Guidelines For Using Digital Games and Gamification in Youth Work - GAME+

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GUIDELINES
FOR USING DIGITAL
GAMES AND GAMIFICATION
IN YOUTH WORK
AUTHORS
Mateusz Hoffmann
Viviana Mirenzi
CONTRIBUTORS
Barbara Moś
Mafalda Ferreira
Mila Karadafova Angelovska
Stefano Resca
PARTNERS
Europe4Youth (Poland)
DYPALL Network (Portugal)
Center for Youth Activism KRIK (North Macedonia)
Bangherang APS (Italy)
DESIGNERS
António Boto
Emma Genovese
Sara Bottesin
The European Commission support for the production of this publication does not constitute an endorsement
of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.

PUBLICATION FREE OF CHARGE

DYPALL Network, 2022

CONTENTS
PART 01
01 INTRODUCTION
Introduction 06
About the publication 07
About the project 08
PART 02
02 BUILDING A COMMON GROUND

Game-based learning, educational games and gamified education 10
Defining game-based learning 10
Defining educational games 11
Defining gamification 14
Young people in a digital world 16
Are young people digital natives? 17
Digital divide 18
Are young people digitally competent? 18
Shall we use digital tools in education? 20
PART 03
03 RESEARCH ON THE USE OF GAME-BASED AND GAMIFIED
LEARNING IN YOUTH WORK

Methodology of the research 22
Research in numbers 26
Participants of mapped practices 28
Specific needs for infrastructure 30
Physical space 32
Hardware 33
Software 35
Benefits of game-based and gamified learning 37
Challenges of game-based and gamified learning 40
Greatest achievements and added value 44
State of advancement in game-based and gamified learning 46
process in different countries
CONTENTS
PART 04
04 DIGITAL TOOLS FOR GAME-BASED YOUTH WORK

Media literacy and critical thinking 49
European values and identity 52
Games about human rights 54
Other educational games 56
PART 05
05 DIGITAL TOOLS FOR GAMIFICATION OF YOUTH WORK

Complex gamification environments for learning 59
Digital tools for gamified recognition of learnings 63
Gamification rooted in geolocalisation 64
Gamified meeting environments 65
E-participation tools 69
Digital tools for building quizzes 73
Various tools to boost the remote activities 77
PART 06
06 FINAL REMARKS
Final Remarks 82
PART 07
07 BIBLIOGRAPHY
Bibliography 84
PART
01
INTRODUCTION
INTRODUCTION
Games have been played worldwide for thousands of years, from ancient
Mesopotamia and their Royal Game of Ur or Checkers, through Backgammon
from Ancient Persia and Egyptian Senet or Mehen to well-known Chess,
originating in India or China (according to British Museum). They served as
entertainment, tools to stimulate social bonds, and allowed participants to train
their strategic thinking and mathematic skills. The first educational game,
Kriegsspiel, was created and published at the beginning of the 19th century to
simulate the battlefield and learn and practice war strategies.
Regardless of its long history of popularity, the game industry has experienced
massive growth in the last century. Intense development of the board game
industry, popularisation of text or live-action roleplaying games,
implementation of serious games,[1] and finally, an absolute explosion of the
digital game industry has changed our world forever. The global digital games
market only was valued at 149,7 bln EUR in 2021 and is expected to reach 271 bln
EUR in 2027 (almost 10% growth year to year).[2] Its growth doesn’t slow down
since mobile gaming development over 25 years ago.
Digital games have an essential role in today's culture and society. They connect
people of all ages, genders, origins or economic statuses. Digital games, often
neglected as a useless, time-wasting hobby, have become a global trend that is
no longer reserved for young boys with too much time. This change has
brought another trend to life – GAMIFICATION.
Gamification, in simple words, is the use of elements of game-playing in

