TY - GEN
T1 - Periodic Fable Augmenting Chemistry with Technology, Characters and Storytelling
AU - Câmara Olim, Sandra Mónica
AU - Nisi, Valentina
AU - Rubegni, Elisa
N1 - Funding Information:
info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F50009%2F2020/PT#
info:eu-repo/grantAgreement/FCT/OE/PD%2FBD%2F150286%2F2019/PT#
Publisher Copyright:
© 2022 ACM.
PY - 2022/6
Y1 - 2022/6
N2 - Children often perceive abstract concepts such as chemistry as difficult, and teachers struggle to convey content knowledge in these subjects. In this pictorial, we address the need to promote the interest for chemistry in children by developing a multi-layered Augmented Reality serious game that uses storytelling, character design and game mechanics to connect and engage young audiences with chemistry: the Periodic Fable an Augmented Journey. Our contribution relies on the design and development of the system to convey content knowledge about the Periodic Table while fostering the children's interest and challenging their possible daunting perception of the domain. After designing and implementing the game, we conducted an exploratory study using a mixed-method approach engaging 21 young participants from a public school to assess the learning gains and the role of storytelling through levels of narrative transportation. The results show positive perception and learning outcome of chemistry, narrative transportation showcasing an opportunity for a unique form to approach chemistry using an edutainment format.
AB - Children often perceive abstract concepts such as chemistry as difficult, and teachers struggle to convey content knowledge in these subjects. In this pictorial, we address the need to promote the interest for chemistry in children by developing a multi-layered Augmented Reality serious game that uses storytelling, character design and game mechanics to connect and engage young audiences with chemistry: the Periodic Fable an Augmented Journey. Our contribution relies on the design and development of the system to convey content knowledge about the Periodic Table while fostering the children's interest and challenging their possible daunting perception of the domain. After designing and implementing the game, we conducted an exploratory study using a mixed-method approach engaging 21 young participants from a public school to assess the learning gains and the role of storytelling through levels of narrative transportation. The results show positive perception and learning outcome of chemistry, narrative transportation showcasing an opportunity for a unique form to approach chemistry using an edutainment format.
UR - http://www.scopus.com/inward/record.url?scp=85134193368&partnerID=8YFLogxK
U2 - 10.1145/3501712.3534092
DO - 10.1145/3501712.3534092
M3 - Conference contribution
AN - SCOPUS:85134193368
SN - 978-1-4503-9197-9
T3 - IDC: Interaction Design and Children
SP - 123
EP - 136
BT - Interaction Design and Children (IDC) 2022, Proceedings
PB - ACM - Association for Computing Machinery
CY - New York
T2 - 21st ACM Interaction Design and Children Conference
Y2 - 27 June 2022 through 30 June 2022
ER -