International Journal of Child-Computer Interaction

Top Research Topics at International Journal of Child-Computer Interaction?

The scientific interests tackled in International Journal of Child-Computer Interaction are Mathematics education, Context (language use), Human–computer interaction, Set (psychology) and Participatory design. The majority of Mathematics education studies in International Journal of Child-Computer Interaction are focused on the subject of Computational thinking. The featured Computational thinking research is covered under the field of Artificial intelligence.

In addition to Context (language use), the journal tackled discussions on Perspective (graphical). The Affordance, Usability and Interaction design studies presented in it fall under the field of Human–computer interaction, but it also has connections to other fields such as Focus (computing). Studies in Participatory design were the highlight in International Journal of Child-Computer Interaction but it also discussed other topics like Knowledge management, Pedagogy and Work (electrical).

• Mathematics education (14.86%)
• Context (language use) (14.06%)
• Human–computer interaction (12.45%)

What are the most cited papers published in the journal?

• Cooperative Inquiry Revisited: Reflections of the Past and Guidelines for the Future of Intergenerational Co-Design (164 citations)
• Design thinking for digital fabrication in education (100 citations)
• 3D printing for children: What to build next? (93 citations)

Research areas of the most cited articles at International Journal of Child-Computer Interaction:

The most cited articles aim to foster the development of research in Developmental psychology, Participatory design, Context (language use), Multimedia and Mathematics education. The studies on Multimedia discussed at the published articles can also contribute to research in the domains of Physical computing and Realm. The Mathematics education studies presented in the journal papers encompass related topics like Computational thinking and also examine its connection to subjects such as Focus (computing) and Interface (Java).

What topics the last edition of the journal is best known for?

• Law
• Artificial intelligence
• The Internet

The previous edition focused in particular on these issues:

The journal is organized to address concerns in the fields of Set (psychology), Context (language use), Mathematics education, Human–computer interaction and Computational thinking. Set (psychology) research featured in the journal incorporates concerns from various other topics such as Task (project management), Perception and Data science. Attendees participated in lively discussions that mix various fields of study, including Context (language use) and Participatory design, Public relations and Engineering ethics.

The presented Mathematics education study covers related areas such as Educational technology and Collaborative learning and also touches on topics like Viewpoints. Learning sciences and Tangible user interface are some topics wherein Human–computer interaction research discussed in the journal have an impact. The research on Computational thinking tackled can also make contributions to studies in the areas of Knowledge management, Gesture and Empowerment.

The most cited articles from the last journal are:

• Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis (5 citations)
• Manifesto for children’s genuine participation in digital technology design and making (5 citations)
• 1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables (4 citations)

Papers citation over time

A key indicator for each journal 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 in International Journal of Child-Computer Interaction (based on the number of publications) are:

• Michail N. Giannakos (9 papers) published 3 papers at the last edition the same number as at the previous edition,
• Marianne Kinnula (7 papers) published 4 papers at the last edition, 3 more than at the previous edition,
• Netta Iivari (7 papers) published 4 papers at the last edition, 3 more than at the previous edition,
• Panos Markopoulos (7 papers) published 3 papers at the last edition, 1 more than at the previous edition,
• Eva Eriksson (6 papers) published 4 papers at the last edition.

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

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in International Journal of Child-Computer Interaction (based on the number of publications) are:

• University of Oulu (14 papers) published 6 papers at the last edition, 2 more than at the previous edition,
• Aarhus University (13 papers) published 5 papers at the last edition,
• Norwegian University of Science and Technology (11 papers) published 4 papers at the last edition the same number as at the previous edition,
• Northwestern University (8 papers) published 2 papers at the last edition the same number as at the previous edition,
• Eindhoven University of Technology (8 papers) published 3 papers at the last edition, 1 more than at the previous edition.

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

Publication chance based on affiliation

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

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 2021 edition, 4.60% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 33.73% were posted by at least one author from the top 10 institutions publishing in the journal. Another 15.66% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 13.25% of all publications and 37.35% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal 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 journal 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 in a journal. The index includes the authors publishing at the last edition of a journal, 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.

Career Paths in Child-Computer Interaction

While the primary emphasis of the article is on the research publications and studies presented in the International Journal of Child-Computer Interaction, it could benefit from a section shedding some light on potential career paths in the field. This would assist individuals intrigued by the content of the journal to further understand practical applications of this knowledge, facilitating informed career choices and academic pursuits. Career opportunities in child-computer interaction are varied and diverse, ranging from academic professionals and research scholars to digital content developers and educational technology consultants. Let's look into the detailed aspects of such career profiles: - **Academic Professionals and Research Scholars**: These individuals predominantly work in educational settings, carrying out further research in the field of child-computer interaction and working towards preparing next-generation professionals with the skills they need in this domain. - **Licensed Professional Counselors (LPCs)**: Many Licensed Professional Counselors specialize in working with children and integrating technology into their therapy sessions. By using interactive computer games and applications, counselors can create a comfort zone for children to express their thoughts and feelings. If you're considering this career path, you might be interested to learn more about it from How to become an LPC in South Dakota. - **Digital Content Developers**: These professionals design interactive child-friendly digital content for educational purposes, aligning with the child's cognitive developmental stage. They coordinate closely with educational experts to ensure their content is educational and engaging. - **Educational Technology Consultants**: These industry experts devise strategies for efficiently using technology in classroom settings. They collaborate with educators on how to integrate apps and games that can enhance the learning experience for students. This highlights the variety of career prospects in child-computer interaction that you can explore further, depending on your skills and interest areas. Always feel free to dive into additional research or seek career counseling to discover the path that suits you the best.