another activity, usually to make that activity more enjoyable.[3] Correctly
applied increases any process' excitement, fun, engagement, productivity, or
sociability. Its examples can be recognised at every step, in every industry. Cars
score the efficiency of our driving. Insurance companies lower our costs for
driving it safe. Wrist bands evaluate our sleep and compare it with the others.
Sports applications and smart watches gamify our exercises through
scoreboards, points, or even abstract methods like zombies chasing us when we
run. Online conferences add a system of points and leaderboards to increase
the activity and engagement within their platforms. Language learning
applications use challenges, time constraints, competition, leaderboards,
badges and plenty of other ways to sustain concentration and motivate us to
learn more.
[1] Which differ from educational games, as according to the author of this term, Clark C. Abt, are not meant to be funny.
[2] Gaming Market - Growth, Trends, COVID-19 Impact, and Forecasts (2022-2027) 06
[3] Definition of GAMIFICATION according to Oxford Learning Dictionaries
PART 01 - INTRODUCTION
The global gamification market is smaller – valued at 8,3 mln EUR, but it
experiences constant and rapid growth and is expected to reach 31,46 bln EUR
by 2026 (over 25% growth year to year). It is powered by the increasing number
of smartphones and mobile devices and growing recognition of this method as
a tool to influence people’s behaviour.[4]
Although popular, gamification is often neglected and done most generically.

For example, by adding points, badges or leaderboards onto any process
without creating a thoughtful experience balanced between competition and
collaboration.[5]
ABOUT THE PUBLICATION
This publication aims to provide youth workers with methods and tools to use
digital games or tools to gamify their working methods. It will shed some light
on existing educational games and gamification practices from different
countries, present easy-to-use tools to gamify learning experiences and
highlight key challenges and significant benefits of using this method in youth
work.
It is the result and the 1st Intellectual Output of the project GAME+: Gamification
and Access for Millennials in Erasmus+, developed by four non-governmental
organisations: Bangherang APS (Italy), Center for Youth Activism CYA KRIK
(North Macedonia) and DYPALL Network (Portugal), under the coordination of
Europe4Youth (Poland) and is financed by the Polish National Agency for
Erasmus+ Programme.
[4] Gamification Market - Growth, Trends, Covid-19 Impact, And Forecasts (2022 - 2027)
[5] Ibidem 07
ABOUT THE PROJECT
SUMMARY OBJECTIVES
The project Growth and Access for The main objectives of the project are:
Millennials of Erasmus+ (GAME+) is 24
months Strategic Partnership To offer new, innovative digital tool-
Innovation project in the filed of youth, educational game based on
focusing on Youth workers' capacity gamification method
building throughout involving new
digital tool. Improve the digital participation and
digital inclusion of young people
The partnership operates in a European
context where countries involved
noticed the need of digital inclusion To encourage and motivate young
and involving new digital methods. people to use the educational games as
a tool for online learning
This project is focused on providing
support to the youth workers and
organizations when they are preparing To straight the capacities of the youth
their regular activities and to support workers, young people and youth
the digital participation and online organizations on European level
learning of young people.
The main objective of the project is to

empower and strengthen youth
workers' competencies for tackling
vulnerable target groups with effective
reach-out activities based on creative
approach to non-formal education:
learning by doing.
08
PART
02
BUILDING A COMMON GROUND
BUILDING A COMMON GROUND
GAME-BASED LEARNING,
EDUCATIONAL GAMES AND
GAMIFIED EDUCATION
Using games in education is a growing trend among European youth workers.
In the publication “Study on models of youth participation in decision-making
processes at the local level,” Europe4Youth and DYPALL Network, together with
two other partners, mapped projects, initiatives, and tools that prepare young
people to participate in political life at the local level. Among 15 described tools
and practices selected in a mapping process without a specific focus, six use
some game mechanics - three digital tools, two physical youth-work-oriented
board games and one gamified in-person activity.
They all use gamification and game mechanics to increase the engagement of
young people by providing traditionally boring content through an attractive,
playful approach.
However, to fully understand the character of this publication, it is important to

clearly describe the difference between GAME-BASED LEARNING and
GAMIFICATION IN EDUCATION.
DEFINING GAME-BASED
LEARNING
Game-based learning uses different games – those that already exist or those
designed for educational purposes – for teaching, with defined learning
outcomes.[6] With a long-lasting history, game-based learning has constantly
been developing and has been a subject of scientific research for decades.
Educational games motivate to play with their gainfulness, offer straightforward
and interactive educational content and include a debriefing or feedback
session after the game experience led by an educator, whose role is to ensure
that the players have absorbed concrete learning material. They are the most
suitable for young people who have difficulties concentrating in traditional
school settings. Game-based learning has to be professionally instructed to be
effective, like any other kind of learning method. It shows numerous positive
results, even in the most critical research results.[7]
The main challenges of game-based learning are the teacher's necessary

