We initially identified parents, teachers, and youth aged 10-17 as stakeholders. To better understand their perspectives, we conducted immersive experiences and empathy research, including observing gaming with microtransactions, joining a parent Facebook group, playing Oregon Trail, simulating addiction withdrawal, online clothing purchases, and interviewing stakeholders. Interviews included a member of Ball State's E-sports team, a parent of a gamer, and a middle school teacher. Limited secondary research informed our project, focusing on the harmful effects of early gambling.

• Our design solutions evolved throughout the semester. Initially, we planned teacher-led lessons followed by AR experiences and weekly newsletters for parents, but we abandoned the newsletter idea due to low expected engagement.

• During co-creation, alternative prototypes emerged, such as in-class board game activities for students to understand gambling mechanics.

• Participants created various prototypes, including low-tech and high-tech options for students to engage with virtual loot boxes. Another prototype featured a store and tiered loot box system, with students documenting and reflecting on their experiences afterward.

Following co-creation sessions, we focused our mid-fidelity prototype on an AR in-class activity app. It prompts students to identify video games and gambling mechanics using printed QR codes. Multiple-choice prompts guide students, with explanations provided. Students send their scores to their teacher for grading, completing the educational "assignment" loop.