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Taking into account the profound impact of technology on modern education, especially during the covid19 pandemic, increasing academic interest has focused towards the design and application of such tools on different learning contexts. A specific area of Human–Computer Interaction, called affordance theory, focuses on the perception, design and use of different technologies by educators and learners in learning contexts. This paper explores the impact of affordances in the process of creative problem in the context of playful educational robotics, with an intension of informing the design of future educational experiences around the field. The study capitalizes upon previous affordance propositions and frameworks in order to establish an affordance-based framework in the scope of playful educational robotics contexts, through the adoption of a qualitative research methodology, which was considered more appropriate as an exploratory tool. As part of the qualitative analysis, the study is mapping different types of affordances, related to such technologies, as well as an iterative creative problem-solving process that stems from learners' interactions with robotic artifacts, like the CreaCube playful robotics activity, which is presented in this study. [ABSTRACT FROM AUTHOR]

Engagement is important to the success of applications, systems and artefacts as diverse as robotics, pedagogy, games, interactive installations, and virtual reality applications. Yet engagement has proved to be remarkably difficult to define as it can take many forms, so many that it is difficult to isolate what these different instantiations have in common. Instead of pursuing an empirical perspective, the human side of engagement, namely, involvement is considered from a broadly Heideggerian perspective. As Heidegger has a deserved reputation for philosophical obscurity, all of the concepts adopted from his work are mapped onto the more familiar languages and vocabularies of psychology, human-computer interaction and cognitive science. It is argued that technology is engaging and our response to it is to be involved (with it). This resulting involvement- engagement dyad is thus an explicitly holistic account recognising roles for affordance, purpose, identity, affect and embodiment. [ABSTRACT FROM AUTHOR]