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Creating a robotics camp infused with LARP and crafting to make STEM learning more approachable
UX Designer | User Researcher
(SOME DETAILS ARE OMITTED, SINCE THIS IS AN ONGOING RESEARCH)
Time: 1 yr 6 mos
Team: James Fey, Raquel Robinson, Katherine Isbister, Nate Laffan, Ella Dagan, Kevin Weatherwax
Miro
Qualtrics
STEM education is often taught within rigid, classroom-based structures that can feel unwelcoming to many learners—particularly those from underrepresented groups (e.g., women, minority communities). This traditional approach typically lacks creative exploration, design thinking, and narrative play, further discouraging diverse participation.
Design and iteratively refine an educational camp that:
1. Combines STEM learning with live-action roleplay (LARP) and crafting activities.
2. Welcomes underrepresented groups by creating a supportive, inclusive learning environment.
SWEL (Social Wearables Edu-LARP) Camp is a research project at the SET Lab aimed at assessing how live-action roleplay can enhance K–12 robotics education. The camp integrates open-ended, playful design with hands-on STEM projects, empowering students to build functional robots while immersing themselves in a collaborative story world.
Traditionally, STEM learning has not been paired with robust crafting, narrative play, or design skills. By contrast, SWEL Camp encourages flexibility, creativity, and imaginative problem-solving, appealing to a broader range of learners, particularly those who may not see themselves represented in conventional STEM activities.
When I joined SWEL Camp, one iteration had already run. To understand its structure and goals, I analyzed previous user interviews, video footage and camp materials, meeting with SET Lab researchers for first-hand observations and insights.
Working with K–12 learners introduced unique challenges:
• Obtaining informed consent/assent in an age-appropriate manner.
• Managing power dynamics and ensuring that feedback is genuinely voluntary.
• Accounting for developmental stages, emotional fluctuations, and peer influences.
Prioritizing the children’s well-being and comfort was paramount, guiding our approach to study design and data collection.
Over 130 hours of observation allowed me to see how children interacted with robots, code, and each other in real time. To minimize disruptions, I sometimes joined in their roleplay activities—creating a more natural environment for gathering insights and fostering trust.
Highlights:
1. Active Participation: Stepping into the LARP world alongside the students helped me blend into their activities without breaking immersion.
2. In-the-Moment Feedback: Contextual inquiry gave insight into the kids’ immediate challenges—from troubleshooting code to brainstorming design solutions.
We distributed daily diary prompts to all students, encouraging them to reflect on:
• Their emotional states (excitement, frustration, curiosity).
• Motivation for engaging in certain tasks (crafting vs. coding).
• Evolving attitudes toward robotics and STEM.
No student was required to respond, yet all did—providing rich, day-by-day insights into how their perspectives changed as they became more comfortable with technology and roleplay.
After each camp session, we interviewed groups of students (around 70 total across all iterations). This approach:
• Gave each participant a platform to voice thoughts and share experiences.
• Revealed both individual preferences and common themes in learner experiences (e.g., favorite crafting techniques, frustrations with coding).
We also designed and distributed an online feedback survey to students and educators. Key questions covered:
• Satisfaction with programming lessons, robotics kits, and narrative activities.
• Level of continued interest in robotics or STEM after camp.
• Perceptions of inclusivity and overall fun.
Following each iteration, we held team debriefs to share top insights. We:
1. Transcribed interviews and contextual notes.
2. Reviewed diary entries, coding recurring themes.
3. Combined survey results with observational data to form design implications for the next iteration.
• Increasing Crafting Time: Students enjoyed the creative aspect more than anticipated; we allocated more schedule time for decorative and narrative expansions.
• Clarifying Robotics Challenges: Some kits needed clearer instructions or more approachable tasks to reduce frustration, especially for beginners.
• Expanding Roleplay: Including more story-driven elements fostered teamwork and excitement, especially among groups historically less engaged with standard STEM offerings.
Conference Paper & Presentation
Our team’s findings culminated in a pictorial presented at the ACM International Conference on Tangible, Embedded and Embodied Interaction (TEI), titled: “Now That’s What I Call a Robot(ics Education Kit)!”
This publication contributed novel insights into edu-LARP approaches and how blending narrative play with technical skills can broaden STEM’s appeal to more diverse learners.
You can click here to access the article.
1. Multiple Feedback Mechanisms:
We learned that providing diverse ways to share feedback (e.g., diaries, interviews, surveys) increases the richness of the data, especially for participants who might not be comfortable speaking out in group settings.
2. Contextual Inquiry is Key:
Observing learners in action gave us real-time awareness of their struggles, triumphs, and creative breakthroughs—far more than post-hoc explanations alone could achieve.
3. Trust Fuels Honesty:
Building rapport with children—playing alongside them, respecting their autonomy—fostered an environment where they felt safe to share honest thoughts, good or bad.
Working with young learners reminded me that education design must be both flexible and inclusive. By weaving storytelling and open-ended creativity into STEM, we tapped into new motivators, especially for those who might otherwise feel excluded from traditional robotics or programming activities. The iterative process—continually refining camp structure based on child feedback—highlighted the power of learner-centric design in broadening STEM participation.