Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for proft or commercial advantage and that copies bear this notice and the full citation on the frst page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specifc permission and/or a fee. Request permissions from Permissions@acm.org. TEI ‘23, February 26-March 1, 2023, Warsaw, Poland © 2023 Copyright is held by the owner/author(s). ACM ISBN 978-1-4503-9977-7/23/02. https://doi.org/10.1145/3569009.3572804 ABSTRACT This pictorial presents Periodic Fable (PF), an educational game’s design and graphic interface that promotes a constructivist approach to engage young children with Science, Technology, Engineering, and Math (STEM) subjects. The game presents children with scientifc content supported with an exploratory activity using physical cubes manipulable through Tangible Interaction and Augmented Reality. The game’s objective is to entertain children while engaging them with the basics of chemistry and the Periodic Table. We refect upon the combination of these immersive technologies, game-play mechanics, and aesthetics geared towards conveying accurate scientifc information through a ludic and entertaining approach. The quantitative and qualitative results of a study with 20 children, showed signifcant positive results in the participants’ learning outcomes and engagement, thereby encouraging us to continue evaluating our design system as a tool that can promote STEM Education. Authors Keywords Augmented Reality; Serious Games; Chemistry; Periodic Table; Children. CSS Concepts •Human-centered computing~Human computer interaction (HCI)~Interaction paradigms~Mixed / augmented reality “Periodic Fable Discovery” Using Tangible Interactions and Augmented Reality to Promote STEM Subjects Sandra Câmara Olim FCT, Universidade Nova de Lisboa Caparica, Portugal and ITI/LARSys solim@campus.fct.unl.pt Valentina Nisi Instituto Superior Tecnico, University of Lisbon Lisboa, Portugal and ITI/LARSys valentina.nisi@tecnico.ulisboa.pt Elisa Rubegni Lancaster University Lancaster, UK e.rubegni@lancaster.ac.uk Periodic Fable use of AR allows children to discern and interact with the real environment while receiving additional digital information from multiple perspectives. The TI is designed so that the child manipulates the cube to capture the graphics of a facet with the mobile device camera. Game play elements are used to actively engage the user with the learning content. Game-play Tangible Interaction Augmented Reality