Create Future Gaming 2023-1-ES01-KA210-SCH-000150686
Course Content
Topic outline
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ERASMUS+ “Create Future Gaming “ 2023-1-ES01-KA210-SCH-000150686
Chapter II
PRACTICAL ACTIVITIES
1. Topic: Integrating the arts into STEM (STEAM)
Tasks: Create 2 lesson plans that include practical interdisciplinary activities based on visual and performing arts in STEM fields.
LESSON 1: MergeEdu - Augmented Reality in Science and Geography
EXPLORING THE SOLAR SYSTEM
Subject: STEAM Year Group/Grade: 4th, 5th, 6th Lesson: Exploring The Solar System
Learning Objective / Resource
Identify the planets of the solar system and their main characteristics.
Understand the relationship between planetary orbits and their distance from the sun.
Foster analysis and collaborative work skills through interaction with augmented reality technology.
Merge Cube
Merge Cube Edu
Computer
Warm Up: Quizz
Activity: Quiz game about the solar system.
Instructions:
1.Students, in small groups, answer questions such as:
What is the closest planet to the sun?
What is the largest planet?
Which planet has visible rings?
Each correct answer is worth points.
2.We end by showing a picture of the solar system to introduce the main activity and motivate them to explore more details during the session.
Main Activity: Exploring the Solar System with Merge Cube
Lower Ability Middle Ability Higher Ability
Introduction to the tool (5 minutes):
We explain how the Merge Cube and the Merge EDU application work.
We show how to visualise the solar system model in 3D.
Guided exploration (15 minutes):
Students, in pairs, use the Merge Cube to observe each planet in 3D.
They explore key features such as size, colour, distance from the sun and composition.
As they interact with the model, they answer questions from a provided guide, for example:
Which planet has the longest day?
Which planet is the coldest?
Which planet could support life?
Collaborative work (15 minutes):
Each pair chooses a planet and prepares a short description (1-2 minutes) highlighting its importance in the solar system.
They share their observations with the rest of the class.
Conclusion
Group reflection
Discussion questions:
What did you learn about the planets today?
How did the Merge Cube help you better understand the solar system?
What would you like to explore in the next session with this tool?
Plenary / Assessment Questions
Equal access:
It ensures that all students have access to a mobile device or tablet, promoting pair work to encourage collaboration.
Different learning styles:
The activity combines visual (3D models), kinaesthetic (manipulation of the Merge Cube) and auditory (discussions and explanations) elements, catering for different ways of learning.
Additional support:
For students who need extra help, visual guides and personalised coaching are provided to help them understand how to use the tool.
Formative assessment: During the activity, the teacher observes and records:
Active participation in the use of the Merge Cube.
Accuracy of answers in the guides.
Quality of presentations in the collaborative stage.
Criteria:
Understanding of basic concepts of the solar system.
Teamwork and appropriate use of the tool.
Ability to communicate ideas about the chosen planet.
Curriculum Links
LESSON 2: HOLOGRAM -
HOLOGRAM
Subject STEAM Year Group/Grade: 4th, 5th, 6th Lesson: Building a DIY Hologram Projector
Learning Objective / Resource:
Understand the basic principles of light reflection and holography.
Apply engineering and design thinking to construct a simple hologram projector.
Develop collaboration, creativity, and critical thinking through hands-on experimentation.·
Transparent plastic sheet (CD case, acetate, or similar).
Scissors and ruler Tape or glue Cardboard box (medium size) Chromebook or tablet Pre-loaded hologram videos or apps Templates for cutting plastic sheet (pyramid shape)Warm UpWarm-Up: Visual Illusions and Reflection (10 min)
Activity: Quick group discussion and visual examples
Instructions:
Show students short videos or images of optical illusions and ask:
What do you see?
How does your brain interpret light and depth?
Introduce the idea of holograms as 3D images created using light and reflection.
Main Activity
Constructing a Hologram Projector (30 min)
Introduction (5 min):
Present the goal: building a device to project 3D holograms using everyday materials.
Show a demonstration video or real sample of a finished projector.
Guided Construction (15 min):
Steps:
Students measure and cut out 4 identical trapezoids from the transparent plastic sheet.
Assemble them into a pyramid (open at the top), using tape or glue.
