Abstract
What does it mean to design a playful learning tool? What is needed for a learning tool to be perceived by potential users as playful? These questions emerged reflecting on a Participatory Design process aimed at enhancing museum-learning practice from the perspective of primary school children. Different forms of emergent interactions were evident, both during museum visits and while testing a low-fidelity prototype. Deeper reflections on the meaning of enhancing learning through play from a user’s individual perspective was assessed. In this respect, openness and multimodality were evaluated intertwined with design of playful learning tools to enrich non-formal learning and to allow support for individual needs.
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© 2012 ICST Institute for Computer Science, Social Informatics and Telecommunications Engineering
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Marchetti, E., Petersson Brooks, E. (2012). Playfulness and Openness: Reflections on the Design of Learning Technologies. In: Brooks, A.L. (eds) Arts and Technology. ArtsIT 2011. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 101. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33329-3_5
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DOI: https://doi.org/10.1007/978-3-642-33329-3_5
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