The BBC micro:bit is a pocket-sized, battery-powered device that introduces students to coding and computational thinking through the lens of physical computing. It can be incorporated in a variety of interactive projects and combined with a range of commercially available accessories. These include display shields that support richer user interaction with the micro:bit via a small colour screen and additional button inputs.

Voice authentication is increasingly used in security-critical contexts such as banking, smart home devices, and remote identity verification. Despite its growing adoption, these systems remain largely invisible and poorly understood, particularly by children, who interact daily with voice-enabled devices yet rarely have opportunities to reason about how they work or where they may fail. We present Fort Vox, a tangible interactive device that invites children to attempt to bypass a voice-based authentication system through play. Participants listen to a recorded passphrase and attempt to reproduce it closely enough to unlock a physical prize inside the device, experimenting with strategies such as pitch shifting, accent imitation, and repeated attempts. The device makes an abstract cybersecurity mechanism into a hands-on experience that supports exploration, discussion, and collaborative interaction. We describe the system design, interaction flow, and its potential use in classroom and informal learning contexts. This demo invites attendees to interact with Fort Vox directly, exploring strategies for bypassing voice authentication through hands-on play.

As hardware prototyping toolkits and accessible programming environments become more widespread, it is easier than ever to build functional prototypes of interactive devices. Yet moving beyond a prototype towards manufacturable devices still presents significant challenges. This evolution often requires specialised knowledge in circuit design, firmware development, and hardware testing, which can discourage less experienced creators. We present MakeDevice, a browser-based tool that helps users navigate this transition by leveraging the intuitive micro:bit, Jacdac and MakeCode ecosystem coupled with a process we call device flattening. Modular micro:bit-plus-Jacdac hardware assemblies are progressively transformed, or flattened, into increasingly-integrated custom printed circuit board (PCB) designs. We demonstrate MakeDevice through two examples. MakeDevice lowers barriers to the creation and deployment of new tangible, embedded and embodied devices by providing an alternative to the traditional PCB design process.

In an increasingly data-driven world, a core set of data literacy skills are needed to enable individuals and society collectively to make informed decisions. In this experience report we present the Toolkit for Educators of Data Science, a novel combination of hardware and software that empowers children in K-12 to experience the data science lifecycle by collecting, analysing, and visualising their own local environmental data. Through exploratory studies in two classrooms involving five teachers and 100 children aged 7 to 11, we experienced the following. (1) Collecting live data from the local environment with our tools provided children with high levels of agency, engagement and focus, (2) Educators stated how using the technology gave the data purpose and gave students a new perception and experience of computing; data started to have meaning because of the real world application across the curriculum. (3) The offline, standalone design of our toolkit empowers teachers by overcoming practical issues often associated with delivering data science lessons in schools.

This workshop will bring together researchers and educators to imagine a future of low-cost, widely-available digital making for children, both within the STEAM classroom and beyond. In particular, we are interested in expanding the reach of digital making with programmable microcontrollers (such as Arduino, the BBC micro:bit, etc.) to underrepresented children in the STEAM fields, which includes historically excluded or marginalized children as well as those lacking access to computers and/or the Internet. Participants will report on their experience helping children learn about digital technology while creating wearables, robotics, environmental sensors and more. Participants who submit a position paper or work-in-progress report will have an opportunity to present their work and ideas. From these presentations, we will select emerging themes to discuss.

Physical computing has emerged as an effective approach to introducing computing and coding to students. One of the most popular enabling tools is the BBC micro:bit, well-known for its positive impact on teaching programming and driving engagement in the classroom. We extend these benefits by developing a new approach to coding with micro:bit: MicroCode. Unlike other experiences, MicroCode couples the micro:bit with a low-cost handheld accessory to enable live and portable programming via an on-device visual programming language; no separate host computer is needed. We present the design of MicroCode and the findings of a study in which we interviewed five primary school teachers and 60 children aged 10-11 working with MicroCode. The outcomes of the study show that MicroCode raised children’s engagement and stimulated the development of a strong sense of agency on coding activities, while teachers felt empowered to adopt situated and cross-curricular learning approaches.

This paper presents the ongoing development of the clip:bit, a clipboard-style micro:bit V2 extension for biodiversity monitoring in schools and community groups. The clip:bit is one component in a wider system to enable schools to engage in longitudinal studies of biodiversity in school grounds and local areas, monitoring the impact of landscape management and children's ecological activities, such as the introduction wildflower meadows or planting hedgerows. The clip:bit was designed in response to needs identified during fieldwork in schools. We describe how the design addresses these needs and point to the way the clip:bit fits into a wider plan for data management and data visualisation. We also discuss the application of an existing micro:bit peripheral, the Kitronik Game Controller, for biodiversity monitoring and compare their use for different cases.

Providing a good understanding to children and educators on the Internet of Things (IoT) means to make them aware about where the data goes, how it is stored, and what it is stored on. In this perspective many commercial IoT systems have been shown to be unsuitable for this purpose especially when used in an educational context. They do not create user centric data collection opportunities; many of their IoT sensors that send data offsite to an online cloud create gaps in knowledge; the sensors themselves are not transparent: it's not clear what data they are collecting and how, and they are not easily compatible with school networks. Classroom Cloudlet addresses this issue. This demonstration presents an end-to-end IoT like system that includes a mobile, tangible, and transparent classroom cloudlet. Classroom Cloudlet aims to allow data from multiple devices to be easily shared, collated and analysed without using the Internet, but while still educating students about IoT and cloud concepts. The classroom cloudlet aims to be a physical representation of a cloud in an IoT system; visualise the movement of data around the system; provide a web front-end for students to view and create custom visualisations of their data. Classroom Cloudlet aims to gives the educator and the children full control and ownership of their data.

This short paper introduces Energy in Schools, an interactive platform designed to improve energy efficiency in UK schools through a combination of environmental measurement and behavioural change. Uniquely, Energy in Schools is designed to empower all the stakeholders within a school, including children, teachers and leadership groups to reduce their energy costs and carbon emissions. The paper reports on the motivation and design of the platform, a discussion on how interactive materials and educational activities were developed to raise awareness and understanding of energy and the climate emergency, how children led activities were used to instrument and analyses energy use via child friendly Internet of Things technologies. Finally, an analysis of its success in encouraging behavioural change through the qualitative and quantitative evaluation of a live deployment across 20 schools is presented. Overall, it was observed that encouraging multiple stakeholders to work together interactively can decrease energy consumption in the majority of schools by over 5%.