knowledge and commitment (outside the usual school curriculum) and the
difficulties of evaluating results.
[6] Game-based Learning and Gamification: Searching for Definitions. International journal of simulation: systems, science &
technology, H. al Fatta, M. Zulisman, M. Zakaria (2019) 10
[7] Games Educator's Handbook, J. Harvainen, M. Meriläinen, T. Tossavainen (2015)
PART 02 - BUILDING A COMMON GROUND
DEFINING EDUCATIONAL
GAMES
With Kriegsspiel as their precursor, educational games are nowadays easily
accessible and more and more popular in many shapes and forms. The most
straightforward division of educational games is proposed by Iacopo Falciani
(2020) and considers the place where the games happen and the environment
in which the students play.[8]
01 Board games
Board Games – such as chess or Monopoly – involve the movement
of counters or other objects around a board.[9] Most often are
played in person, by at least two players and in a competitive
framework. They can be universal (for example, teaching about
different kinds of plants or events in history – such as Timeline) or
designed for a very particular use (such as a game developed for
children in the Municipality of Cascais, which allows them to
understand the processes behind the local youth participatory
budget and set their suggestions for rules for future editions).
[8] Game-Based Learning: What Is It? GBL vs Gamification: Types and Benefits, Falciani (2020)
[9] Definition of BOARD GAMES according to Oxford Learner's Dictionaries 11
02 Real-life games
In real-life games, the environment is the real world. Role-playing
(live-action role-playing games) allows players to adopt different
roles and characteristics and engage in different scenarios through
simulations with other players. This format can simulate the
parliamentary debate, particular historical events or a decision-
making process. Games like these often require a storyteller who
sets a background narrative of the activity and leads players
through the game.
12
Digital games
03 Digital games are played in a virtual environment. They include

games played on a computer screen or a mobile phone, using a
dedicated gaming platform connected to the TV (such as Play
Station or Xbox) or special virtual reality headsets. Games like these
can be played online or offline. Digital games used for educational
purposes can be designed to be educational and to be used to
teach about a particular topic, for example, language – or can be
adapted for educational purposes. Although most of the games are
commercial products, it is possible to find free-to-play alternatives
or educational games available on different websites across the
web.
Regardless of the platform, game-based learning needs to be instructed and

facilitated by a teacher or youth worker to be an efficient teaching method. In a
properly managed process, using games in teaching can be a motivating way
to learn for some students.
Games invite students to take risks, make quick decisions, and absorb the
learning content in small portions adjusted to their learning capability.
13
DEFINING
GAMIFICATION
As briefly explained in the previous chapter, gamification uses elements of
game-playing in another activity, usually to make that activity more enjoyable.
[10] It includes operating features of games, such as excitement, fun, sociability
and rewards for reaching set goals in work, consumption or learning.[11] It is
essential to underline that using gamification mechanics is not directly
connected to playing games. It just used similar mechanics to reach a higher
engagement.
Although gamification does not necessarily need to be connected to the digital

dimension, many digital tools and solutions make gamification mechanics
easily adaptable to different processes.
The most common mechanics used for gamification are:
points received, for example, for accomplishing defined learning goals;

user rankings, levels, and leaderboards used to present the highest
achievers and motivate participants for more extensive efforts;
goals, missions, todos, quests, which challenge the learner to complete

and reach a particular objective;
achievements, badges, medals that reward achieving a specific

objective;
user profiles, which allow a person to receive their representation in the

digital platform and to compete with the profiles of other users;
competition, as a mechanism to boost engagement within the

gamified process;
location tagging, which uses geolocation to connect the use of digital

tools and platforms with moving around a physical space (for example,
to discover different parts of the city), for example, for accomplishing
defined learning goals;
time constraints, which increase the playfulness of the process by

limiting the time for finishing a particular task;
posting, sharing, and commenting to present to friends/other

participants the successes or achievements;
[10] Definition of GAMIFICATION according to Oxford Learning Dictionaries

