Are You Smarter Than an Alien? Designing Collaborative Math Quests to Lower Thresholds in Science Center Learning

Paper i proceeding, 2026

This paper presents the design and evaluation of a collaborative mathematics quest developed for thenew Mathrix learning environment at Universeum Science Center in Gothenburg, Sweden. Building onprevious research into quest-driven exploration, inquiry-based learning, and lowering entry barriersthrough interactive game design, the project aims to reduce thresholds to mathematics engagement andspark curiosity among young people.The quest, titled “Are you smarter than an alien?”, invites school classes aged 13–18 to participate in anadventurous 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 isentered via a keyboard, with the class collectively striving to complete as many tasks as possible within25 minutes. A game leader facilitates the experience, ensuring a sense of accomplishment for allparticipants.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 designmethodology. Evaluation involved 80 participants across multiple constellations, with altered difficultylevels tested in successive iterations. Data was collected through observations and semi-structuredinterviews 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 outcomesremain 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 informalenvironments where curiosity, play, and collaboration drive engagement. Science centers provide uniqueopportunities for learners to build science capital – as the attitudes, resources, and confidence thatshape long-term engagement with STEM. By embedding mathematics in a narrative-driven quest, thisproject demonstrates how science centers can broaden participation and inclusion into subjects oftenperceived as difficult or inaccessible. The quest is now run continuously with school classes visitingMathrix, making it a regular part of Universeum’s educational program. This ongoing implementationallows for sustained evaluation and refinement, while also including the activity into teachers’ strategiesfor 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 learningeffects remain unclear, the quest assists in creating good conditions for learning through raisedengagement, collaboration, and playful exploration. The contribution of this paper is twofold; firstly in thepresentation of a successful connection between traditional and experiential learning, and secondly inthe 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 broadenparticipation in STEM.