Cut an opening in the top of the cardboard box to place the plastic pyramid.
Place the Chromebook or tablet on top of the box to project the image downward.
Teacher support provided depending on ability level (see below).
Testing and Exploration (10 min):
Play the hologram video and observe the illusion inside the pyramid.
Encourage students to adjust angles and distances to optimize the effect.
Discuss: Why does it look 3D? What is actually happening with the light?
Lower Ability Middle Ability Higher Ability
· Pre-cut plastic templates provided.
· Step-by-step visual guides.
· Focus on assembling the projector and simple observation.
· Full construction from raw materials.
· Encouraged to hypothesize why certain angles work better.
· Modify design for optimization (e.g. different pyramid sizes or angles).
· Create their own simple 2D animations for holographic projection.
Conclusion
Discussion Questions:
What was surprising about how the hologram worked?
What part was most challenging to build?
How could we improve the design?
Where do we see holograms in real life?
Plenary / Assessment Questions
Equal access:
It ensures that all students have access to a mobile device or tablet, promoting pair work to encourage collaboration.
Additional support:
For students who need extra help, visual guides and personalised coaching are provided to help them understand how to use the tool.
Formative Assessment:
Observation of participation and teamwork.
Successful completion of the projector.
Ability to explain how the hologram effect is created.
Assessment Criteria:
Demonstrates understanding of light and reflection.
Engages in collaborative construction.
Communicates observations clearly.
Deliverable: Student worksheets, digital materials and PowerPoint presentations.
Merge Cube:
https://drive.google.com/file/d/1KRO-xaHiOwHW045UhfQvENZvOWrMf7a2/view?usp=drive_link
https://drive.google.com/file/d/1KRO-xaHiOwHW045UhfQvENZvOWrMf7a2/view?usp=drive_link
https://www.youtube.com/watch?v=ocEoJoiOHn8
https://docs.google.com/document/d/1LGuXqpP-n6P-2VmP9Bxgo-tHuuD4R9FM/edit?usp=drive_link&ouid=101746141790372095982&rtpof=true&sd=true
Hologram
https://youtu.be/8Go4KTyK4XU
Demonstration videos on integrating the arts into STEM.
Number of videos: 2
Video content:
1. "Exploring the physics of sound through art"
Demonstration of a science experiment (vibration and sound) combined with music.
Activity Sheet: Exploring Sound with Scratch
Today we are going to create our own virtual musical instrument using Scratch. This activity will help us understand how sound works and how vibrations create different tones and effects.
Objective:
Create a musical instrument in Scratch that responds to keyboard keys and visually represents sound vibrations.
Materials Needed:
- Computer with internet access to Scratch (https://scratch.mit.edu)
- Headphones (optional)
- Creativity and curiosity
Steps:
1. Go to Scratch (https://scratch.mit.edu) and start a new project.
2. Delete the cat sprite if you like and choose a new character (sprite) from the library.
3. Go to the 'Sounds' tab and add music sounds or record your own.
4. Rename the sounds (e.g., note1, note2...).
5. In the 'Code' tab, use these blocks to make your sprite play a sound when a key is pressed:
- when [a] key pressed
- play sound [note1]
6. Add more keys for more sounds (b, c, d...).
7. (Optional) Make the sprite vibrate with blocks like:
- change size by (10)
- wait (0.1 seconds)
- change size by (-10)
8. Change the background or add visual effects that react to the music.
9. Try your virtual instrument and share it with your classmates!
Reflection Questions:
- Which part of the code makes your instrument play sound?
- How does your sprite show vibration?
- Can you change the sound to make it higher or lower?
Includes students who create their musical instruments.
https://drive.google.com/file/d/1xe7Ero-7OcyW6cLFYhTOMpHSLG4onv7w/view?usp=sharing
https://drive.google.com/file/d/1xe7Ero-7OcyW6cLFYhTOMpHSLG4onv7w/view?usp=sharing
2. "Ecological architecture"
Presentation of a sustainable design project carried out by students, using both mathematics and visual arts.
Unplugged Computational Thinking: Building a Model Airplane
Objective: To develop computational thinking, problem-solving, and creativity skills by building a model airplane based on a template
Materials: Printed airplane template, foam board or balsa wood, scissors, utility knife, white glue, rulers, pencils.
