Exhibiting Advanced Mathematics with Casual Games in Science Centres

Abstract

Mathematics is fundamental for civic participation and decision-making in an increasingly data-driven society and should therefore be approached as a lifelong learning pursuit. However, despite their role as informal learning environments, science centres rarely exhibit advanced mathematics. This can be attributed to the challenges of informal learning settings, where participation is voluntary and socially oriented, numerous exhibits compete for visitors’ attention, and interactions are typically brief. These conditions make sustained engagement with abstract mathematical concepts difficult. This paper investigates how casual game-based exhibits can support engagement with advanced mathematics in science centre environments. The design of three interactive exhibits from a mathematics exhibition at Sweden’s national science centre were studied through visitor observations and embodied interaction analysis of gameplay. Results show that visitors engaged in meaningful exploration, strategic reasoning, and collaborative discussion related to the mathematical content. Across the exhibits, five design principles were identified: (1) intrinsic integration of learning content and game mechanics, (2) hybrid physical-digital interaction, (3) clear and simple goals, (4) obvious game actions but challenging game mastery, and (5) multi-sensory and experiential learning content. The findings demonstrate the potential of casual game-based exhibits to make advanced mathematics accessible in informal learning environments and provide empirically grounded design principles for science centres and similar contexts.