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Abstract

This talk reviewed the design of a number of games designed with the purpose of supporting motor learning, social skills, and encouraging physical activity and social interaction for various user groups emphasizing on the role of embodiment in interaction. It also demonstrated how games can be valuable media for learning about people and discussed the potential and limits of player modelling. The talk concluded with some general lessons and challenges for future work in this area.

Abstract

This talk reviewed the design of a number of games designed with the purpose of supporting motor learning, social skills, and encouraging physical activity and social interaction for various user groups emphasizing on the role of embodiment in interaction. It also demonstrated how games can be valuable media for learning about people and discussed the potential and limits of player modelling. The talk concluded with some general lessons and challenges for future work in this area.

Abstract

There is a growing number of informal and non-formal learning activities worldwide related to STEM (Science, Technology, Engineering, Mathematics) subject areas – particularly, those related to coding and making. To understand the general aim and content of such activities, we conducted a survey addressing highly experienced instructional designers and instructors of informal and non-formal science learning activities in nine European countries (N=128). The goal of this paper is to investigate the relation between (1) the targeted age-group and (2) the gender of the participants in these activities, and (3) the gender of the activity leader experts and (I) the content and (II) the main goal of the activity. The results show that the gender and age of the participants and the gender of the activity leader experts are associated with regards to the underlined content and the goal of the activity. We introduce the revealed patterns that describe typical goals and content in association with the participant's gender and age along with patterns between the activity leader experts' gender and the content and the main goal of the activity. We discuss the study findings in detail, their implications and their value for the informal and non-formal learning communities.

Abstract

It is increasingly understood how fun is an essential aspect in interaction for children in or beyond game play, as well as supporting learning and other activities involving children, e.g., for participatory design. While it is often proclaimed that such activities are fun for children participants, empirical evidence is hard to come by as measuring fun is not straightforward. Currently available assessment tools suitable for adolescents are scarce. FunQ is a recently developed measurement tool specifically designed for adolescents for the assessment of the experienced fun. Here we discuss ongoing work for adapting FunQ - to Spanish and Dutch. We report on the process followed to adapt the questionnaire; the reliability measures based on the initial results (ωoverall-SP= 0.876 and ωpartial-SP= 0.859; ωoverall-NL= 0.819 and ωpartial-NL= 0.804); and discuss our findings in reflection of the current state of the adaptation procedure.

Abstract

There is a growing number of informal and non-formal learning activities worldwide related to STEM (Science, Technology, Engineering, Mathematics) curricular subject areas—particularly those involving coding and making. To better understand the general aim and content of such activities, we conducted a survey addressing highly experienced instructional designers and instructors of informal and non-formal science learning activities in nine European countries (N = 128). The goal of this paper is to investigate the relation between the gender of the activity leader experts, the target audience, the covered curricular subjects, the main goal, and the place of the activity. The results show that the gender and age of the participants are related to the covered curricular subjects and to the goal of the activity, and that the place of the activity is associated with all of the investigated dimensions. We introduce the patterns we identified that describe typical goals and the covered curricular subjects in relation to the participants’ gender and age along with patterns between the activity leader experts’ gender, the covered curricular subjects, and the main goal of the activity, as well as relationships between the studied dimensions and the place of the activity. Furthermore, we discuss the best practices and the bottlenecks of the activities, as well as detailed study findings regarding the revealed patterns, in addition to their implications and value for the informal and non-formal learning communities.