Timeline: 3 sessions.
Explanation:
1. Template analysis: Students identify the necessary parts and consider their assembly.
2. Construction: They cut and assemble the parts, looking for solutions to build missing parts or making necessary adjustments to assemble the parts.
3. Optimization and testing: They adjust the model to improve its stability and aerodynamics.
Evaluation: Reflect on the process, identify problems, and make design improve
Deliverable:
https://youtu.be/SsZ-5SpfHfs
2. Topic: Gamification in STEM
Tasks:
· Create 2 lesson plans based on gamification strategies that include game elements, scores and interactive competitions.
· Deliverable: Digital resources (including VR/AR files), worksheets for students and instructions for teachers.
Videos about gamification in STEM education.
Number of videos: 2
Video content:
"Exploration of the solar system by gamification"
Presentation of an interactive lesson using virtual reality (VR) and a point system to stimulate student engagement.
‘Codification laboratory: Save the virtual city”
Demonstrating an educational coding game where students solve STEM challenges.
Deliverable:
2-5 minute videos with clear demonstrations of gamification elements.
Lesson Plan 1: "STEM Rescue Mission" – Save the Planet!
Age Group: 9–12 years
Duration: 2 lessons (40+40 min)
Objective:
Students will use their STEM knowledge to solve a series of challenges in a game-based environment where they are part of a global rescue team saving the Earth from environmental disasters.
Game Elements:
Element / Description
Mission Cards Tasks tied to environmental problems (e.g., drought, pollution)
Levels Beginner → Intermediate → Expert challenges
Score Points For each mission completed, extra points for creativity
Badges
Awarded for collaboration, critical thinking, innovation
Timer Used in competitions between groups
STEM Focus:
-Science: Climate change, renewable energy, water cycle
-Technology: Use of VR/AR content (optional: CoSpaces AR model of Earth disasters)
- Engineering: Build a model of a wind-powered water filter
-Math: Calculate angles, measurements, and data from experiments
Materials:
-Printable mission cards (provided)
-Recycled materials (plastic bottles, filters, sticks, etc.)
-Tablets or VR devices (for AR model interaction)
-Worksheets (design and results table)
-Timer or stopwatch
Activity Flow:
Mission 1 – "Water Crisis"
-Build a simple water filter
- Calculate how much water can be cleaned in 1 minute
-Earn: Clean Water Badge (up to 20 points)
Mission 2 – "Pollution Detector"
-Use AR/VR app (CoSpaces model) to find 3 major pollution sources
- Suggest solutions
-Earn: Eco Defender Badge (up to 25 points)
Mission 3 – “Wind Works”
- Build a mini windmill to lift a small weight
-Measure height & time
- Earn: ️ Innovation Badge (up to 30 points)
Final Boss Level:
-Teams present their models + defend their solutions in a short pitch
-Judges (teacher or peers) give extra points for creativity and teamwork
Assessment Rubric (Example):
Criteria Points
Mission completion 10–30
Creativity +10
Teamwork & participation +10
Accuracy & measurements +10
Deliverables for This Plan:
- Printable mission & badge cards
- Student worksheet (water filter design + data)
- Teacher guide
- Optional: CoSpaces AR link (or printable AR marker)
- Presentation script template for final pitch
Lesson Plan 2: "STEM ESCAPE ROOM: The Lost Lab"
Age Group: 9–12 years
Duration: 2 lessons (40+40 min)
Objective:
Students collaborate to solve STEM-based puzzles, unlock clues, and “escape” from a virtual science lab by completing missions involving logic, measurement, coding, and scientific reasoning.
Game Elements:
Game Feature Function
Puzzle Boxes Locked challenges that must be solved in order
Clues Given after each task is completed
Hint Cards Students can "buy" hints by using earned points
Points System Fast, correct, or creative solutions earn more points
Countdown Timer Escape within 60 mins!