[11] Games Educator's Handbook...
14
rewards, prizes, other incentives which reward a successful learning

process and achievements;
cooperation, teams, and player communities, which iincrease the
engagement in a gamified process and provide it with a social value;
ideas rankings and likes, which allow participants of the process to
compete in providing better ideas, thus increasing their activity and
creativity;
progress bars that visually present the level of completion of a
particular process;
reputation systems which promote a specific behaviour of participants;
social media integration allows not only easier dissemination but also
the connection with friends with similar interests;
stories and characters, which would enable the creation of a more
engaging, more exciting and more accessible to remember learning
environment;
newsfeed, which keeps a reader engaged by feeding them with small
portions of short information, with a chance of receiving something
relevant and entertaining (reward);
punishments, which limit unwanted behaviour and provide additional
challenges to the user;
player roles and avatars, which allow a participant to easier identify
with a particular virtual persona and enable the participant to obtain a
specific set of unique skills which can be used to cooperate or
compete with other players, which then can be developed further;
skills and characteristics, which can be adjusted and developed by
participants with a particular effort (reaching objectives, passing tests,
training);
rules, which set the limitations of the specific environment, deciding
about the goals, wanted and unwanted behaviours;
chat, set to boost the engagement and instant communication among
participants for the sake of cooperation and to share information;
emoticons make the content more playful, fun, and closer to
entertainment than a traditional learning process.
Gamification does not require all these mechanics to be used. In fact,

consciously using any of these mechanics allows calling a process gamified.
15
YOUNG PEOPLE IN A DIGITAL

WORLD
There is no doubt that we are living in a digital world. We use it for work, finding
information, asking for directions, purchasing, keeping family relations,
entertainment, learning, banking, online doctor appointments, voting, or
dealing with bureaucratic procedures. Even if we do not use digital
technologies ourselves, we are dependent on them. An internet failure can stop
us from shopping in a local supermarket or refuelling a car at the nearest gas
station, even though this seems to have nothing to do with digital technologies.
With the development of the digital world, fascinated by the amazing growth of
technologies and children’s capacity to assimilate them, western society
developed multiple catchy definitions and phrases that describe young people’s
approach to digital technologies. Before this publication turns from a general
introduction to practical guidelines on the application of digital gamification
and game-based learning to the education of young people, the authors feel
responsible for summarising these definitions and challenging part of the myth
they often carry, providing popular but misleading assumptions.
"I GREW UP IN A PHYSICAL WORLD, AND I
SPEAK ENGLISH. THE NEXT GENERATION
IS GROWING UP IN A DIGITAL WORLD, AND
THEY SPEAK SOCIAL."
- ANGELA AHRENDTS

16
ARE YOUNG PEOPLE DIGITAL

NATIVES?
Digital natives is a term proposed in 2001 by Marc Prensky.[12] He used
it to describe young people who were raised surrounded by computers,
mobile phones, the internet and other means of digital technology –
and this would apply to all people in the USA born after 1980.[13] He
claimed that growing up this way dramatically changed how young
people think and process information, leading even to changes in the
brain structure.[14] In the same way, young people were later referred
to as the ‘net generation’ and ‘smartphone generation’. It was claimed
that young people could multitask more easily, but have a shorter
attention span, prefer visual communication and interactivity, and
generally – like using technology. This was used as an argument for the
radical change needed in the old-fashioned systems to meet their
capacity fully.[15]
The new term immediately gained international popularity. However, it

quickly occurred that there was no hard evidence behind these
statements in reality. Extensive research conducted in the mid-2000s
presented the same conclusion – young people cannot be thrown into
one bucket signed as digital natives. In fact, they do not carry any
inherited digital advantage over older people (digital immigrants) who
can become just as skilled as young people.
[12] Digital Natives, Digital Immigrants, M. Prensky (2001)

[13] It is worth mentioning, that as an opposition to ‘digital natives’ Prensky proposed the term ‘digital immigrant’, which
describes a person who was born before the digital era and acquired their digital skills later to some extent.
[14] The Fallacy of the ‘Digital Native’: Why Young People Need to Develop their Digital Skills, ECDL Foundation (2015)
[15] Are all young people digital whiz-kids?, S. Bennet, The Unesco Courier 2021-2 (2021)
17
DIGITAL DIVIDE
Young people use and think of digital technology in different ways.[16]
First of all, there are significant disparities in access and proficiency in
using digital technology between young people from higher and
lower-income households and young people from rural and urban
areas. The term digital divide was coined to underline the existence of
such differences, as well as the existing threat that in the times when
public policies turn more and more into digital directions and require
more and more digital proficiency, these differences might threaten
social and national cohesion, as they reduce the political efficiency for
population groups from the analogue part of the divide.
Luckily, according to the same research, these disparities tend to

decrease. In most countries, the difference in computer access
between advantaged and disadvantaged students shrank. When the
access to the internet is similar among different socio-economic
groups, the amount of time students spend online does not differ.
What’s important, however, is the difference in how young people
from different socio-economic backgrounds use the internet.
ARE YOUNG PEOPLE