Abstract

Researchers and practitioners in learning sciences, educational technology and child-computer interaction often argue that fun is an essential element of learning. Therefore, researchers in the above fields aim to explore how learning activities could be made more enjoyable in order to facilitate engagement in the learning process and to improve the learning outcomes. Despite such wide interest, there has been little systematic effort to define and measure fun. The herein introduced research aims to (a) define the term “fun” and (b) to create a tool for the reliable measurement of it. In the first study testing the initial item pool 75 students (μage = 11.78); in the think-aloud study testing the comprehensibility of the items six 11-year-old children and in the final validation study, 128 students (μage = 12.15) participated. We applied a deductive scale development approach. For the model testing, CFA was used and second-order latent variable models were fitted. In this paper, we conceptualize the term of fun and introduce the final 18-item version of the FunQ that consists of six dimensions (Autonomy, Challenge, Delight, Immersion, Loss of Social Barriers and Stress) and bears with the appropriate validity and reliability measures (ωoverall = 0.875 and ωpartial = 0.864; RMSEA = 0.052 and SRMR = 0.072). We contribute with (a) a review of the literature regarding the concept of fun, (b) a conception of fun as a multidimensional theoretically motivated concept, (c) a multidimensional instrument for assessing experienced fun—the FunQ—and (d) a psychometric evaluation of the proposed instrument. FunQ is put forward as a reliable and much-needed addition to the current palette of instruments.

Abstract

There are growing efforts amongst educators and especially researchers in gamification and maker spaces to ensure that learning environments are fun and enjoyable. Accordingly, efforts to evaluate whether students enjoyed a certain learning activity are often an important aspect of innovations. However, the role of fun in learning in the aforementioned fields is not well understood not least due to a lack of a common theoretical framework for defining the concept of fun and for supporting its measurement. This study set out to investigate the role that fun plays in students’ learning to code and its impact on their attitude towards the topic. We designed a two-hour-long playful coding workshop and measured the experienced fun using FunQ, a theoretically motivated and empirically grounded inventory for measuring fun in learning activities. 86 children with ages between 9 and 12 participated in the study. For the analysis, we used structural equation modelling (SEM) and mediation analysis. Our results support efforts of educational researchers and practitioners who try to make learning activities more fun for students. While fun was not shown to have a direct effect on learning assessed through a self-report measure, it had a significant and positive indirect effect on perceived learning through student’s attitude towards coding. Future research should examine whether this empirical finding extends to learning activities beyond coding and different age groups.

Abstract

Digital Game-Based Learning (DGBL) has been attracting increasing attention from researchers and educators, especially as related studies suggest it can enhance learning and positively affect students’ motivation, attitude, self-efficacy and intention to play similar games. However, research into DGBL is not explicit about the role of fun in DGBL. In our study we hypothesized that the perceived fun while playing with an educational game has a positive impact on children’s measured- and perceived learning, motivation, attitude, self-efficacy and intention to play similar games. We conducted an online survey study with secondary school students (N = 28, mean age = 13.54) before and after playing with an online educational game on the topic of biology. The results indicate that the fun they experience while playing the game has a significant and positive effect on the perceived learning, the change in students’ motivation and self-efficacy, and the intention to play similar games. However, no significant effect was found on the measured learning and the change in attitude towards the subject. Our findings partially support the contention that making DGBL more fun improves learning. Future research should seek further empirical evidence in other topic areas and for different ages, and to explore how DGBL can help improve attitudes towards the topic as well.

Abstract

Fun is often considered as an essential element of learning, especially among researchers in gamification and child- computer interaction. Accordingly, enjoyment of a learning game is often an important design and evaluation criteria. However, while it is often declared that learning games are fun for children players, empirical evidence is hard to come by as measuring fun is not straightforward. Additionally, instruments suitable for adolescents are scarce. FunQ is a recently developed questionnaire specifically designed for adolescents for the assessment of the experienced fun. In this paper I review the development and validation of FunQ, elaborate on the psychometric properties, and across several studies I discuss application areas, suitable ages, and the translations of the instrument. I conclude the paper with suggestions for best practices for using self-reported measures for game evaluation with children respondents.

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This article is looking into the CoderDojo workshops at the Science Museum to identify opportunities and limitations for science learning. It examines the role of volunteers as facilitators in museum-based informal coding sessions as well as the participants’ response to the workshops. Data for this research was processed using qualitative analysis, collected using a mixture of methods and examined through the lens of science capital research. The primary source of data was interviews with volunteers and families. The research was mainly conducted remotely due to the COVID-19 pandemic. This article shows that the workshops created a positive environment which enabled children to shape the nature of their participation, follow their interests and share their knowledge, progress, and results. Workshops allowed children to extend their experience and see coding as a hobby. Finally, the papers identify that the volunteers (facilitators) were tasked focused, and we note that their role could be enhanced by sharing their wider identities as programmers to strengthen their connection with children and further their science engagement.