STEM Focus:
-Science: Magnetism, forces, light reflection
-Technology: AR QR clues, Scratch (or paper-based coding logic)
- Engineering: Build a simple light maze
- Mathematics: Logic puzzles, angles, and number patterns
Materials:
-Puzzle envelopes or digital escape room (Google Forms or Genially)
-AR or QR clue cards (we will provide these)
-Flashlight, mirror, magnet, cardboard
- Scratch or coding worksheet (for students without devices)
- Lock graphic or printed “digital lock” sheets
- Group progress tracker chart
Activity Flow:
Puzzle 1 – “The Magnet Trap”
- Use a magnet and metal object to navigate a maze
-Learn about force and direction
- Code: first number of the lock
Puzzle 2 – “Refraction Room”
-Use mirrors to reflect light and hit a target
- Measure angle with a protractor
- Code: second number
Puzzle 3 – “Code the Path”
-Write a basic set of instructions to lead a character (Scratch or printable logic path)
-Code: third number
Puzzle 4 – “Lab Cleanup”
-Sort materials into Recyclable/Non-Recyclable categories
- Bonus points for explaining “why”
-Final lock opened = ESCAPE!
Final Step:
Each group enters their 4-digit escape code
Correct code = Lab door opens (teacher shows winning badge & certificate)
Fastest group gets “STEM Mastermind” certificate
Assessment Rubric
Criteria Points
Puzzle accuracy 10–25
+10
Use of scientific method +10
Time bonus +5
Deliverables for This Plan:
- Printable puzzle cards ( https://www.youtube.com/shorts/Zf5UDwPEhz8
-https://www.youtube.com/watch?v=U62OnM7_iRI )
https://www.youtube.com/shorts/Zf5UDwPEhz8
- Lock code tracker sheets
- STEM badge templates
https://www.freepik.com/vectors/stem-logo-badge
( https://www.freepik.com/vectors/stem-logo-badge )
- Student reflection worksheet
- Teacher’s puzzle & answer key
- AR-supported clue cards
( https://www.youtube.com/watch?v=L6lrpWwZj64)
3. Topic: STEAM and inclusive education
Learning Objectives:
-Understand the concept of inclusion and empathy.
-Design a simple structure that promotes accessibility (e.g., a ramp or elevator).
- Develop problem-solving and teamwork skills.
Materials
- LEGO or building blocks
-Cardboard, scissors, tape, glue
- Visual instructions (large font and icons)
-Tablets with accessibility features (text-to-speech, zoom, contrast)
Lesson Structure
1. Introduction (10 mins)
Visual Storytelling Video:
Play an animated video that shows a disabled child or a child on a wheelchair trying to join the other children playing on the playground
https://www.youtube.com/watch?v=3SzazN2OrsQ
2. Group Activity: STEAM Build (30 mins)
Challenge:
Each group designs an accessible playground using LEGO, blocks, or craft materials.
Adaptations:
-Use step-by-step visual guides.
-Provide voice-command design apps for students with motor disabilities.
- Allow for verbal rather than written planning.
3. Presentation (10 mins)
Groups explain how their design helps everyone play and learn.
4. Reflection (10 mins)
Use a visual emotions chart (smiley/sad faces) or audio responses for students to express:
-What they learned
- How they felt about helping others
Digital Game Integration
Game: Build-a-Town Inclusive Edition
-Drag-and-drop city builder that teaches inclusive infrastructure
- Includes screen reader compatibility, audio cues, and color contrast options
Game Link – Build-a-Town (Inclusive Mode)
Lesson Plan 2: Coding for All – Accessible Game Design
Topic: Tech for Inclusion
Subject: Science, Art
Age : 10–14 years
Duration: 45-60 minutes
Learning Objectives
-Introduce basic coding principles.
-Understand how technology can include or exclude.
-Create an interactive story/game that includes characters with diverse abilities.
Materials
-Tablets/laptops with Scratch, Code.org, or Tynker
- Switch-adapted keyboards or eye-tracking devices (where available)
-Headphones
- Printed coding cards with color-coded instructions
Lesson Structure
1. Warm-Up (10 mins)
Interactive Story:
Read/watch an inclusive digital book like “All Kinds of Friends” on Bookshare. www.bookshare.org
2. Main Activity: Create a Game (30 mins)
Using Scratch, students build a short game where the main character overcomes a challenge using inclusive technology (e.g., a robot guide dog, ramps in mazes).
Adaptations:
● Use pre-built block templates
● Provide visual flowcharts of game logic.
● Offer voice-input coding tools (e.g., using Alexa commands or dictation tools).
3. Showcase (10 mins)
Students demo their games or stories to the group.
