Interim Conclusion Article on WP3 Test Result

The Leftover Challenge educational game was tested across five primary schools and learning centers in Europe—“Vespucci-Capuana-Pirandello” in Italy, Conil School in Bucharest, Draga Bajca Primary School in Slovenia, the 4th Primary School of Nafplio in Greece, and Teen Club Leeuwarden in the Netherlands. The students, aged between 8 and 12, participated in sessions covering the game’s three core modules:

1. Calculating the Footprint of a Food Item (Math)
2. The Journey of a Food Item (Geography/Writing)
3. What’s a “Typical” Carrot or Cucumber? (History/Art)
   
   

Italy – Vespucci-Capuana-Pirandello School

Students were highly enthusiastic, and teachers were very supportive throughout the session. While most students managed well, Module 2 proved to be the most challenging, especially in identifying countries on the map. Teachers helped students work through their difficulties. The school’s diverse student population created an inclusive environment, enriching group discussions. At the end of the game, students shared thoughtful reflections, indicating a clear understanding of key issues like pollution and food waste. They recommended practical solutions such as buying local food, avoiding over-purchasing, walking or cycling to reduce pollution, and minimizing water waste. The feedback was overwhelmingly positive, with students finding the game enjoyable and easy to follow.

Romania – Conil School, Bucharest

Sixteen students participated in a highly engaging session, where all three modules were tested. Students quickly understood the purpose of the game and responded positively to its visual elements, especially the colorful food cards. They enjoyed the hands-on component—cutting out and manipulating the cards—which helped reinforce their understanding of the content.

In the math module, students preferred using the cards over writing on worksheets. However, limited space meant teachers asked them to write answers, slightly reducing the interactive experience. Teachers suggested using laminated or erasable worksheets and introducing magnetic number cards to enhance interactivity and reduce paper waste. Module 2 prompted deep discussions about global food systems and the duality of local vs. imported produce. Students struggled to locate countries and understand food origin due to the widespread availability of similar produce in Romania. Teachers proposed redesigning the map to include multiple trade routes and clearer geographic markers. Minor challenges also emerged in the art/history module, particularly around food appearance. Some students had difficulty distinguishing between imperfect and spoiled food, often due to poor storage practices. Still, the session was filled with curiosity, laughter, and active participation. Students demonstrated a strong grasp of the game’s environmental themes, reinforcing its educational value.

Slovenia – Draga Bajca Primary School

The game was tested with 11–12-year-olds in a Home Economics class as part of a university-led initiative. Though not delivered in its intended interdisciplinary format, all modules were tested successfully. Students had prior knowledge of food waste and nutrition, which helped them engage more easily with the content. Module 2, focused on food journeys, was particularly appreciated for raising awareness about global supply chains. However, students found the logic behind the carbon footprint scores and taste ratings confusing. For example, they questioned why bananas from South America had a lower footprint than tomatoes from the Mediterranean or why moldy and fresh cheese had the same taste value. Many felt the illustrations lacked clarity and suggested using photographs instead. Some older students found the drawing activity childish, though others used it creatively to represent the imperfect foods they eat at home. The prototype was considered appropriate, but clearer explanations and improved visual design were recommended. Teachers emphasized the need for comprehensive guidelines to ensure consistent understanding across classrooms.

Greece – 4th Primary School of Nafplio

Students aged 8 to 12 participated in the full game test and were excited and engaged throughout. Module 1 (Math) was well received; students quickly grasped the calculations after some reminders about carbon footprints and food processing. Module 2 (Geography/Writing) was more difficult, especially for younger students, who struggled with map orientation and locating Greece. Teachers suggested improving the map design and offering more guidance. Module 3 (History/Art) was enjoyable and easy to follow, with students quickly recognizing differences between typical and non-typical food items. Most favored Modules 1 and 3, and many expressed excitement about playing the game again.

Netherlands – Teen Club Leeuwarden

In the Netherlands, 8D conducted a pilot session at Teen Club Leeuwarden. Participation was voluntary, so we were encouraged to bring along some “motivating” treats, specifically chocolate, which is also featured in the game. This approach proved effective, as we were able to test with 14 children. The game was quickly picked up and well understood by the participants. However, the drawing exercise may benefit from added difficulty, particularly for children over the age of 10. Interestingly, the geography exercise appeared to be less challenging here than in other countries. The children thoroughly enjoyed the session and expressed interest in being involved in future testing phases, including Paper Prototype 2 and possibly other projects.