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This paper examines the importance of facilitation in youth constructionist learning environments, presenting best practices developed through an educational live-action roleplay (edu-larp) curriculum for middle school-aged youth. Drawing on four pilot deployments, we identify strategies for training facilitators in improvisation, role-play, and technical troubleshooting to ensure alignment with constructionist values. We detail how these practices were scaled and supported through the development of training materials and resources for a camp-in-a-box adaptation. Key findings highlight the need for active engagement in role-play during training, the value of adaptable resources, and the effectiveness of narrative framing in motivating STEM engagement. This work contributes to understanding how facilitation practices can enhance informal learning experiences and provides insights into scaling such practices effectively. 

Developing STEAM (Science, Technology, Engineering, Art, and Math) education curricula encouraging participation from underrepresented groups is crucial for diversity in computational fields. Many existing programs attract cis-white males, to the exclusion of other groups. This paper discusses a camp where participants, primarily female youth ages 10-14 (N=45), engage in crafting social wearable technologies within a live-action roleplay context. Our findings from four camp sessions show increased self-reported competence and interest in STEAM among participants, alongside enhanced feelings of community and social support. The camp’s innovative approach integrates design thinking, iterative design, and collaboration, proving effective in fostering inclusivity and engagement in STEAM. We adopted an iterative Research-through-Design process, with researchers embedded in the camp to observe and conduct surveys and interviews with participants. Researchers and educators can benefit from reading our results, which demonstrate the value of a playful, socially-engaged curriculum in attracting and retaining diverse students in STEAM fields. 

Live action roleplay (larp) has a wide range of applications, and can be relevant in relation to HCI. While there has been research about larp in relation to topics such as embodied interaction, playfulness and futuring published in HCI venues since the early 2000s, there is not yet a compilation of this knowledge. In this paper, we synthesise knowledge about larp and larp-adjacent work within the domain of HCI. We present a practitioner overview from an expert group of larp researchers, the results of a literature review, and highlight particular larp research exemplars which all work together to showcase the diverse set of ways that larp can be utilised in relation to HCI topics and research. This paper identifies the need for further discussions toward establishing best practices for utilising larp in relation to HCI research, as well as advocating for increased engagement with larps outside academia. 

This paper presents a case study of designing and running a Larp (live action role play)-based summer camp in which middle school-age girls create social wearables, toward building computational and design skills, interest, and self-efficacy. Our design draws upon prior evidence that edu-larps can address the identity gap for underrepresented groups in STEM. The focus on creation of social wearables built using E-textiles builds on existing larp practices that use costuming as a method for establishing identity as well as for providing a platform campers can use to enhance their dramatic spectacles. Our findings will be of interest to those working in the areas of informal learning of computation through Arduino and another small device programming, as well as those interested in the intersection of larp and technology design practices, and edu-larp. 

This paper presents early work towards the development of a set of lenses for analyzing Maker ecosystems. By ecosystems, we mean the combination of hardware offered and web-presence that teaches/sells/builds community around that hardware, as well as the community of makers themselves. We analyzed 35 ecosystems, including well-known larger ones, as well as smaller, specialized environments. We present a set of key factors for consideration by anyone intending to use an ecosystem for a particular population or need in research, along with a set of examples of how these lenses can be applied for analysis. Key factors include: whether the ecosystem is open or closed, how they present onboarding materials that help users learn the platform, whether there is a growth path that supports continued learning and development, what they require or expect from users to participate, and the avenues of community development available for makers to share their work and knowledge.