Abstract
This paper advances the idea of tangible gamified probes for cooperative learning processes, which require synchronous in-presence and in-situ interactions. The paper focuses on gamified probes for promoting a sense of progression and control, as well as social relations in a cooperative learning process in classroom. It reports a case study in a primary school. The study employed gamified probes as early-design solutions: each probe had limited ad-hoc functionalities, tested in the field, and was flexible enough to enable different usages so as to inspire designers. Probes were also endowed with embedded micro-electronic components for enhancing their interaction with children and human-to-human interaction, besides for storing relevant interaction data. After reporting the study results, the paper discusses them, and it concludes reflecting on the design of future gamified probes for enhancing cooperative learning in classroom.