DIGITALLY COMPETENT?
According to Eurostat, 80% of young people between 16 and 24 years
old in the EU possess basic or above basic digital skills. It is 24
percentage points higher than average among individuals aged 16 to
74. Staying online has become a way of life for young people. Almost
90% of them use the internet to send/receive emails, around 85% listen
to music, participate in social networks or watch video streams, while
only 50% play or download video games.[17]
[16] Ibidem
[17]. Being young in Europe today - Digital World, Eurostat (2022) 18
It is true that young people generally possess a more comprehensive

range of ICT skills than older generations and are more eager to adopt
new technologies. However, it is crucial to understand that spending a
lot of time in front of the computer or online is not equal to possessing
excellent digital skills. The International Computer and Information
Literacy Study 2018 summarises the research conducted among
young people (8-graders) across five continents, using a digital
competence test. Its results prove that young people do not develop
sophisticated digital skills just by being surrounded by digital devices.
18% of students who participated in the research could not achieve the
lowest Computer and information literacy (CIL) level, which requires
demonstrating a functional working knowledge of computers as tools.
25% of students managed to achieve only this level. Only 2% of
students reached the highest CIL level, meaning they can execute
control and evaluative judgement when searching for information
online and creating informative displays.[18]
[18] International Computer and Information Literacy Study 2018, International Association for the Evaluation of Educational 19
Achievement (2018)
SHALL WE USE DIGITAL TOOLS

IN EDUCATION?
As described above, most young people use digital technology on a
daily basis, and they are a significant part of the creators of the digital
world. However, we cannot say that young people are natural digital
savvy. Many possess basic digital skills, but they still lack knowledge
and practice in the areas such as data privacy, cybersecurity or using
work-oriented tools. They lack professional education and training in
these fields because they use digital technology for different purposes.
Using digital tools for studying and working is one of the ways to
obtain more advanced digital skills, which are so much needed
nowadays not only in the employment market but also in other
aspects of civic activity. Moreover, digital tools make education more
flexible, engaging, entertaining and closer to young people.
There are still significant challenges, such as the digital skills of

educators and the inclusion of young people with limited access to
the internet or hardware. Nevertheless, no doubt using digital tools in
education creates an added value to education.
20
PART
03
RESEARCH ON THE USE OF GAME-
BASED AND GAMIFIED LEARNING
IN YOUTH WORK
RESEARCH ON THE USE OF
GAME-BASED AND GAMIFIED
LEARNING IN YOUTH WORK
METHODOLOGY OF THE
RESEARCH
The methodology of the research consisted of several steps.
01 PLANNING PHASE
Firstly, in the PLANNING PHASE, leading organisations from each country,

CYA KRIK from North Macedonia, Bangherang APS from Italy, Europe4Youth
from Poland and DYPALL Network from Portugal, created an online
questionnaire to be disseminated among the organisations working in the
youth sector in their respective countries.
The questionnaire consisted of the following questions:
SECTION
01 IDENTIFICATION DATA
Organisation/Institution, Country, Municipality, Contact

Person, Position in the organisation/institution, e-mail,
number of youth workers/project managers in the
organisation.
SECTION
02 BASIC INFORMATION ABOUT THE
ACTIVITY
What is the title of the activity that involved gamification

The organisation responsible for the activity
Duration of the activity
Year of the first implementation
Who are the participants
What is the age range of the participants
Number of participants
How are the participants selected
22
PART 03 - RESEARCH ON THE USE OF GAME-BASED
AND GAMIFIED LEARNING IN YOUTH WORK
SECTION
03 TOOLS AND INFRASTRUCTURE
What digital tool did you use?

