Gamification in education has drawn significant attention from researchers seeking to enhance engagement and improve learning outcomes, particularly in Science, Technology, Engineering, and Mathematics (STEM) subjects. This study investigates the role of gamification in enhancing children's motivation and engagement in informal science learning settings. A gamified web application was developed, and a case study was conducted with the participation of 53 fifth-grade students. A mixed-methods approach was used, incorporating questionnaires, log data, and observational insights. The results showed that gamification elements, such as points and leaderboards, significantly increased motivation by fostering a sense of achievement and introducing healthy competition. However, badges were less effective in increasing engagement. Despite this, students motivated by one game element were often motivated by others, and all gamified elements contributed to a generally positive perception of the application. The study highlights the promise of gamification in informal learning settings but also emphasizes the need for continuous evaluation to improve these techniques for diverse learner groups and avoid potential negative effects.

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. Exploring STEM learning opportunities in educational settings, our research leverages the need to apply different learning approaches that enhance children's engagement. This work goes beyond learning in the classrooms and focuses on the various science-related everyday life experiences. Examples of these experiences can be a museum visit, an independent exploration through reading, watching, or practical experimentation from children. Therefore, we suggest 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, enabling active exploration of new scientific paths while allowing them 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.

Technology-enhanced learning environments in the fields of Science, Technology, Engineering, and Mathematics (STEM) are popular in both formal and informal educational settings. STEM learning in childhood provides students with hands-on experiences in research and problem-solving, affecting their future studies and career paths. The objective of this workshop is to bring together researchers, educators, designers, and practitioners to exchange insights on utilizing technology in creating engaging STEM learning experiences for children. The collaborative approach of the workshop is expected to facilitate a rich exchange of ideas and insights among attendees, contributing to the improvement of technology driven STEM learning for children.

This paper presents a case study on using different input modalities in the perspective of a more natural way of interaction. The use of hand gestures and voice commands in a learning environment compared to the conventional ways of interaction is considered a significant parameter for the users' experience. This study investigates the correlation between the learning styles of a number of participants with the input modality being used. To conduct the study, an application which provides different ways of interaction was designed, developed and utilized. The results have shown that the 2-D motion device was the most prominent, as far as time of completion was concerned, because the users were more familiar with it. On the contrary, the natural ways of interaction were proven to be the most exciting by all participants. It is recorded that the natural way of interaction impels learners to participate and increases their motivation and engagement in learning activities.