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Out-of-school making and engineering programmes that are frequently positioned as playful have increased dramatically in recent years – but how appropriate is the framing of play for engagement in these informal STEM (science, technology, engineering and mathematics) spaces? Drawing on data from two research sites located in the UK, including observations of making and engineering activities with children aged 5–13 years, and interviews with nine key informants, we identify that play has three key affordances namely: (1) play can provide structure, (2) play is considered to be synonymous with open-ended science inquiry, and, (3) play can enable gender inclusive STEM spaces through promoting free-choice. We also note that overly simplistic framings of play may limit recognition by both adults and children of the educational value of these spaces and deny a fuller understanding of the opportunities that such spaces afford in providing children with moreopportunities to engage with STEM, particularly engineering. We suggest that play has an important pedagogical role in informal STEM activities, including making, when it is grounded in free-choice exploration and imagination. We argue for continued discussion and reflection upon both the value of play as a pedagogical vehicle and its affordances for enhancing youth engagement in STEM spaces.

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This deliverable reports on the outcomes of Tasks 4.1 and 4.2 in the form of practical community building methods and tools which will facilitate the development of a community of stakeholders around the project (learners and their parents, educators/facilitators, practitioners and policy makers from diverse fields and from across Europe), their consultation, and their involvement in all stages so that all research conducted can be in close contact with real life conditions. The aim of the report is to introduce the guidelines according to which the Community Building Methods and Tools will be set up and carried out during the project. Section 1 provides a short introduction to the role and scope of this document. Section 2 introduces the role, contribution, benefits and potential challenges for each stakeholder group, including Education Academics and Researchers, Educators (i.e., facilitators, teachers and practitioners), Policy Makers, Learners and Parents. In the following sections (3 and 4), specific methods and activities are presented, which aim at creating a sustainable community, the members of which will support the proposed initiative and get inspired towards creating or/and implementing non-formal and informal learning activities based on coding, making and play in science education. Section 5 presents communication methods and tools that will allow new members to get aboard and sustain an informed and active community, including: (a) Face to face contact, (b) E-mail contact, (c) Web site, (d) Social media, (e) Events (local and international), (f) Contests and (g) Mini-game. Moreover, various alternatives of technological tools that may be used and adapted in order to set up an online forum platform are described along with indicative guidelines on how to keep a community active and how to structure online content. Section 6 is dedicated to the General Data Protection Regulation (GDPR) established by the European Union and its impact on aspects of the COMnPLAY Science project which are related to Community Building Methods and Tools (data protection and privacy policies, event organisation, online communities, social media, etc.). Finally, Section 7 summarizes the goals to be achieved by the project in the context of the Community Building activities.

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This deliverable reports on the outcomes of the exploratory stage of Task 3.1, WP3. The exploratory stage includes the first part of the research on the nature of learning, aiming to map the field in detail, provide first evidence-based indications and prepare the field for the subsequent insight stage. The exploratory stage has included broad quantitative research involving over 2200 individuals as well as in-depth qualitative research involving over 700 individuals. Each of the 13 case studies reported in this deliverable was conducted as a self-contained local research project that, through an intensive analysis of the empirical evidence collected from the field of practice, sheds light on the questions on the nature of informal/non formal science learning investigated by the project. Each case study has generated a set of valuable lessons learned both on the topic of the nature of informal/non formal science learning and on the methodological issues involved in studying the topic. The consortium has examined the topic in a very comprehensive manner, inquiring into learning, engagement, fun, emotions and science capital of the participants, taking into consideration both the perspectives of children and adults (i.e. parents, teachers, facilitators/instructors). The insights and lessons learned generated will act as a valuable input for the subsequent case studies.

