Promoting data literacy for citizenry. Educators’ evaluation of a codesign approach to educational games.

Data permeates all areas of today’s societies, resulting in the subsequent need for citizens to be data literate in order to participate and engage in personal, civic, and professional realms. Fostering the acquisition of data literacy is an inherently educational endeavor that encompasses both informal learning and educator-led learning settings. With a focus on the educators’ perception, the present chapter details a playful learning approach for fostering data literacy in adult learners. The analysis draws on educators’ quantitative evaluations of design, quality, and learning gains of a series of games that were created as part of a European development project on data literacy. Results from the ad hoc developed instrument illustrate educators’ overall positive views on the pedagogical and technical design of the co-creatively developed games and highlight their potential for fun and learning. They yield transferable insights to other educational settings, such as the need for contextualization, and include a broader discussion of educational data literacy.