Smart-thing design by children at a distance: How to engage them and make them learn

In recent years, research in Child-Computer Interaction has shifted the focus from design with children, giving them a voice in the design process, to design by children to bring child participants different benefits, such as engagement and learning. However, design workshops, encompassing different stages, are challenging in terms of engagement and learning, e.g., they require prolonged commitment and concentration. They are potentially more challenging when held at a distance, as in recent years due to the COVID-19 pandemic. This paper explores at-a-distance smart-thing design by children, how it can engage different children and support their learning in programming. The paper reports a series of design workshops with 20 children, aged from 8 to 16 years old, all held at a distance. They were all organised with the DigiSNaP design framework and toolkit. The first workshop enabled children to explore what smart things are, to start ideating their own smart things and to scaffold their programming. The other workshops enabled children to evolve their own smart-thing ideas and programs. Data were gathered in relation to children's engagement and learning from different sources. Results are promising for future editions of smart-thing design at a distance or in a hybrid modality. They are discussed along with guidelines for smart-thing design by children at a distance. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Smart-thing design by children at a distance: How to engage them and make them learn

In recent years, research in Child-Computer Interaction has shifted the focus from design with children, giving them a voice in the design process, to design by children to bring child participants different benefits, such as engagement and learning. However, design workshops, encompassing different stages, are challenging in terms of engagement and learning, e.g., they require prolonged commitment and concentration. They are potentially more challenging when held at a distance, as in recent years due to the COVID-19 pandemic. This paper explores at-a-distance smart-thing design by children, how it can en- gage different children and support their learning in programming. The paper reports a series of design workshops with 20 children, aged from 8 to 16 years old, all held at a distance. They were all organised with the anonymous-name design framework and toolkit. The first workshop enabled children to explore what smart things are, to start ideating their own smart things and to scaffold their programming. The other workshops enabled children to evolve their own smart-thing ideas and programs. Data were gathered in relation to children’s engagement and learning from different sources. Results are promising for future editions of smart-thing design at a distance or in a hybrid modality. They are discussed along with guidelines for smart-thing design by children at a distance.

Prevalence of Nomophobia and an Analysis of Its Contributing Factors in the Undergraduate Students of Pakistan.

Nomophobia (no-mobile-phone phobia) is a relatively new term that describes the growing fear and anxiety associated with being without a mobile phone. Our study aims to determine the prevalence of nomophobia among the undergraduate students of Pakistan, and to determine its correlation with age and gender. It also aims to determine the contributory factors of nomophobia. A cross-sectional study was conducted through an online survey from March 25 to April 25, 2021. The snowball sampling technique was used for data collection. The Nomophobia Questionnaire (NMP-Q) developed by Yildirim and Correia was circulated among the target population. It was a 7-point Likert Scale that was analyzed on the basis of age and gender using IBM SPSS version 22 and MS Excel 2007. The contributing factors were also analyzed. Of the 483 responses we received, 28 were discarded due to incompleteness and respondents being out of age under study that is, 15-25 years. Most of the respondents were women (n = 314, 69.01 percent). Men were less in number than women (n = 141, 31 percent). The ages of most of the respondents lied between 15 and 25 years. Twenty was the mode age. One hundred eighty-six (40.88 percent) had severe, 221 (48.57 percent) had moderate, and 48 (10.55 percent) had mild nomophobia. Average factor-wise scores and individual item scores were also added. Our findings reached a conclusion that the majority of the undergraduate students in Pakistan suffer from nomophobia ranging from its mild to severe form. Nomophobia can possibly be included as a recognized phobia in the DSM. Wider research on the subject to investigate it further and evaluate the clinical significance should be done.