory Design with ChildrenAurora Constantin, Valentina Andries, Jessica Korte, Cristina Adriana Alexandru, Judith Good, Gavin Sim, Janet C. Read, Jerry Alan Fails, Eva Eriksson. 700-702 [doi]
- After the Study Ends: Developing Heuristics To Design for Sustainable Use of Learning Technologies in ClassroomsJacob Wolf, Tamar Fuhrmann, Aditi Wagh, Adelmo Antonio da Silva Eloy, Paulo Blikstein, Michelle Wilkerson. 703-705 [doi]
- Embedding digital technologies in the school practice: Schools as agents of technology integrationNikoleta Yiannoutsou, Asimina Vasalou, Seray B. Ibrahim, Laura Benton, Caroline Pulfrey, Mutlu Cukurova. 706-708 [doi]
- Fun in LearningGabriella Tisza, Gavin Sim, Dimitris Gramenos, Sofia Papavlasopoulou. 709-711 [doi]
- Where we Succeed and Fail: Reflecting on the Challenge of doing Research with ChildrenJanet C. Read, Oussama Metatla, Matthew Horton, Elisa Rubegni, Jason Yip. 712-714 [doi]
- Co-Designing with Mixed-Ability Groups of Children to Promote Inclusive EducationAna Cristina Pires 0001, Isabel Neto, Emeline Brulé, Laura Malinverni, Oussama Metatla, Juan Pablo Hourcade. 715-718 [doi]