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Data and code for Stewart, S. L. K., & Kirkham, J. A. (in press). Predictors of individual differences in emerging adult theory of mind.

Play is an essential activity in children’s lives. In the Child Computer Interaction (CCI) field, many authors refer to play and play theories when they describe their work. Play theories can come from many different disciplines, such as psychology, sociology and learning sciences. Theories from different disciplines can provide interpretations and inspiration sources when designing for play. In this study, we explore what theory clusters authors use and how they are used when design researchers report on design work for fantasy play. Based on 19 artefact-centred papers from the ACM digital library from the period 1999–2018, we analyse four components of reported theory use: design intention, design argumentation, design decisions and design evaluation. This paper provides a list of theory clusters that designers report on, showing that different clusters also indicate different conceptualisations of play. Furthermore, it describes three common strategies of theory cluster use: for contextualising the value of play, for highlighting the outcome of play and using design cases as ‘theory’ for supporting making design decisions. The paper concludes by providing reflective questions about how to report on the use of theory in designing for fantasy play. The questions can be used in order for future work in the Child Computer Interaction community to be precise and transparent about theory use in order to make it easier to build upon each other’s work.

It is challenging to create an immersive and engaging remote education setting properly, especially for children who are less motivated and quickly distracted by virtual learning activities that fall short of leveraging the immersive design potential. To maximize the educational potential of AR game-based learning, designers need to align fantastical environments, learning content, and AR requirements. This task requires a thorough understanding of the impact of design choices on users’ experiences. To gain insights into the motivational mechanics of fantasy elements in AR, we investigated the effect of two AR learning contexts—a fantasy setting and a daily setting—on children’s experience and motivation. Our goal is to scrutinize the relationship between fantasy states, intrinsic motivation, and players’ experience of autonomy and presence. Our results suggest that the relationship between imagination and enjoyment—stimulated by our two conditions—is fully mediated by experiences of autonomy and presence. Our research provides insights into the relationships between experience constructs and informs the design of fantasy learning experiences. We provide guidelines to support game designers and researchers to integrate the fantasy experience in AR learning games for children.

”Min morfar har også en enhjørning”, siger Rasmus. Han ser fra mig til tv-skærmen og tilbage til mig igen. ”Enhjør- ninger rider på regnbuer. Den kommer med til min fød- selsdag”, konstaterer han. ”Må jeg få en chokoladekiks?”.Hvad pokker foregår der inde i kraniet på min knægt? Er han blevet splitterravende vanvittig? Tror han, at morfar på Fyn er i besiddelse af et halvt ton hestelignende fabeldyr med regnbuemanke, skinnende horn og hele baduljen ligesom inde i fjerneren?Selvfølgelig ikke. Havde jeg sagt det samme henne på kontoret, ville mine kolleger nok ringe efter den blå vogn. Men når en fireårig bruger sin fantasi, virker det naturligt. Vi ved jo godt, at han alligevel kender forskel på tanke- spind og virkelighed. Når der er tale om børn, enhjørnin- ger og fødselsdage, er fantasien nem at få øje på.Men hvad med os voksne? Jeg ser rundt på mine kol- leger på Interacting Minds Centre på Aarhus Universitet. De er intelligente, ofte meget kreative mennesker, der ar- bejder med alt fra arkæologi til LEGO i fælles søgen efter mønstre bag menneskers sociale samspil. Men vi har ikkemange samtaler om opdigtede fabeldyr. Ikke nok, måske. Hvad er der sket med os?Brænder fantasien ud som en farverig enhjørningeprut engang i teenageårene for gradvist at blive erstattet af karakterræs, projektregnskaber, skjorteflipper og langsom trasken imod dødens uundgåelige favntag? Eller er det kun galninge, elskende og poeter, som William Shakespeare skriver i En skærsommernatsdrøm, der er gjort af fantasiens drømmestof ?Fantasi er ligesom dumhed eller venskab et af den slags begreber, vi bruger i flæng, men som det kan være vanskeligt at indfange med en enkel beskrivelse. Også når man er forsker. Fantasien er til stede, når mennesker udfol- der sig kreativt og skaber kunst, musik eller stor litteratur. Den findes i børns ivrige eksperimenter med mulige og umulige ideer, når de nysgerrigt udforsker verden gennem leg og godnathistorier. Og fantasiens mysterium er også på spil, når vi skal forstå, hvordan vores sind kan skabe bille- der af ting, der ikke findes foran vores øjne – og hvorfor vi tilbringer så megen tid i dagdrømme eller med at forestille os fremtiden.I min Tænkepause vil derfor jeg tage dig med på en videnskabelig rejse til de yderste hjørner af menneskers utrolige fantasi – og fortælle om de til sammenligning nærmest kedelige mekanismer i vores sind og hjerne, der gør fantasiens mentale laboratorieøvelser til byggesten for selv vores mest banale tanker.