Abstract

In the context of “Task2.3 Inventory of practices” the consortium is developing an online inventory which offers all the identified and pooled practices to the public for dissemination and further exploitation in the world of science learning. The practices are appropriately categorized and annotated in the light of the findings of the research, including extensive case studies of those practices investigated in depth. The online inventory is made available as a section of the project website. This explanatory report is meant to inform not only the consortium, but also the interested average reader outside the project about the goals, design and functionality of the related section of the project website. Additionally, the next steps towards creating the next (and final) version of the Inventory are outlined. This deliverable will be updated through the submission of deliverable D2.3, scheduled for M36.

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This document reports on the outcomes of Task 1.2 ‘Methodological framework’, of the COMnPLAY SCIENCE project, presenting detailed methodological tools and instruments as those have been shaped and are available at the end of the ninth project month (M9, February 2019). The work reported in this document has continued based on the Conceptual Framework developed and reported for the use of the COMnPLAY SCIENCE project in Task 1.1 ‘Conceptual framework.’ The Conceptual Framework mapped and organized the central concepts of the project, whereas the Methodological Framework reported in this document is more practical, providing the methodological design, i.e., a general description of the methodological approach of the project, reflecting the overall conception of the research as well as the realities and practicalities of the field as they have been recorded up to the time of delivery of the present report.

Abstract

This document reports on the outcomes of Task 1.1 ‘Conceptual framework’ and partially of Task 1.2 ‘Methodological framework’ of the COMnPLAY SCIENCE project, presenting the Conceptual and Methodological Framework of the research, as those have been shaped and are available at the end of the fifth project month (M5, October 2018). The Conceptual Framework, a more ‘theoretical’ part of the report, maps and organizes the central concepts of the project. Based on this, the Methodological Framework becomes more practical, providing the methodological design, i.e. a general description of the methodological approach of the project, reflecting the overall conception of the research as well as the realities and practicalities of the field as they have been recorded up to the time of delivery of the present report.

Abstract

This paper examines non-formal and informal learning practices for science learning. Through a case study and an exploratory, qualitative approach we identify aspects involved such as the content, the goals, the pedagogical approaches, the settings, the role of fun and playfulness, challenges, and the role of the practitioner. Data was collected through interviews and a survey. Despite the diversity in the format, settings, structure, and target group of the practices examined in this study, there seems to be a convergence in certain themes such as the objectives of the practices, the pedagogical approaches involved, and the importance of fun. These aspects are linked with the design and implementation of digital games in the context of informal and non-formal science learning. Further issues emerged from the analysis such as gender representation, resources required for efficient implementation of practices, and the role of the parents. Strength-ening the links between formal and informal or non-formal science learning practices could ben-efit not only formal education but access of students to and effectiveness of non-formal and in-formal practices as well.

Abstract

It is increasingly understood how fun is an essential aspect in interaction for children in or beyond game play, as well as supporting learning and other activities involving children, e.g., for participatory design. While it is often proclaimed that such activities are fun for children participants, empirical evidence is hard to come by as measuring fun is not straightforward. Currently available assessment tools suitable for adolescents are scarce. FunQ is a recently developed measurement tool specifically designed for adolescents for the assessment of the experienced fun. Here we discuss ongoing work for adapting FunQ - to Spanish and Dutch. We report on the process followed to adapt the questionnaire; the reliability measures based on the initial results (ωoverall-SP= 0.876 and ωpartial-SP= 0.859; ωoverall-NL= 0.819 and ωpartial-NL= 0.804); and discuss our findings in reflection of the current state of the adaptation procedure.

Abstract

Over the last few years, the integration of coding activities for children in K-12 education has flourished. In addition, novel technological tools and programming environments have offered new opportunities and increased the need to design effective learning experiences. This paper presents a design-based research (DBR) approach conducted over two years, based on constructionism-based coding experiences for children, following the four stages of DBR. Three iterations (cycles) were designed and examined in total, with participants aged 8–17 years old, using mixed methods. Over the two years, we conducted workshops in which students used a block-based programming environment (i.e., Scratch) and collaboratively created a socially meaningful artifact (i.e., a game). The study identifies nine design principles that can help us to achieve higher engagement during the coding activity. Moreover, positive attitudes and high motivation were found to result in the better management of cognitive load. Our contribution lies in the theoretical grounding of the results in constructionism and the emerging design principles. In this way, we provide both theoretical and practical evidence of the value of constructionism-based coding activities.

