Abstract:

This paper presents the design and evaluation of a collaborative mathematics quest developed for the new Mathrix learning environment at Universeum Science Center in Gothenburg, Sweden. Building on previous research into quest-driven exploration, inquiry-based learning, and lowering entry barriers through interactive game design, the project aims to reduce thresholds to mathematics engagement and spark curiosity among young people.

The quest, titled “Are you smarter than an alien?”, invites school classes aged 13–18 to participate in an adventurous challenge inspired by Douglas Adams’ Hitchhiker’s Guide to the Galaxy. In groups of 3–5, students collaborate to solve a series of mathematical tasks of varying forms and difficulty levels, presented through a physical box of challenges and supported by digital interaction. Each solution is entered via a keyboard, with the class collectively striving to complete as many tasks as possible within 25 minutes. A game leader facilitates the experience, ensuring a sense of accomplishment for all participants.

The project employed an iterative design process grounded in interaction design and research-through-design (RtD). Storytelling, collaborative tasks, and digital–physical integration were central to the design methodology. Evaluation involved 80 participants across multiple constellations, with altered difficulty levels tested in successive iterations. Data was collected through observations and semi-structured interviews with students and teachers. Results indicate that the quest was perceived as inspirational, with teachers expressing optimism about its potential learning effects. While direct learning outcomes remain inconclusive, the activity clearly fostered engagement and lowered barriers to participation, particularly for students who respond positively to non-traditional teaching styles.

A central focus of this study is the role of learning experiences in science centers as informal environments where curiosity, play, and collaboration drive engagement. Science centers provide unique opportunities for learners to build science capital – as the attitudes, resources, and confidence that shape long-term engagement with STEM. By embedding mathematics in a narrative-driven quest, this project demonstrates how science centers can broaden participation and inclusion into subjects often perceived as difficult or inaccessible. The quest is now run continuously with school classes visiting Mathrix, making it a regular part of Universeum’s educational program. This ongoing implementation allows for sustained evaluation and refinement, while also including the activity into teachers’ strategies for connecting classroom learning with informal, exploratory experiences.

Evaluations show positive effects on lowering thresholds and sparking interest in mathematics, particularly for students who appreciate non-traditional teaching styles. Although measurable learning effects remain unclear, the quest assists in creating good conditions for learning through raised engagement, collaboration, and playful exploration. The contribution of this paper is twofold; firstly in the presentation of a successful connection between traditional and experiential learning, and secondly in the presentation of a design framework for collaborative, story-driven math quests in science centers, demonstrating how narrative and prototyping can be combined to foster science capital and broaden participation in STEM.

Keywords:

Mathematics, experiential learning, science center, interaction design, research-through-design, science capital.