Abstract
This paper examines non-formal and informal learning practices for science learning. Through a case study and an exploratory, qualitative approach we identify aspects involved such as the content, the goals, the pedagogical approaches, the settings, the role of fun and playfulness, challenges, and the role of the practitioner. Data was collected through interviews and a survey. Despite the diversity in the format, settings, structure, and target group of the practices examined in this study, there seems to be a convergence in certain themes such as the objectives of the practices, the pedagogical approaches involved, and the importance of fun. These aspects are linked with the design and implementation of digital games in the context of informal and non-formal science learning. Further issues emerged from the analysis such as gender representation, resources required for efficient implementation of practices, and the role of the parents. Strengthening the links between formal and informal or non-formal science learning practices could benefit not only formal education but access of students to and effectiveness of non-formal and informal practices as well.
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Acknowledgments
The authors wish to thank the participants in the survey and interviews, the COMnPLAY project partners, and our colleagues Jasper Schellekens and Anonios Liapis who collaborated with us for conducting this study and with comments on this manuscript. This work was supported by the EU funded Horizon 2020 project COMnPLAY Science.
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Voulgari, I., Yannakakis, G.N. (2019). Digital Games in Non-formal and Informal Learning Practices for Science Learning: A Case Study. In: Liapis, A., Yannakakis, G., Gentile, M., Ninaus, M. (eds) Games and Learning Alliance. GALA 2019. Lecture Notes in Computer Science(), vol 11899. Springer, Cham. https://doi.org/10.1007/978-3-030-34350-7_52
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