The effects of children’s participation and co-creation in science

Beatriz Villarejo Carballido (beatriz.villarejo@uab.cat), Javier Díez-Palomar, Carme Garcia-Yeste and Ane Olabarria Morejón
Additional contact information
Beatriz Villarejo Carballido: Autonomous University of Barcelona
Javier Díez-Palomar: Universitat de Barcelona
Carme Garcia-Yeste: Universitat Rovira i Virgili
Ane Olabarria Morejón: University of the Basque Country

Palgrave Communications, 2024, vol. 11, issue 1, 1-8

Abstract: Abstract The scientific literature shows that children’s participation in video games is increasingly common. However, there is no analysis of the involvement of children in the development of video games promoting social science learning. The framework of the EU H2020 funded project “ALLINTERACT. Widening and diversifying citizen engagement in science” contributes to filling this gap by analysing the co-creation process between children, families, teachers, and researchers of a video game for children to distinguish between hoaxes and evidence to overcoming bullying. To this end, a 24-h Science Game Jam was recorded, which took place in a virtual space for group meetings in which five children, five family members, four teachers and four researchers participated in the co-creation of the video game and a collaborative document in the cloud including the guidelines of the video game, with their proposals for the development. Finally, they participated as well as in the co-creation of the video game itself. The key finding is that co-creation through an egalitarian dialogue, solidarity, and focus on scientific knowledge allowed these children to play a leading role in developing a video game where children of all educational stages learn to distinguish hoaxes and evidence in overcoming bullying. The involvement in science and the co-creation of science-based products benefited these children; as they were protagonists in science, they could express their concerns and the real problems they faced in their schools, which increased their scientific knowledge and strengthened their critical capacity about bullying. Furthermore, the adult participants also benefited from the knowledge provided by the children, especially in the development and creation of the video game.

Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://link.springer.com/10.1057/s41599-023-02473-5 Abstract (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-023-02473-5

Ordering information: This journal article can be ordered from
https://www.nature.com/palcomms/about

DOI: 10.1057/s41599-023-02473-5

Access Statistics for this article

More articles in Palgrave Communications from Palgrave Macmillan
Bibliographic data for series maintained by Sonal Shukla (sonal.shukla@springer.com) and Springer Nature Abstracting and Indexing (indexing@springernature.com).