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Collaboration and engagement while coding are vital elements for children, yet very little is known about how children’s engagement and collaboration impact their attitudes toward coding activities. The goal of the study is to investigate how collaboration and engagement moderate children’s attitudes about coding activities. To do so, we designed a study with 44 children (between 8 and 17 years old) who participated in a full-day coding activity. We measured their engagement and collaboration during the activity by recording their gaze, and their attitudes in relation to their learning, enjoyment, team-work and intention by post-activity survey instruments. Our analysis shows that there is a significant moderating effect of collaboration and engagement on children’s attitudes. In other words, highly engaging and collaborative coding activities significantly moderate children’s attitudes. Our findings highlight the importance of designing highly collaborative and engaging coding activities for children and quantifies how those two elements moderate children’s attitudes.

Abstract

There is a growing number of informal and non-formal learning activities worldwide related to STEM (Science, Technology, Engineering, Mathematics) subject areas -- particularly, those related to coding and making. To understand the general aim and content of such activities, we conducted a survey addressing highly experienced instructional designers and instructors of informal and non-formal science learning activities in nine European countries (N=128). The goal of this paper is to investigate the relation between (1) the targeted age-group and (2) the gender of the participants in these activities, and (3) the gender of the activity leader experts and (I) the content and (II) the main goal of the activity. The results show that the gender and age of the participants and the gender of the activity leader experts are associated with regards to the underlined content and the goal of the activity. We introduce the revealed patterns that describe typical goals and content in association with the participant's gender and age along with patterns between the activity leader experts' gender and the content and the main goal of the activity. We discuss the study findings in detail, their implications and their value for the informal and non-formal learning communities.

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This paper employs facial features to recognize emotions during a coding activity with 50 children. Extracting group-level emotional states via facial features, allows us to understand how emotions of a group affect collaboration. To do so, we captured joint emotional state using videos and collaborative experience using questionnaires, from collaborative coding sessions. We define groups' emotional state using a method inspired from dynamic systems, utilizing a measure called cross-recurrence. We also define a collaborative emotional profile using the different measurements from facial features of children. The results show that the emotional cross recurrence (coming from the videos) is positively related with the collaborative experience (coming from the surveys). We also show that the groups with better experience than the others showcase more positive and a consistent set of emotions during the coding activity. The results inform the design of an emotion-aware collaborative support system.

Abstract

Explica la propuesta enmarcada en el proyecto europeo Horizonte 2020 COMnPLAY SCIENCE, del que Design for Change España es miembro.

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This paper scrutinizes how children can be empowered to make a change through acquiring skills in digital technology design. We propose a framework that integrates theoretical understanding from literature on nexus analysis, values, and value as well as empowerment and genuine participation of children, and a related tool for educators and researchers advocating empowerment and inclusion. They should benefit from this tool when planning, analyzing, and evaluating their projects. We argue that the tool is useful beyond studies with children and can be used as a practical tool when planning and implementing digital technology design projects with any group of people and as a theoretical tool when studying such endeavors, especially when working with vulnerable or underserved participants.

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A fast-paced hands-on workshop introducing the concept and practice of Thinkpetizers. The workshop presents the underlying philosophy and a ‘recipe’ for successfully creating Thinkpetizers, along with how they used as building blocks for creating multi-hour workshops, sessions and events. The Thinkpetizers support the step that precedes (digital and analogue) fabrication, i.e., coming up with creative and innovative ideas. They can also be used for refreshing one’s mind and creative powers throughout the whole creation process. Furthermore, they can be used in a classroom setting as a means for triggering (creative) thinking and setting the mood for conducting any type of activity, but also as an engaging way for approaching any learning subject. The workshop is targeted to anyone interested in supporting creative thinking in a formal/non-formal/ informal learning environment. Participants will experience a design philosophy, as well as, a series of practical activities and will have a lot of FUN!.