The paper discusses the publications of the Royal Swedish Acad-emy of Sciences (RSAS) as part of a wider network of publicationexchange, linking learned societies, libraries, and archives. Theperiodicals of the RSAS went through several reorganisationsbetween 1813 and 1903, all to some extent related to their rolein publication exchange. Although subject to many of the samedeliberations of commercial value and institutional prestige asthe expanding book trade, publication exchange offered a meansof communication for institution s with widely differing financial,linguistic and scientific status, and a forum for articulating a widerange of values significant in scientific publication. In the contextof publication exchange, the roles of producers and consumers,and of publishers and repositories of scientific knowledge over-lap, and librarians emerge alongside editors as central actors inscientific communication. Scientific editorship should be viewednot only as a means of disseminating scientific findings to wideraudiences, but as designing a product that could be used to forgeinstitutional connections, to acquire publications, and to buildcollections. The case of the RSAS periodicals highlights theimportance of publication, not only for the distribution of scien-tific knowledge, but for its acquisition

Denna essä avser att uppnå en djupare förståelse om vad barns fria lek och fysiska lek innebär i förskolan och på vilket sätt fysisk lek bidrar till barns lärande och värdegrundsarbete, genom reflektioner med hjälp av mina erfarenheter och vetenskapliga teorier. Fokus riktas mot barnens inomhuslek. Till denna essä används Lev S Vygotskijs teorier om barns lärande och utveckling samt fantasi och kreativitet. William Corsaros teorier om barns kamratkulturer används för att reflektera över barnens finess i hur de anpassar sig efter förskolans regler. Förutom detta används två lekperspektiv för att fördjupa förståelsen av barns fysiska lek. Förskolan omfattas av den fria leken där den karakteriseras av att den erbjuder barnen fria val att välja lek, lekkamrater och vilket material som ska användas i leken. Enligt min erfarenhet har jag dock upplevt att fri lek inte är så fri som det låter. Därför kommer jag att undersöka pedagogiska aspekter av den fria leken. Fysisk lek utmanar och väcker pedagogiska frågor och farhågor bland pedagoger i förskolan. Mina reflektioner har fått mig inse att friheten i barns lek är komplext och kräver kritisk reflektion av mitt och andra pedagogers förhållningssätt inför frågor som uppstår vid fysisk lek. Detta har lett mig till förståelsen att fysisk lek har en stämpel som frambringar negativa associationer. Dessa negativa associationer inverkar på hur pedagoger bemöter barn i den fysiska leken. Till exempel frambringar ”bråklek” associationer till allvarligt bråk som leder till konsekvensen att pedagogen avbryter leken. Denna insikt har bidragit till att jag undersökt andra benämningar på fysisk lek vilket fått mig att se vad som sker bortom det som är synligt i barns fysiska lek. Med nyfikenhet och respekt för barns intresse för att leka fysiska lekar har jag insett hur givande fysiska lekar kan vara för barnen. För att fysiska lekar ska bli givande för barnen behöver pedagogerna ge dem rätta förutsättningar i leken. This essay intends to achieve a deeper understanding of what children's free play and physical play means in the preschool and in what way physical play contributes to children's learning and value-based work, through reflections using my experiences and scientific theories. The focus is on the children's indoor play. Lev S Vygotsky's theories on children's learning and development as well as imagination and creativity are used for this essay. William Corsaro's theories of children's peer cultures are used to reflect on the children's finesse in how they adapt to the preschool's rules. In addition to this, two play perspectives are used to deepen the understanding of children's physical play. The preschool is embraced by the free play in which it is characterized by the fact that it offers children free choices to choose play, playmates and which material to use in the play. In my experience, however, I have experienced that free play is not as free as it sounds. Therefore, I will examine the educational aspects of free play. Physical play challenges and raises pedagogical issues and concerns among educators in preschool. My reflections have made me realize that freedom in children's play is complex and requires critical reflection of my and other pedagogues’ attitudes to issues that arise during physical play. This has led me to the understanding that physical play has a stamp that gives rise to negative associations. These negative associations affect how educators encounter children in the physical play. For example, gives “play fighting”rise to associations with serious fighting leading to the consequence that the educator interrupts the play. This insight has helped me to see into other names of physical play which made me see what happens beyond what is visiblein children's physical play. With curiosity and respect for children's interest in playing physical play, I have realized how rewarding physical play can be for the children. For physical play to be rewarding for the children, the educators need to give them the right conditions in the play.

The authors investigated the relation between affective and cognitive processes in fantasy play and emotional understanding of 50 Italian children (25 boys and 25 girls) enrolled in regular elementary school in Northern Italy. Children were administered a standardized play task, the Affect in Play Scale, and answered questions about their understanding of emotions. Consistent, yet modest, relationships were found between dimensions of fantasy play and emotional understanding.