Astronomy for education. Exploring the potential of public engagement through game-based and playful learning

This thesis investigates the potential of Public Engagement with Science (PES) approaches based on Game-Based (GBL) and Playful Learning (PL) within the context of astronomy education. In response to the call for a more engaging and motivating approaches to science education, the study explores how these active learning methodologies can foster meaningful learning and engagement. Astrophysics is selected as the disciplinary domain due to its strong inspirational value and interdisciplinary nature. At the same time, it presents challenges related to the overemphasis on spectacular results at the expense of scientific practices and their human dimensions. Methodologically, the research adopts a mixed-methods case study approach focusing on two board games (PIXEL and Cosmo Hunters) designed for different educational aims and target groups. PIXEL emphasizes the social-institutional dimension of scientific practices, while Cosmo Hunters focuses on conceptual understanding of astronomical observations across the electromagnetic spectrum. Quantitative and qualitative evaluation methods are combined to examine their effectiveness in promoting learning outcomes, understanding of the Nature of Science, students’ attitudes toward astronomy, and self-efficacy. The findings indicate that game-based and playful approaches can contribute to engagement and learning in astrophysics education in a context-dependent manner. PIXEL was found to foster understanding of the social and institutional aspects of science when embedded within a structured GBL program. Comparable results were observed when a single-session intervention was compared with an out-of-school activity. On the other hand, Cosmo Hunters proved to be as effective as a frontal lecture in promoting learning outcomes, while being perceived as more engaging. In conclusion, the two approaches proved to be effective in incorporating PES principles within formal education context.