A relational turn for child-computer interaction research? A scoping review

‘Relationality’ is increasingly used in human-computer interaction as a lens to support knowledge building and design practice by shifting the attention to inclusion, collaboration, and interconnection as key qualities while studying humans and technology. This scoping literature review analysing 61 studies seeks to understand how academic literature in fields relevant to child-computer interaction has employed the relational lens during the last decade to explore how children engage with the world in formal and non-formal learning contexts. Following PRISMA guidelines, we identify the ontological, epistemological, and ethical implications of adopting a relational perspective in research and practice involving children. We outline main relational practices used in the studies and propose strategies for child–computer interaction researchers to integrate and expand the use of the relational lens in their work particularly within learning contexts, while also extending to broader domains connected to child–computer interaction.