In this paper, we explore the role of learning theory in the Child-computer interaction (CCI) community’s leading venues: the Interaction Design and Children (IDC) conference and the International Journal of Child-Computer Interaction (IJCCI). Searching all publications in the IDC conference proceedings and IJCCI, 63 papers that use the word stem ‘learn*’ in title, abstract and keywords were included in the corpus. Based on an analysis of these papers, our semi-systematic literature review demonstrates that assessment of learning regarding transfer of learning and controlled groups is rare, that the main role for learning theory is application, and that four main theoretical positions on learning can be recognized: constructivism, constructionism, cognitive theories, and socio-cognitive theory. The paper further presents an overview of how and which learning theories are used, and outlines paths for future CCI research based on the results.