Abstract

Quality-diversity (QD) algorithms search for a set of good solutions which cover a space as defined by behavior metrics. This simultaneous focus on quality and diversity with explicit metrics sets QD algorithms apart from standard single- and multi-objective evolutionary algorithms, as well as from diversity preservation approaches such as niching. These properties open up new avenues for artificial intelligence in games, in particular for procedural content generation. Creating multiple systematically varying solutions allows new approaches to creative human-AI interaction as well as adaptivity. In the last few years, a handful of applications of QD to procedural content generation and game playing have been proposed; we discuss these and propose challenges for future work.

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There is growing evidence suggesting that subjective values such as emotions are intrinsically relative and that an ordinal approach is beneficial to their annotation and analysis. Ordinal data processing yields more reliable, valid and general predictive models, and preference learning algorithms have shown a strong advantage in deriving computational models from such data. To enable the extensive use of ordinal data processing and preference learning, this paper introduces the Python Preference Learning Toolbox. The toolbox is open source, features popular preference learning algorithms and methods, and is designed to be accessible to a wide audience of researchers and practitioners. The toolbox is evaluated with regards to both the accuracy of its predictive models across two affective datasets and its usability via a user study. Our key findings suggest that the implemented algorithms yield accurate models of affect while its graphical user interface is suitable for both novice and experienced users.

Abstract

There is growing evidence suggesting that subjective values such as emotions are intrinsically relative and that an ordinal approach is beneficial to their annotation and analysis. Ordinal data processing yields more reliable, valid and general predictive models, and preference learning algorithms have shown a strong advantage in deriving computational models from such data. To enable the extensive use of ordinal data processing and preference learning, this paper introduces the Python Preference Learning Toolbox. The toolbox is open source, features popular preference learning algorithms and methods, and is designed to be accessible to a wide audience of researchers and practitioners. The toolbox is evaluated with regards to both the accuracy of its predictive models across two affective datasets and its usability via a user study. Our key findings suggest that the implemented algorithms yield accurate models of affect while its graphical user interface is suitable for both novice and experienced users.

Abstract

How could we gather affect annotations in a rapid, unobtrusive, and accessible fashion? How could we still make sure that these annotations are reliable enough for data-hungry affect modelling methods? This paper addresses these questions by introducing PAGAN, an accessible, general-purpose, online platform for crowdsourcing affect labels in videos. The design of PAGAN overcomes the accessibility limitations of existing annotation tools, which often require advanced technical skills or even the on-site involvement of the researcher. Such limitations often yield affective corpora that are restricted in size, scope and use, as the applicability of modern data-demanding machine learning methods is rather limited. The description of PAGAN is accompanied by an exploratory study which compares the reliability of three continuous annotation tools currently supported by the platform. Our key results reveal higher inter-rater agreement when annotation traces are processed in a relative manner and collected via unbounded labelling.

Abstract

This paper proposes a framework for the procedural generation of level and ruleset components of games via a surrogate model that assesses their quality and complementarity. The surrogate model combines level and ruleset elements as input and gameplay outcomes as output, thus constructing a mapping between three different facets of games. Using this model as a surrogate for expensive gameplay simulations, a search-based generator can adapt content towards a target gameplay outcome. Using a shooter game as the target domain, this paper explores how parameters of the players’ character classes can be mapped to both the level’s representation and the gameplay outcomes of balance and match duration. The surrogate model is built on a deep learning architecture, trained on a large corpus of randomly generated sets of levels, classes and simulations from gameplaying agents. Results show that a search-based generative approach can adapt character classes, levels, or both towards designerspecified targets. The model can thus act as a design assistant or be integrated in a mixed-initiative tool. Most importantly, the combination of three game facets into the model allows it to identify the synergies between levels, rules and gameplay and orchestrate the generation of the former two towards desired outcomes.