Child-Computer Interaction (CCI) is a multidisciplinary area of scientific investigation that concerns the phenomena surrounding the interaction between children and computational and communication technologies (Read & Markopoulos, 2013). The research community that investigates this area, combines inputs and perspectives from multiple scientific disciplines informing and supporting an area of research and industrial practice that concerns the design, evaluation, and implementation of interactive computer systems for children, and the wider impact of technology on children and society (Hourcade, 2015). The CCI field aspires to involve children as active agents shaping technologies involving them in the design of technologies that will contribute to their social, intellectual and creative growth (Yarosh et al., 2011).  The genesis of the community goes back to the 1960s, however, during the past two decades, dedicated conferences (e.g., IDC) and journals (e.g., ijCCI) have accelerated CCI research. In the CCI community there is an ongoing discussion about the advances and developments of CCI field of research. These discussions occurred in the form of papers, panels, workshops, and keynotes that surface at the relevant conferences (e.g., IDC, CHI).

During the first years of the CCI community the age range of interest consisted mainly of primary school children; during recent years the community has extended its interests and today is concerned with children ranging from newborns to teenagers (Read & Markopoulos, 2013). CCI is a field that is continuously evolving and growing with connections to various technologies, end-user groups, approaches, methodologies and techniques  (Giannakos et al., 2020), so it is important to evaluate and understand its developments and current state. Therefore, this special issue invites descriptive and/or systematic review articles in various emerging and innovative areas of CCI; contributions can follow a qualitative, quantitative or mixed methods review approach. Each review article should include evidence-based discussion on the emergence of the topic, research and/or design methodologies used, analysis of major user studies for empirical research, emerging technological directions in the area, and a vision for the future. These comprehensive, readable review papers give guided tours through the literature and explain topics to those who seek to learn contemporary developments. The carefully planned and presented contributions will also provide an excellent way for developing perspectives on, and identifying trends in the different application areas, demographics, technologies, interaction techniques, approaches, methodologies, methods and techniques in CCI.

In particular, review contributions are invited on (but not limited to) the following topics:
● Development of CCI research on specific application domains (e.g., Learning, Healthcare, Entertainment, Behavior Change…).
● Age specific technologies, methodologies and approaches (e.g., newborn, infant, toddler, preschooler, school age, adolescent...).
● Technologies, interaction techniques and their affordances in CCI contexts (e.g., 3D Virtual Worlds, e-textbooks, gesture-based/embodied technologies, mobile and ubiquitous technologies…).
● Domain based design and implementation studies using specific technologies (e.g., augmented reality to support learning, gesture-based technologies in the education of children with special needs…).
● The development and role of various research approaches (e.g. quantitative, qualitative, mixed methods), research methodologies (action, design-based, experimental, query, observational …), and/or evaluation methods (user studies, heuristics, cognitive walk throughs, lab studies, field studies, program evaluation …) in CCI.
● The development and use of various design approaches (participatory design, co-design, design thinking, agile design, user-centred design …), and/or design methods (e.g. experience prototyping, critical making, reflective practice, user modelling … ) uniquely adapted for research and design with children and youth.
● Research, design and technology support for different learning approaches (e.g. project-based learning, hands-on learning, discovery learning, collaborative learning).
●  The development and application of various techniques (e.g. interviews, surveys, focus groups)
● The role and use of different technologies to the cultural, political, and personal welfare of children around the world.
● Theories in CCI (e.g., behavioral theories, learning theories, sociological theories…).
● Ethics in approaching CCI research.
● Future vision articles, discussing trends, and directions for the field.

References
- Giannakos, M., Papamitsiou, Z., Markopoulos, P., Read, J., & Hourcade, J. P. (2020). Mapping child-computer interaction research through co-word analysis. International Journal of Child-Computer Interaction, 100165.
- Hourcade, J. P. (2015). Child-computer interaction. Self, Iowa City, Iowa.
- Read, J. C., & Markopoulos, P. (2013). Child–computer interaction. International Journal of Child-Computer Interaction, 1(1), 2-6.
- Yarosh, S., Radu, I., Hunter, S., and Rosenbaum, E. 2011. Examining values: an analysis of nine years of IDC research. In Proceedings of the 10th International Conference on Interaction Design and Children (IDC '11). ACM, New York, NY, USA, 136--144.

IMPORTANT DATES
● Ca. 1-pager extended abstracts (i.e., completing the fields below): 31 May 2020
● Feedback on abstracts: 15 June May 2020
● Full papers due: 31 October 2020
● Feedback on full papers: 31 December 2020
● Full papers resubmission: 28 February 2021
● Special issue publication: Each article will be published upon acceptance, we intend to have the SI published by 15 June 2021 to motivate discussions about 20 years of CCI research in IDC’2021.