SP2ACE aimed to achieve several key objectives focused on enhancing engagement in adult education through game-based learning (GBL), promoting the development of digital competences and resilience and establishing effective strategies for incorporating GBL into adult education. The project sought to - raise awareness of the value of games in adult education - establish methodologies for incorporating gaming into adult education courses - improve the intention of adult educators in developing their digital skills - foster a welcoming "community of practice" - provide opportunities for participants to new learning - tackle critical learning challenges and develop strategies for overcoming them. To achieve the above, the project brought together a diverse group of educators, adult learning organisations, game developers, and ICT experts, aiming at facilitating the sharing of experiences and knowledge in successfully adapting critically reflective learning into a gamified environment. By leveraging the expertise of these stakeholders, the project intended to provide a collaborative learning environment that would enable participants develop new skills, expand their knowledge and ultimately increase engagement in GBL adult education.
SP2ACE’s (Super Power of Play in Adult Critical Education) initial goal was planted by the Pandemic's overwhelming dominance of digital learning tools. According to research and empirical findings, the use of Game-Based Learning (GBL) both online and live (in-class training), can enhance critical thinking and the learners’ engagement. However, experience shows that a considerable number of adult educators are still reluctant to adopt GBL methods, thus disconnected from very effective and engaging educational tools. This resistance is exacerbated by their lack of awareness about the GBL’s, principles, preconditions and ethics. The other, much more significant cause of this opposition has to do with moral concerns: plentiful adult educators and learners still view games as infantile, frivolous, and unsuitable for adult learning. Another impediment is resistance to change and fear of losing control of the learning process. Therefore our intention was to experiment with and adapt distinct digital and non-digital game based learning training strategies that encourage reflective learning and adult learners' sincere attention, while also motivating them to achieve their educational objectives and fulfil their upskilling aspirations.