Communication Design

Permanent URI for this collectionhttps://hdl.handle.net/10679/310

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    Assessment of learning in child–computer interaction research: A semi-systematic literature review
    (Elsevier, 2023-06) Baykal, Gökçe Elif; Eriksson, E.; Torgersson, O.; Communication Design; BAYKAL, Gökçe Elif
    In this paper, we investigate and map out how learning is assessed in Child–computer interaction (CCI) research. We have conducted a semi-systematic literature review in the CCI community's leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child–Computer Interaction (IJCCI). This eventually led to 30 publications that use the word stem ‘learn*’ in title, abstract and keywords being included in the corpus. Based on our analysis of these publications, the results demonstrate that there are three main strands of research approaches, namely quantitative, qualitative and mixed-methods, some of which are design-based. The case studies taking a qualitative approach dominate the field whereas the mixed-methods approach remains low in number. Furthermore, the findings showed that basic characteristics of research design and approaches to the assessment of learning are rarely defined, and that assessment of learning is scarcely operationalized. This affects the methodological rigor and possibility of understanding causality of technology interaction in children's learning. It was also found that only a limited number of works include assessment of learning regarding transfer of learning and controlled groups. The main findings from this review describe the current state-of-the art and address the gaps in CCI research in presenting evidence for learning in children as a desired impact. We conclude with suggestions for future avenues for the assessment of learning in CCI.
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    Conference ObjectPublicationMetadata only
    The role of learning theory in child-computer interaction - a semi-systematic literature review
    (ACM, 2022-06) Eriksson, E.; Baykal, Gökçe Elif; Torgersson, O.; Communication Design; BAYKAL, Gökçe Elif
    In this paper, we explore the role of learning theory in the Child-computer interaction (CCI) community's leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child-Computer Interaction (IJCCI). Searching all publications in the IDC conference proceedings and IJCCI, 63 papers that use the word stem ĝ€?FOR VERIFICATION>learn∗' in title, abstract and keywords were included in the corpus. Based on an analysis of these papers, our semi-systematic literature review demonstrates that assessment of learning regarding transfer of learning and controlled groups is rare, that the main role for learning theory is application, and that four main theoretical positions on learning can be recognized: constructivism, constructionism, cognitive theories, and socio-cognitive theory. The paper further presents an overview of how and which learning theories are used, and outlines paths for future CCI research based on the results.