4. Feedback (10 mins)
Use emoji cards, audio comments, or touch-screen polls to give feedback.
Number of videos: 2
Video content:‘Accessible robotics’
https://padlet.com/english269/3-create-future-gaming-check-republic-3ice7qret64tz5ud/wish/94PGWnzv0v54WLRV
“Sustainable mini-ecosystem”Presentation of a project practiced by students, in which they create an ecosystem in a container, using sustainable materials.
Deliverable: 2-7 minute videos focused on inclusive methods.
4. Topic: STEAM activities in primary and secondary schools
Tasks:
· Create 2 lesson plans focused on the use of digital technologies in STEAM education.
Lesson Plan : Middle School (Grades 6–8)
Title: Design a Smart Greenhouse Using Microcontrollers
STEAM Focus: Science, Technology, Engineering, Mathematics
Duration: 3 class periods (45–60 minutes each)
Technology Tool: Arduino or Micro:bit microcontroller
Learning Objectives:
● Understand how sensors and microcontrollers work.
● Learn the basics of environmental control systems.
● Apply programming and engineering skills to solve real-world problems.
Materials Needed:
● Microcontroller kits (Arduino or Micro:bit)
● Temperature and humidity sensors
● LED lights, small fans
● Computers with Arduino IDE or MakeCode
● Plant pots and soil
● Internet access for research
Activities:
Day 1:
● Introduction to smart agriculture and greenhouses.
● Discuss how sensors collect environmental data.
● Students brainstorm greenhouse features and sketch designs.
Day 2:
● Hands-on coding: program the microcontroller to monitor temperature and humidity.
● Use digital tools to simulate sensor readings.
● Begin building a simple prototype greenhouse model.
Day 3:
● Final assembly and testing of smart greenhouse model.
● Presentations: students demonstrate how their systems respond to changes in temperature/humidity.
● Group reflection and peer feedback using a shared digital document (e.g., Google Docs).
Assessment:
● Functionality of the programmed system
● Group collaboration and problem-solving
● Clarity and creativity of presentation
Digital Technology Integration:
● Microcontroller coding
● Sensor data interpretation
● Digital presentations and collaborative tools-
https://www.canva.com/design/DAGmmwfcoks/URK_1TZnZxSk4X-KEqRdVA/edit?utm_content=DAGmmwfcoks&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Practical videos for the use of digital technologies in STEAM activities.
https://www.canva.com/design/DAGmmwfcoks/URK_1TZnZxSk4X-KEqRdVA/edit?utm_content=DAGmmwfcoks&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
https://www.youtube.com/watch?v=TKXdkYUOW68
5. Topic: Gamification and psychological impact on student motivation
Gamification in education
Gamification in education is fundamentally rooted in well-established psychological theories, most notably Self-Determination Theory (SDT) developed by Deci and Ryan. This framework emphasises three innate psychological needs that drive human motivation: autonomy (the desire to be in control of one's behaviour), competence (the need to master challenges and develop skills), and relatedness (the need to feel connected to others). When educational gamification is thoughtfully designed, it can satisfy all three needs, creating a powerful motivational environment.
Game elements address these psychological needs through various mechanisms. Autonomy is fostered when students have meaningful choices within the gamified system, such as selecting their learning path or choosing which 'quests' to undertake. Competence is developed through appropriately challenging tasks, visible progress tracking, and achievement recognition via badges or levels. Relatedness emerges through collaborative gameplay, team challenges, and social recognition of accomplishments.
The psychological impact on student motivation
Extensive research demonstrates the significant psychological benefits of gamification on student motivation and engagement. Recent studies from UK educational contexts report that properly implemented gamified approaches can increase student engagement by up to 34% (Sailer, 2021). This substantial improvement manifests in observable behaviours such as increased hand-raising, higher completion rates for optional tasks, and greater time-on-task during classroom activities.
One of the most promising aspects of gamification is its ability to reduce learning anxiety, particularly in subjects that traditionally cause stress such as mathematics and science. The playful framework provides psychological safety, where failures become 'extra lives' or 'retry opportunities' rather than permanent judgements on ability. This reframing of failure as a natural part of the learning process helps develop resilience and a growth mindset, encouraging students to persist through challenges rather than disengage when facing difficulty.
