Social Wearables Edu-Larp: Insights From a Novel Camp Combining Crafting, Coding, and Larping Aimed at Non-traditional Steam Participants

Research Background and Issues

• Identified Problems or Challenges:

  • Women remain significantly underrepresented in the field of computing. In particular, many girls lose interest in technical education and careers during middle school.
  • Existing STEAM (Science, Technology, Engineering, Arts, and Mathematics) education programs often attract white males while excluding other groups.

• Significance of the Problem:

  • The participation of underrepresented groups, including women, in STEAM fields is crucial for enhancing diversity and innovation.
  • Middle school is a critical stage for shaping students' interest and confidence in technical fields, and interventions during this period can have a profound impact on future career choices.

• Research Motivation and Related Work:

  • Traditional STEAM training models, which often focus on linear tasks, are less appealing to girls.
  • Educational models that integrate constructivist learning, electronic textiles, and live-action role-playing (LARP) have been shown to longitudinally enhance inclusivity in technical learning.
  • Previous studies have demonstrated that electronic textiles and collaborative learning significantly boost girls' confidence in technical skills.

Proposed Solution

• Proposed Solution:

  • The authors propose a "Social Wearable Edu-LARP" curriculum, which combines electronic textile creation and programming tasks within a role-playing narrative to enhance participants' interest in STEAM.
  • The curriculum is designed as a five-day summer camp called "Anywear Academy," centered on role-playing, collaborative problem-solving, and wearable technology design.

• Innovative Aspects:

  • Integrating LARP into STEAM education to enhance the appeal of the curriculum through narrative-driven tasks.
  • Leveraging electronic textiles and crafts to connect STEAM technologies with students' existing skills (e.g., crafting), thereby lowering the technical barrier.
  • Using role-playing to provide students with opportunities to adopt new identities (e.g., from observer to designer), fostering interest and confidence.

• Implementation Steps and Key Technologies:

  1. Design a narrative framework spanning fantasy, modern superhero, and sci-fi themes to create an immersive learning experience.
  2. Use BBC Micro:Bit microcontrollers and programmable hardware (LEDs, servo motors) for wearable device design.
  3. Train facilitators to assist with curriculum implementation and build a supportive learning community through role-playing.
  4. Combine academic concepts (e.g., sensor usage, iterative design) with hands-on making through narrative-driven tasks.

Research Outcomes

• Specific Outcomes:

  • Across four summer camps, 45 participants (primarily girls aged 10–14) reported significant increases in STEAM interest, confidence, and technical skills.
  • Survey results indicated a marked increase in participants' interest in pursuing programming-related careers in the future.
  • The camp effectively fostered a sense of community and collaboration, with stronger team bonds and social support observed.

• Advantages Compared to Existing Solutions:

  • Offers a more engaging and inclusive teaching format than traditional STEAM education.
  • Combines crafts with technology, making the acquisition of STEAM skills more culturally resonant and creative.
  • The inclusion of LARP effectively motivated participants while creating a safe environment for experimentation and failure.

• Experimental or Evaluation Results:

  • Survey data showed that participants' confidence scores increased significantly from an average of 2.73 before the camp to 3.27 after the camp (out of 5), with statistical significance (p<0.001).
  • Other indicators reflecting interest, such as plans for further technical learning, also showed significant improvement.
  • Interviews and observations revealed that participants formed close community connections, developed collaboration skills, and shared resources and support during the process.

• Limitations and Future Directions:

  • Limitations:
    1. Due to COVID-19 restrictions, the design process had to be conducted remotely, leading to incomplete assumptions about space and participants.
    2. Mixed groups of girls and non-gender-specific students occasionally disrupted community formation.
    3. Data collection methods needed adaptation, as full video recording or more intensive interviews were not permitted.
  • Future Directions:
    • Develop "Camp-in-a-box" modules to enable more educators to implement the curriculum independently.
    • Optimize facilitator training materials to reduce the skill requirements for implementers.
    • Expand to broader gender and cultural groups to achieve more comprehensive inclusivity.

Conclusion

By integrating the creation and programming of social wearable devices with LARP into STEAM education, the "Social Wearable Edu-LARP" curriculum demonstrates the potential of enhancing interest in STEAM through narrative and hands-on activities. The iterative design approach helped the authors optimize the curriculum structure and improve educational outcomes. This research not only proposes a new possibility for STEAM education but also provides practical methods for building inclusive communities in diverse learning groups.