Context Today's curriculum is no longer about memorizing, but rather building a framework in which pupils have an understanding of what they are studying and experiencing in such a way that they do not feel burdened by the volume of feedback. Sadly, though, we are continually dealing with the issue of demotivation and loss of engagement in education, which keeps our learners from obtaining positive education results, and we are attempting to offer them the desire to improve their learning, an effort that is seldom successful. Latest studies have demonstrated that utilizing gamification in the classroom offers a answer to these problems. Games, in every form, improve motivation by interaction. Gamification is by taking gameplay features and adding them to non-game environments. Methodology Implementation of the plot will be done in 5 stage. Every stagecovers one LTTA. Teachaers will develop sample calsses before LTTA. They will apply those of calssess in local level first. During student exchange, all 5 partners’ teachers will show their lessons with the participation of all 5 partners’ students. (to add international effect) At the end of the week, after evaluation, teachers will create the latest forms of the lessons according to these experiences. After the exchange, all these lesson technichs, materials and plans will be integrarted into classess in term of recommenation by disseminating as many as teachers in local level. All five LTTA will include different sub-topic so we will achieve furitfull resources in different disciplines. The findings are found in the final production – the instructor guide – under the sub-chapter 'Introducing gamification in the classroom. Designing a modern method of accomplishment, 'which would also act as a reference for the introduction of this program in the pilot courses. Teachers will address with students and their parents the revolutionary method of success that they should introduce in their classrooms. Objectives 1. Improving pupil contentment with school by at least 10% 2. Reduce the percentage of students who struggle to do their homework by at least 15% 3. Improving the development of skills and competencies by students in main areas: algebra, physics, languages – which can be demonstrated by continuous testing (applied before or during each LTTA) and by end-of-year exams 4. Improving the skill of teachers to implement gamification ideas into classrooms and to introduce them into daily practice 5. Facilitate collaboration between European teachers with a view to developing a shared guide for the use of gamification concepts in the classroom Number and profile of participants Each exchange team are made of 6+2 (6 studnets+2 teachers) per LTTA. One of these will be the coordinator / contact person, while the other will be teacher whose profession is reallated to sub-topic of the LTTA. Every one of the these teachers will be given a field of specialization (language instruction, math, science) that will be addressed during transnational practices. The students must also engage in the events of the school. 720 students (24 direct/120 indirect / per partner) aged 12-14 (from 5 pilot classes) would be primary beneficiaries of the gamification system to be applied over a course of 2 academic years. Description of activities LTTA1 - Members explore, evaluate and equate gamification concepts and how they can be applied as a whole program with the pilot groups previously defined by each group. They propose their proposals and use the latest and most important ones to reform the new structure of achievement. LTTA2 -is focused on Science lessons and the way games can be used in its approach, on the basis of the partners` experiences and ideas LTTA3 – focused on using games in English teaching LTTA4 – – focused on using games in Maths teaching LTTA5 – focused on using games in teaching primary pupils Results 1. Teachers 'Guide to the application of gamification in key topics, including the following subchapters: 2. Dissemination resources – videos, demo events, publications 3. The eTwinning project page where all the reports are published 4. Website of the group, social network accounts 5. Materials for project visibility 6. Instruments for initial and final assessment 7. Effect Assertion 8. Project 9 on growth. Teacher and student surveys Impact Pupils are anticipated to improve their enthusiasm and school success by the new teaching methodology suggested by the team. The project would build an open, healthy and enjoyable learning experience where children can feel able to be together and learn whilst having fun. On the long run, teachers would enjoy more their teaching, knowing that their contributions are valued, which would allow them more inspired to create new instructional strategies and enhance student participation. Relation with parents should also improve, because we will speak with them on a daily basis regarding the success of kids in school.
This is the last of our projects to come lumbering out of the disastrous Covid-pandemic. We received the grant in 2020 and was supposed to start activities in september of the same year. Due to Covid we had it postponed to the point, where further postponement were impossible and we set out to fulfil the goals of the project in september 2022. This meant that a substantial amount of months got cut from the span of the planned project and we, accordingly, had to downsize and remove some of the planned activities. That our 5th partner, Romania, eventually didn't qualify for participation in the project, did not make our challenge less terrifying. Even though fate worked against us we managed to pull off most of our objectives and make good of the time we had to our disposal. Over the past year, our project aimed at transforming the educational landscape has made significant progress. We recognized that the traditional method of memorization in the curriculum was no longer effective in keeping students engaged and motivated. Consequently, we set out to introduce gamification into the classroom to create a more interactive and enjoyable learning environment. Our approach involves integrating gameplay elements into non-game contexts, providing students with a fresh perspective on education. Our project implementation has been structured into four distinct stages, each of which corresponds to a Learning, Teaching, and Training Activity (LTTA). Before these activities, teachers developed sample classes to ensure they were well-prepared for the implementation. These classes were initially tested at the local level. During the student exchange, teachers from all four partner institutions shared their lessons with the participation of students from each of these institutions, providing an international dimension to the project. Post-exchange evaluations guided the refinement of lesson plans based on collective experiences. The lessons, techniques, and materials developed through the four LTTAs were subsequently disseminated to local teachers, creating a network of educators who have integrated gamification into their classrooms. Objectives reached: Improving student contentment with school by at least 10%. Reducing the percentage of students struggling with homework by at least 15%. Enhancing students' skills and competencies in key subjects, such as algebra, physics, and languages, measured through continuous testing and year-end exams. Developing teachers' proficiency in implementing gamification in the classroom. Facilitating collaboration among European teachers to create a shared guide for implementing gamification concepts in the classroom. Each exchange team consisted of various numbers of students and two teachers. One teacher served as the coordinator, while the other specialized in the sub-topic relevant to the LTTA. 720 students aged 12-14 from 5 pilot classes benefited from the gamification system over 1 academic year. Description of Activities: LTTA1 in Turkey: Participants explored and evaluated gamification concepts and their application in the context of the pilot groups. The best proposals were used to reshape the new structure of achievement. LTTA2 in North Macedonia: Focused on using gamification in science lessons. LTTA3 in Spain: Concentrated on gamification in English teaching. LTTA4 in Denmark: Centered on gamification in math teaching. Results: 720 students aged 12-14 from 5 pilot classes benefited from the gamification system over 1 academic year. Materials to assess project effectiveness. Initial and final assessment instruments. Effect assertion. Growth in project reach through teacher and student surveys. Impact: Our project has already had a significant impact on both students and teachers. Students have shown improved enthusiasm for learning and school success through the innovative teaching methodology introduced by our team. The project has created a positive, enjoyable learning experience where students collaborate and learn while having fun. Teachers have also found renewed inspiration in their teaching, as their contributions are valued, encouraging them to create new instructional strategies and engage students more effectively. Furthermore, our project has fostered better relations with parents by involving them in discussions about their children's success in school. Together, we are building a brighter future for education.