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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. 

Social virtual reality platforms present new opportunities for embodied de- sign processes. This paper illustrates a range of embodied design techniques made possible through social engagement with VR/XR technology. Drawing from a case study involving the prototyping of a conversation visualization system for VR meetings, we present several novel embodied design methods in VR (also applicable to XR). These include: new techniques for supporting embodied ideation; new ways of acting out and improvising scenarios together; and new opportunities for preparing and ma- nipulating assets, environments, and low fidelity interactions for embodied design pro- cesses. These novel techniques and approaches point to exciting new opportunities for expanding the repertoire of embodied design practice more broadly. 

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 study investigates how individual predispositions toward Virtual Reality (VR) affect user experiences in collaborative VR environments, particularly in workplace settings. By adapting the Video Game Pursuit Scale to measure VR predisposition, we aim to establish the reliability and validity of this adapted measure in assessing how personal characteristics influence engagement and interaction in VR. Two studies, the first correlational and the second quasi-experimental, were conducted to examine the impact of environmental features, specifically the differences between static and mobile VR platforms, on participants’ perceptions of time, presence, and task motivation. The findings indicate that individual differences in VR predisposition significantly influence user experiences in virtual environments with important implications for enhancing VR applications in training and team collaboration. This research contributes to the understanding of human–computer interaction in VR and offers valuable insights for organizations aiming to implement VR technologies effectively. The results highlight the importance of considering psychological factors in the design and deployment of VR systems, paving the way for future research in this rapidly evolving field. 

In the 21st century workplace (especially in COVID times), much human social interaction occurs during virtual meetings. Unlike traditional screen-based remote meetings, VR meetings promise a more richly embodied form of communication. This paper maps the experiential terrain of seven commercial VR meeting applications, with a particular focus on the range of shared social experiences and collaborative abilities these applications may enable or constrain. We examine a range of applications including Spatial, Glue VR, MeetinVR, Mozilla Hubs, VRChat, AltspaceVR, and Rec Room. We analyze and map avatar system strategies, meeting environments and in-world cues, meeting invitation model, and different models of participation. In addition, we argue that commercial applications for meeting in VR that cater to workplace contexts might benefit from borrowing some of the strategies used in more leisure-focused environments for supporting social interaction.