Sensing Curiosity in Play and Responding (SCIPR)


Project Abstract:

Women and underrepresented racial minority students are marginalized in STEM contexts. The anxiety and burden that come with marginalization first appear in adolescence and can contribute to long-term disengagement. In the SCIPR project, we design transformational games for middle-school aged students who are marginalized in STEM. The games encourage and foster curiosity, as a type of STEM skill to increase comfort and competency in STEM spaces.

This project has contributions in game design methodology, playtesting methods for marginalized children, curiosity and uncertainty theory, and has produced award-winning games.

Key Publications:

  1. To, A., Holmes, J., Fath, E., Zhang, E., Kaufman, G., & Hammer, J. (2018). Modeling and Designing for Key Elements of Curiosity: Risking Failure, Valuing Questions. Transactions of the Digital Games Research Association, 4(2).
  2. Holmes, J. R., To, A., Zhang, F., Park, S. E., Ali, S., Bai, Z., & Hammer, J. (2019, May). A good scare: leveraging game theming and narrative to impact player experience. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1-6).
  3. To, A., Ali, S., Kaufman, G. F., & Hammer, J. (2016). Integrating Curiosity and Uncertainty in Game Design. In Digra/fdg.