The psychological impact varies significantly across different learner types. Research indicates that whilst no single gamification approach works universally, thoughtfully differentiated approaches can address the motivational needs of diverse student populations. UK classroom studies have found that students with existing engagement challenges often show the most dramatic positive response to gamification, suggesting its potential as an intervention for at-risk learners.
It's worth noting that the psychological benefits extend beyond immediate engagement to include improved classroom culture, with reported increases in peer support and reductions in disruptive behaviour. This suggests that gamification's benefits may compound over time through the creation of more positive learning environments.
Practical gamification activities for the classroom
Digital Badge System
Implement a comprehensive badge system using platforms like Classcraft or ClassDojo. Create badges for academic achievement (mastering specific skills), learning behaviours (persistence, collaboration), and special accomplishments (creative problem-solving). Make badges visible through digital dashboards or physical displays, and allow students to track their progress over time.
Points and Leaderboards
Establish team-based point systems to foster collaboration whilst minimising individual competition. Award points for group problem-solving, peer teaching, and collective improvement. Use leaderboards that reset periodically to give all teams fresh opportunities to succeed. Consider recognising multiple categories of excellence beyond just academic performance.
Quest-Based Homework
Transform traditional homework into engaging quests with narrative elements. Create a term-long storyline where homework assignments advance the plot. Include choice by offering multiple quest options that develop the same skills. Add bonus challenges for students seeking extension work, and incorporate "boss battles" (major assessments) that synthesise multiple skills.
Classroom Escape Rooms
Develop subject-specific escape room challenges where students solve curriculum-aligned puzzles to progress. For maths, create problems that yield codes for locked boxes. In English, use textual analysis to uncover hidden clues. Design multi-stage challenges requiring collaboration and application of key concepts.
A particularly effective real-world example is the "Maths Escape Room" model implemented in several UK secondary schools. In this activity, teachers transform classrooms into immersive environments where mathematical concepts become the keys to progression. Students work in teams to solve increasingly challenging problems, with each solution providing a code, key, or clue needed to advance to the next stage. The narrative framework might involve scenarios like "decrypting an important message" or "unlocking the secrets of an ancient temple," providing contextual motivation for abstract mathematical operations.
The psychological impact of these activities is multifaceted. They create clear purpose for learning (solving the puzzle), immediate application of knowledge (using concepts to progress), social motivation (team collaboration), appropriate challenge levels (tiered difficulty), and recognition of achievement (successfully "escaping"). Teachers report that concepts practised in these gamified contexts show better retention and transfer to formal assessments, suggesting deep rather than superficial engagement with the material.
Resources for teachers and further reading:
Digital Tools and Platforms
Platform Description Best For
Kahoot! Quiz-based learning platform with competitive elements Formative assessment, revision activities
Classcraft Role-playing gamification system with character development Long-term behaviour management, classroom culture
Quizizz Self-paced quiz platform with meme rewards Independent practice, homework gamification
Class Dojo Behaviour tracking with customisable rewards Primary education, parent communication
Genially Interactive content creation tool for escape rooms Creating immersive learning experiences
Downloadable Resources
The following resources are available for immediate classroom implementation:
- Badge template sheets for various subject areas (customisable PDF format)
-Gamified lesson plan templates aligned with curriculum standards
-Student motivation assessment toolkit with observation checklists and survey templates
-Classroom leaderboard designs (both digital and printable formats)
- Narrative frameworks for quest-based learning in Key Stages 2-4
The entire presentations can be found at the following links
https://gamma.app/docs/Gamification-and-Its-Psychological-Impact-on-Student-Motivation-jz3byq5erv0j9a3
https://www.canva.com/design/DAGkELSzrKs/U7L2FFJHZfwOpd0s19S74w/view?
utm_content=DAGkELSzrKs&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hb513b54664
STEAM & Gamification: Transforming Education
https://gamma.app/docs/STEAM-Gamification-Transforming-Education-2lx1m91mmenmdi6
Alisa Pioara -Lesson Plan: Engaging students through gamification
https://padlet.com/alisapioara/alisa-pioara-lesson-plan-engaging-students-through-gamificat-ve1m4hwdox8zmev7
A dynamic lesson plan combining gamification strategies for students to enhance motivation and engagement
Learning objectives
By the end of the lesson, students will be able to:
1. Participate in educational games that develop basic skills
2. Follow game rules and take turns
3. Demonstrate engagement through interactive activities
4. Understand the principles of gamification
5. Design simple game-based learning activities
6. Apply gaming elements to academic content
KEY POINTS:
-Definition of gamification and its applications in education.
