Testing the AGRO STEM Game
The activity took place on 12 February 2026, at the Public Library in Albeștii de Argeș, and brought together 12 children aged 6–12. Because we had only one prototype available, the children played in groups of four, supported throughout the session by two members of our team. While one group was playing, the other children had access to additional activities we prepared in advance, so everyone stayed involved and the waiting time felt natural.
At the beginning, it was slightly challenging for the children to understand what each button did. However, after two to three rounds, the game became intuitive for most of them. The older children adapted very fast and started making decisions independently. The younger ones also understood the logic of the game, but they often looked for reassurance and kept asking short questions like: “here?” “now?”.
High engagement from start to finish
What stood out most was the level of engagement. The children were fully focused and genuinely excited. When a group finished, they immediately went to the others and shared their impressions, telling them they had just played a “genius” or “amazing” game.
One moment captured the impact particularly well: after playing, a little girl asked her mother, “Mami, can we get one too?” It was not easy to explain that the game is still a prototype and is not available in stores, and she did not fully believe it. At the end of the session, we asked who would like to play again. Every single child said YES.
What the children learned
The evaluation was done informally, mainly through observation and short verbal feedback. Even without a written questionnaire, the children clearly expressed what they understood from the game. They highlighted that:
- - it is important to diversify crops, not rely on a single option
- - planting and managing a farm is not as easy as it seems and requires planning
- - weather conditions can affect results and can disrupt your plans
Beyond the learning content, the session also revealed strong social dynamics. The younger children tended to support each other constantly: they gave advice, reminded others about missed actions (like a plot that had not been harvested), and were direct about what they thought was the best next step.
The older children showed a different dynamic. At times, they tried to confuse others by suggesting crops that no longer had time to grow. However, when it came to technical issues, they were quick to help and explain what to do. This mix of playful competition and practical support gave us a realistic view of how the game might work in a group setting.
Different strategies, same enthusiasm
Children approached the game with very different strategies. One participant planted only blueberries from the beginning, hoping to optimise the outcome, but the plan did not work as expected. Another child planted only corn because they enjoyed the frequent harvesting, even if it did not bring the highest score — for them, it mattered more to “get something” each time. Most of the others experimented with diversification, trying to balance options.
Despite the differences in strategy, the common element was clear: all children were fully captivated by the experience.
What comes next
This focus group confirmed that the AGRO STEM game has strong potential as a learning tool that combines STEM thinking with real-life topics such as agriculture, planning, and the impact of external factors. The feedback and observations collected will be used to improve both the user experience and the technical stability of the prototype.
For more information about the initiative and to explore the resources developed, visit the official project website.
Stay tuned for more updates, and let's grow together with AGRO STEM!
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Financed with the funds of the European Union. The expressed opinions and views reflect solely the opinion of the author and they do not have to coincide with the views of the European Union or the National Agency. Neither the European Union nor the granting body cannot be held responsible for them.
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