Title: Science Chaser app: A gamified learning journey into STEM activities

  • Eleni Chatzidaki Department of Computer Science, Norwegian University of Science and Technology, Trondheim, Norway, 
  • Sofia Papavlasopoulou IDI, NTNU, Trondheim, Norway
  • Hannie gijlers Instructional Technology, University of Twente, Enschede, Netherlands
  • Tessa H.S. Eysink Department of Instructional Technology, University of Twente, Enschede, Netherlands
  • Prof. Michail Giannakos Department of Computer Science, Norwegian University of Science and Technology, Trondheim, Norway

Researchers have emphasized the importance of Science, Technology, Engineering, and Mathematics (STEM) education and recognized it as a key aspect in today’s global landscape. To explore STEM learning opportunities in educational settings, our research leverages learning approaches that enhance children’s engagement. This work goes beyond classroom learning and focuses on a wide range of science-related everyday life experiences. Examples of these experiences include a museum visit, an independent exploration through reading, watching, or practical experimentation from children. To better understand the impact of those experiences, we devised the Science Chaser which is a gamified web app that aims to integrate STEM activities into educational settings for children, while at the same time collecting data about their “science proficiency” level. More specifically, Science Chaser serves as a science companion and provides users with a variety of science activities and challenges through a user-friendly, enjoyable, and gamified environment. The Science Chaser acts as the driving force leading users beyond the conventional use of a web app, as it establishes the foundation for them to actively explore new paths in science. In addition, the Science Chaser provides users with the opportunity to create their individual science journey by reporting and monitoring their activities. Apart from offering an engaging experience for children, the data collected through Science Chaser offers evidence-based insights into the effectiveness of science activities.

Title: Kaleidolight: An Interactive Educational Device for Children to Explore Additive Color Theory and Create Visual Art with Light, Color, and Shapes

  • Xiaoyan Qin Transformative Learning Technologies Laboratory (TLTL) , Teachers College, Columbia University, New York, New York, United States 


Additive color serves as a vital component of both tangible and digital realms. However, comprehending and applying additive color theory can be challenging for learners in the absence of adequate visual demonstrations and scaffolds. Additive color theory employing light also offers immense potential for artistic creation, yet in the K12 school art curriculum, it is often overshadowed by subtractive color theory, which employs paints and pigments. In response to this gap, Kaleidolight is designed for children aged from 6 to 12 to facilitate an exploration of additive color theory and art creation utilizing light as a medium.

Title: Schlusslicht“: An Ambient Display to Keep Kids and Parents in the Loop When Managing Playing Time and Disengaging From Games

  • Marvin Frederik Wolf Karlsruhe Institute of Technology, Karlsruhe, Germany, 
  • Dmitry Alexandrovsky HCI and Accessibility, KIT, Karlsruhe, Germany
  • Kathrin Gerling Human-Computer Interaction and Accessibility, KIT, Karlsruhe, Germany
  • Meshaiel M Alsheail Human-Computer Interaction and Accessibility, Karlsruhe Institute of Technology, Karlsruhe, Germany
  • Merlin Steven Opp KIT, Karlsruhe, Germany


Ending a gaming session can be challenging for children and parents/guardians. Although many tools exist to monitor and restrict playtime, many do not adequately communicate session progress to children, and do not effectively involve guardians in the process. This is a missed opportunity for families to develop media literacy, and can also lead to conflicts and fights about playtime. To open up conversation about playtime management as a shared responsibility between children and guardians, we present “Schlusslicht” – an ambient display timer that seeks to facilitate a shared awareness of progression of a gaming session and remaining time between guardians and children, and can be leveraged to further explore how we can best support children when disengaging from play sessions.


Title: Co-constructing Náhookos Bi’ka’ constellation with STARR

  • Jessica Benally University of California – Berkeley, Berkeley, California, United States


This demo presents STARR—Students Tracking Angular Rotation Recorder—as a means for students to learn about angles. STARR combines hand sensors and a tracking compass to guide students through an embodied angle value experience. In an effort to revitalize land-based ethnomathematical practices, this demo, framed around Diné cosmology, engages students in a novel astronomical experience where they become immersed in angle creation and measurement. Participants will be 4th & 5th grade (9-12 years) students paired either with a peer or with an intergenerational family member. Working in a simulated planetarium, participants will collaboratively “voyage” along constellations, so as to occasion communications about angles from complementary perceptual perspectives (the first-person “Sensor” and their third-person “Navigator”). STARR investigates the discursive co-construction of situated mathematics to evaluate whether and how students are grounding Euclidean geometry in Diné astronomical knowledge. This tangible cultural interface explores the resonance between Indigenous historical practices and modern pedagogical principles of progressive education focused on situated actions, with potentially broad implications for mathematics education based on critical-pedagogy restorative-justice values.

Title: “Beehive” interactive installation for playgrounds: Reflecting on children’s rights in the context of big data industry

  • Maria Esperanza Sasaki Otani University of Arts and Industrial Design Linz, Linz, Austria Zurich University of the Arts, Zurich, Switzerland


This paper introduces the “Beehive” interactive installation’s prototype and explores how the big data sector, particularly YouTube, threatens children’s rights during their free time and play. By integrating sensors into playground elements, “Beehive” turns children’s movements into digital actions—scrolling, video playback on YouTube Kids—transforming play into data. The artwork uses the metaphor of bees and honey production to aid children in better understanding data collection and processing. In doing so, “Beehive” seeks to promote digital literacy and advocates for children’s informed online engagement, with future plans for research and workshops to deepen understanding and awareness of children’s digital rights.

Title: Periodic Fable in the Wild: Bringing Chemical Elements to Life and Making Them Relatable to Preteens

  • Sandra M Câmara Olim eGames, ITI/LARSyS, Funchal, Portugal
  • Prof Pedro Campos WoW! Systems, Funchal, Portugal
  • Valentina Nisi ITI/LARSyS, IST. U. Lisbon, Lisbon, Portugal


Periodic Fable in the Wild is a gamified experience that aims to contextualise basic concepts about the Periodic Table and organic chemistry through Augmented Reality, gamification and mechanisms that integrate real-world compounds/objects within the system. The app uses a pedagogical situated learning approach allowing preteens (9 to 13 year-old) to explore physical spaces, gather atoms, and recreate chemical compounds while interacting with molecular structures. By adapting the learning content to the user’s real-world context, we aim to enhance knowledge transfer, making the experience more meaningful, relatable, and engaging.