-Psychological principles that explain motivation (e.g., intrinsic vs. extrinsic motivation).
- Examples of gamification strategies (e.g., points, badges, leaderboards).
-The impact of gamification on student engagement and learning outcomes.
Instructional activities
Opening activity: What makes games fun?
https://youtu.be/Q29Qqv8hjt0
-Begin with a short video introducing gamification in education to pique student interest.
-Pose the question: "How can turning learning into a game change the way we feel about school?"
-Facilitate a brief class discussion on initial thoughts about gamification.
Class discussion about favorite games and what makes them engaging. Create a mind map of gaming elements that students enjoy.
Students create their own Kahoot! quizzes about a topic they're studying. Share and play each other's quizzes.
https://www.youtube.com/watch?v=V4FQ-j91waA&t=1s
Interactive Storytelling Using Padlet's collaboration features, create a story together where each student adds an element. Teacher shows pictures, and students contribute to the story.
Points and Rewards System
Introduce a class-wide points system where students earn badges for academic achievements, helping others, and participating in activities.
Movie Clip Analysis
Watch short clips from educational movies and analyze their engaging elements. Discuss how to apply these elements to learning.
https://youtu.be/O3IrYfRTLEk
Evaluation
Research a real-world example of a company using gamification to motivate employees and write a one-page reflection on its effectiveness.
Design a simple educational game for a topic you're studying in another subject. Share your design on our class Padlet wall.
Homework
Play an educational game at home with family members and draw a picture about it.
https://www.abcya.com/grades/k
Lesson plan: STEAM integrated lesson plan
Learning objectives
Students will design and create a model of a sustainable city block that incorporates renewable energy sources, efficient transportation systems, and green spaces.
STEAM Skills
- Science: Understand renewable energy principles
- Technology: Use digital tools for research and design
- Engineering: Apply design thinking process
- Art: Create aesthetic and functional designs
- Math: Calculate dimensions and energy efficiency ratios
Instructional Activities
Essential Question
How can we design cities that meet human needs while protecting the environment?
Teacher presents examples of sustainable cities worldwide and discusses key features. Students will use Padlet to share their initial thoughts about what makes a city sustainable.
https://youtu.be/OjBZuwpPgkA
Research phase (20 mins)
Students work in groups to research different aspects of sustainable cities: energy, transportation, housing, and green spaces. Each group creates a digital mind map.
Design planning (25 mins)
Groups sketch their city block design, including calculations for dimensions and energy requirements. They must incorporate at least two renewable energy sources.
Model creation (45 mins)
Using recycled materials, students build their city block models. They must include working elements like mini solar panels or wind turbines.
https://usergeneratededucation.wordpress.com/2022/04/22/building-a-sustainable-city/
Advanced students can create a digital 3D model of their city using free CAD software and calculate potential energy savings.
Formative assessment
Monitor group discussions and design progress using a project checklist. Students will present their ongoing work on a shared Padlet board for peer feedback.
Group presentation
Each team presents their model, explaining the sustainable features and mathematical calculations behind their design choices.
Class discussion
Groups compare and contrast different approaches to sustainable city design, discussing what worked well and what could be improved.
Exit tiket
Students answer:
1. What was the most challenging aspect of your design?
2. How did your team use STEAM skills to solve problems?
3. What would you do differently next time?
Creative writing
Write a short story about a day in the life of someone living in your sustainable city block.
● Lesson Plans – Gamification and Motivation for Students 7–10 Years Old
Lesson Plan : Mathematicians’ Mission
Level: 2nd Grade
Duration: 45 minutes
Subject: Mathematics – Addition and Subtraction in the 0–100 range
Objectives:
- To perform correct addition and subtraction in the 0–100 range.
- To cooperate in a team to solve mathematical tasks.
- To actively participate in a fun and motivating activity.
Materials needed:
- Exercise cards, score sheets, symbolic badges, class board, colored pencils.
