This project corresponds to a KA201 - Strategic Partnerships for School Education involving four organisations from three countries (Spain, Greece and Romania). As a need, in all countries, a clear association between poor academic performance and socio-economic status is identified. The following OBJECTIVES are set out: ● To improve students' MOTIVATION to learn so that during their educational process they have good experiences that facilitate them to continue learning. ● Increasing the ACADEMIC LEVEL of the pupils, thus increasing their motivation and preparing them to face higher stages successfully. ● Increasing SOCIAL INCLUSION, improving social relations and coexistence among pupils. ● Improving the INVOLVEMENT OF FAMILIES in the education of pupils so that they have strategies that enable them to actively contribute to their child's school life. Tangible results: ● I LEARN BECAUSE IT IS MY TURN. Methodology and pedagogical strategy based on a gamification programme applicable to the 6 years of primary education that includes a methodology to increase the participation of families in the educational centre, as well as school and family coexistence with each other. The strategy includes the following elements: - Narrative: an original 215-page document in which the initial and transversal story of the gamification strategy is narrated. - Original illustrations: original characters and scenes have been designed for this strategy, which will provide relevant value. These illustrations have been used for the avatars of the strategy, to illustrate the narrative and dissemination elements. - Mechanics: all elements, rules and interactions have been detailed. It has been decided to establish three modules/degrees of difficulty. From a basic level to a complex strategy level, unique in the educational system. This allows the strategy to be implemented in any school, whether with fewer resources and less knowledge or with more resources such as digital screens and experience in active methodologies. - Digital platform: although it was not planned, it was deemed appropriate to adapt a gamification platform with the GAMIRIGHT strategy. With all the original elements, mechanics and avatars. It has been developed together with a teacher from Valencia interested in Gamification that is the developer of the @myclassgame platform, an online gamified teaching management tool based on points, rewards, badges and leveling systems. •MANUAL “APRENDO PORQUE ME TOCA”. Professional methodological manual and results report for the validation and improvement of the gamification programme that will allow any teacher to implement this methodology in their classes and schools. The results obtained will be included in the manual so that teachers can implement what they are interested in. TARGET AUDIENCE: Direct target group: pupils from 6 to 12 years old: this is the age at which some of the factors that in the future have as a consequence school dropout begin to appear. IMPACT 78 teachers and 877 students have participated in the pilot test. That is, 195% more teachers and 515% more students than those expected at the beginning of the study. This has been due to the interest generated by the project, the dissemination that has been carried out from the beginning and the effort made by the team to try to get as many people as possible to benefit from the strategy. The impact on students has been: - Improved academic results, - Improvement of their social skills and emotional management to improve coexistence in the centre and also improve their relationship with their families. - Increased academic motivation and more active participation in classes. The impact on teachers has been: - To have a manual that tells them how to implement this methodology in their classrooms to teach in a learning environment where the student is interested and motivated to learn and follow the established guidelines, thus being able to focus more on the content of the areas than on all those aspects that make teaching difficult such as: organising discipline, maintaining silence, supervision of tasks performed, conflict resolution, motivating participation... - To demonstrate that the methodology is useful and thus implement it with the conviction it deserves. - Having a methodology implemented at school level, which allows for greater coordination between colleagues. The impact on management teams (centres): - Being able to implement this methodology following detailed and complete guidelines on how to do it as well as the necessary confidence to do so because there is evidence of results. The impact on families has been: - Greater knowledge and relationship with the school, which has led to greater interest and active involvement on the part of families. They have participated in all kinds of activities, but mainly recreational, in order to achieve a more motivating approach. From this point onwards, they have become more involved in more issues.
Through the implementation of the project we aimed to improve the MOTIVATION of pupils to learn so that during their educational process they have good experiences that make it easier for them to continue learning. - To increase the ACADEMIC LEVEL of the pupils, thus increasing their motivation and preparing them to face higher stages successfully. - To increase SOCIAL INCLUSION, the improvement of social relations and coexistence among pupils in order to contribute to the improvement of key competences such as personal, social and learning to learn competences; citizenship competence and competence in cultural awareness and expression. -To improve FAMILY INVOLVEMENT in pupils' education so that they have strategies that allow them to actively contribute to the child's school life.
The project arose from the need to respond to the growing number of early school leavers, a problematic reality across Europe with an average rate of 10.6%. In some of the partner countries, the percentage is even higher, such as in Spain, with a rate of 17.9% of early school leavers, or in Romania, with a rate of 16.5%. Early school leaving is associated with socio-economic status, family environment, school performance, motivation, poor social behaviour, learning difficulties, health problems, low levels of self-esteem, bullying, etc. The project aimed to respond to this problem by devising an educational methodology involving the family and the school that would increase motivation in learning and improve school results. In this way, the lack of family involvement and neglect in children's education was also addressed.