21st ACM Interaction Design and Children conference (IDC)

This comprehensive ranking presents a curated list of scientific conferences in the field of Psychology, meticulously compiled by Research.com, a leading authority in science research across all major domains, including Psychology. Since 2014, Research.com has been dedicated to providing trusted data on scientific contributions, and this latest ranking upholds that tradition with rigorous, data-driven analysis.

The ranking positions are determined using a unique bibliometric score devised by Research.com, which factors in both the estimated h-index and the number of leading scientists who have participated in each conference over the preceding three years. This approach ensures an accurate and nuanced evaluation of conferences' scientific influence and the caliber of their contributors.

All Impact Score values reflected in this ranking were collected as of 2024-11-27. The underlying research process involved a thorough examination of more than 377 conferences. These were selected following a detailed inspection and a rigorous review of over 871 scientific documents published in the last three years by a cohort of 10,697 distinguished scientists specializing in Psychology.

For those seeking an in-depth understanding of the factors and methodology used to compute the ranking scores, detailed information is available on our Methodology Page.

Papers citation over time

A key indicator for each conference is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing at Interaction Design and Children (based on the number of publications) are:

• Paulo Blikstein (15 papers) published 1 paper at the last edition the same number as at the previous edition,
• Alissa N. Antle (13 papers) published 5 papers at the last edition, 3 more than at the previous edition,
• Michael S. Horn (12 papers) published 1 paper at the last edition, 2 less than at the previous edition,
• Allison Druin (12 papers) absent at the last edition,
• Janet C. Read (11 papers) published 2 papers at the last edition, 1 more than at the previous edition.

The overall trend for top authors publishing at this conference is outlined below. The chart shows the number of publications at each edition of the conference for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing at Interaction Design and Children (based on the number of publications) are:

• Massachusetts Institute of Technology (42 papers) published 1 paper at the last edition, 6 less than at the previous edition,
• University of Maryland, College Park (22 papers) published 3 papers at the last edition the same number as at the previous edition,
• Stanford University (22 papers) published 1 paper at the last edition the same number as at the previous edition,
• Georgia Institute of Technology (22 papers) published 3 papers at the last edition, 1 more than at the previous edition,
• Eindhoven University of Technology (22 papers) published 5 papers at the last edition.

The overall trend for top affiliations publishing at this conference is outlined below. The chart shows the number of publications at each edition of the conference for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions at the conference edition to all articles published within that conference. The best research institutions were selected based on the largest number of articles published during all editions of the conference.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2016 edition, 2.13% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 26.09% were posted by at least one author from the top 10 institutions publishing at the conference. Another 15.22% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 9.78% of all publications and 48.91% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of conferences they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same conference from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the conference in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing at a conference. The index includes the authors publishing at the last edition of a conference, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Contributing to the Field: A Possible Career Path in Psychology

Delving deeper into these research domains can lead to various career paths. One particularly impactful career that intersects the domains of interaction design, multimedia, and human-computer interaction is that of a school psychologist. School psychologists apply principles of psychology to the education system to enhance the learning environment and support student development. If you are interested in contributing to the research landscape while making a tangible impact, becoming a school psychologist could be a viable option.

In Massachusetts, the path to becoming a school psychologist involves specific education and certification requirements. A critical step in this process involves obtaining a postgraduate degree in school psychology or a related field. Additionally, certification requirements in Massachusetts necessitate applicants to pass a series of rigorous exams.

For a detailed guide on the path towards becoming a school psychologist, you might find our article on "school psychologist requirements Massachusetts" useful. It provides comprehensive insight into the entire process including education requirements, certification steps, and potential employment opportunities.

By becoming a school psychologist, you could bridge the gap between theoretical research and practical application, potentially revolutionizing the field while playing a pivotal role in children’s education and mental health.