Activity description:
Students are divided into teams of 4, each being a team of ‘mathematicians on a mission’. Each team receives a ‘map’ of the mission with tasks by level: Level 1 (simple exercises), Level 2 (over-the-top exercises), Level 3 (short problems). At each level, the team receives points. After each level, they earn a badge. Students are encouraged to choose a team name and a leader. The game ends with a bonus round: the ‘Golden Challenge’ – a problem for the whole class.
Evaluation:
- Evaluation by direct observation of engagement.
- Awarding of points and badges.
- Self-evaluation at the end: each child colors the stars corresponding to the level of engagement.
Lesson Plan : Nature Detectives
Level: 3rd Grade
Duration: 45 minutes
Subject: Natural Sciences + Romanian Language
Objectives:
- To identify plants and animals from the local ecosystem.
- To write a short descriptive text based on an investigation.
- Engage in a game-based learning activity.
Materials needed:
- Cards with clues about living things, decorated glasses for “detectives”, worksheets, symbolic rewards.
Activity description:
Students become ‘nature detectives’ and receive clues about an animal or a plant. After discovering the answer, they go to the ‘writing station’, where they write a short text in pairs entitled ‘Discovery file’. The activity is divided into levels of difficulty. At the end, each team receives a ‘junior detective certificate’. The game is supported by constant encouragement, symbolic applause and visual rewards.
Evaluation:
- Evaluation by rubric: observation + quality of descriptive text.
- Immediate positive feedback.
- Reflection sheet: ‘What did I like most about my mission?’
* Support Materials for Teachers – Motivation and Gamification in Primary Classes
This set of materials is intended for teachers who want to apply gamification methods in teaching activities, with the aim of stimulating motivation, active participation and joy of learning in students aged 7–10.
1. What is motivation and how does it work in young children?
Motivation is the internal energy that determines students to actively participate in learning. In children aged 7–10, motivation is influenced in particular by:
- The need to be praised and appreciated.
- Natural curiosity and the desire to discover new things.
- Friendly play and competition.
- Positive relationship with the teacher and peers.
2. Types of effective rewards
Rewards can be of two types:
- Extrinsic rewards: points, badges, diplomas, stickers, applause.
- Intrinsic rewards: the feeling of accomplishment, the joy of learning, acceptance in the group.
Teachers can use a balance between the two to avoid over-reliance on material prizes.
3. Positive motivation strategies
- Create a friendly and predictable atmosphere.
- Formulate challenges, not just tasks (e.g., ‘Can you guess the math password?’).
- Use constructive and immediate feedback.
- Involve students in choosing the rules of the game and naming teams.
- Mark progress with badges, class posters, progress bars, etc.
4. Adapting games to learning styles
- For visuals: flashcards, drawings, colored signs, scoreboards.
- For auditory: songs, rhythms, tasks with rhyme or verse.
- For kinesthetics: movement games, relay races, jumping in thematic circles.
5. Examples of free resources useful for teachers
- https://wordwall.net – interactive games created by teachers.
- https://www.baamboozle.com – online classroom games.
- https://kahoot.com – gamified quizzes.
- https://learningapps.org – varied and customizable activities.
*Motivation measurement tools for students aged 7–10
These tools are designed to help teachers easily and effectively assess the level of student motivation in educational activities based on gamification or interactive methods. They can be used at the end of a lesson or as an integrated part of the learning process.
1. Illustrated questionnaire for students
A illustrated sheet with smiling and expressive faces (emoticons) is used to help students express their opinion about the activity. Each question is accompanied by 3 options (smiling face – positive, neutral face – acceptable, sad face – negative).
Recommended questions:
- How much did you enjoy today's activity?
- How interesting was what you learned?
- Did you manage to work well with your colleagues?
- Did you enjoy receiving points/badges/rewards?
2. Playful self-assessment sheet
Students color stars, emoticons or symbols that correspond to their effort and involvement. Symbols such as:
– “I participated with joy”,
– “I worked well”,
– “I can do better next time”.
"Funded by the European Union. However, the views and opinions expressed are those of the author(s) only and do not necessarily reflect the views of the European Union or AN. Neither the European Union nor AN can be held responsible for them".
Create Future Gaming 2023-1-ES01-KA210-SCH-000150686