Was there any additional infrastructure needed to
implement the activity?
What kind of license did you use (open, paid, SaaS, other)
Was it online or offline
Was it designed for desktop/mobile/other
Link
SECTION
04 QUALITATIVE INFORMATION
Please briefly describe the activity

How does the gamification improve/reinforce the learning
process within this activity
Name the activity's greatest achievement
What are the challenges faced during activity
implementation?
Development potential. How can this activity be
developed further (if you have any plans or how you
believe one could further develop it)
Do you have any specific needs in terms of
functionalities/tools that involve gamification, which you
would like to use in your future activities?
Do you think this practice is transferable?
Where can we find more information about this
initiative/activity (webpage, blog, Facebook, etc.)?
23
02 DISSEMINATION PHASE
Secondly, in the DISSEMINATION PHASE, partner organisations translated

the questionnaires into their native languages (Italian, Macedonian, Polish,
Portuguese), and the questionnaires were disseminated through the usual
dissemination channels of organisations:
social media posts (Facebook, Instagram)

Facebook groups
websites
direct mailing and newsletters
mailing lists of networks of organisations connecting youth organisations
and youth workers
national institutions connected to youth work, which support the
dissemination of youth work activities, projects and initiatives.
Noticing low responsiveness to the questionnaire, Polish and Portuguese

organisations directly approached organisations that seemed to have
relevant experience in the topic.
The first answers to the questionnaires have been gathered and analysed.
Researching partners directly approached organisations with relevant inputs
to gather more information through bilateral meetings.
24
03 ANALYSIS
In the third phase, ANALYSIS, the partners analysed the national research
outcomes and filled in the templates of the national reports. Each national
report (in English) summarised the overall research in the specific countries.
It consists of the following fields:
Statistics regarding the Questionnaires for Youth organizations

Participants of the mapped practices
Specific needs for infrastructure
Digital tools and practices
Benefits of gamification
Challenges of gamification
Greatest achievements
Transferable practices
The added value of gamification
Difficulties during the mapping exercise
Conclusions
04 DEVELOPMENT
In the following 4th phase, DEVELOPMENT, the coordinating partner

(DYPALL Network) performed desk research on the topic of gamification
and game-based learning and analysed the outcomes of the national
research based on the country reports prepared by the partners. This
exercise resulted in the summary to be found below and in the list of digital
tools and practices described in the following chapters.
25
RESEARCH IN NUMBERS
Portugal
Poland
19.1%
23.4%
Organisations
contributing:
47
Italy
17%
North Macedonia
40.4%
Portugal
Youth workers 24.3%
represented:
Poland
111
40.5%
North Macedonia
26.1%
Italy
9%
Portugal
Poland
Practices mapped: 15.9%
20.6%
63
Italy
15.9%
North Macedonia
47.6%
100
The average
number of 75
participants per
good practice 50
25
0
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ia
nd
al
ug
on
It
la
rt
ed
Po
Po
ac
M
th
or
N
26
Minimum number
of participants
20 PORTUGAL
7 NORTH MACEDONI A
2 I TALY
6 POLAND
Maximum number
320 PORTUGAL
of participants
500 NORTH MACEDONI A
20 I TALY
80 POLAND
Digital tools
8 PORTUGAL
mapped
12 NORTH MACEDONI A
11 I TALY
16 POLAND
27
PARTICIPANTS OF MAPPED
PRACTICES
The mapping was conducted among youth workers with experience

conducting youth work learning activities using digital games or digital
gamification methods.
The mapping process results show that youth workers use gamification and
game-based learning in learning processes with children and young people of
any age. Youth workers from all four countries worked with young participants
aged 11 to 35, including young people with fewer opportunities in their practices.
Mapped practices included different groups of young people: participants of the
training courses, youth exchanges, students (at schools), volunteers or young
youth workers themselves.
When it comes to the number of participants in selected practices, it differs

from practice to practice. In general, the organisations from Italy and Poland
preferred to have practices with fewer participants (minimum of 2 participants).
On the contrary, Portugal and North Macedonia had around 100 participants in
the same course, some of which included more than 500 participants at once.
The study shows that successful gamified and game-based learning can be
implemented for diversified groups of young people, regardless of their age,
profile, abilities or number.
28
PARTICIPANTS OF MAPPED
PRACTICES
KNOWLEDGE
Digital games and gamification methods are not reserved for participants at a
certain age. Even though playing games might sound childish, the vast
majority of players in the entertainment sector are adults.
Digital games and gamification methods can support learning activities for
children and young people of any age and target group. They can also be a
powerful tool when working with young people with fewer opportunities (such
as disabilities), as long as we use adapted tools and ensure the available
infrastructure.
The number of participants does not matter. Game-based learning or gamified

learning methods can be used just as well when working with just 2 or 200
participants – taking into account that all learning processes require specific
guidance, which is more challenging to deliver with large numbers of
participants.
Some learning processes can also be used for individual learning exercises.
However, playing games individually, we lose an opportunity to interact with
other players and collaborate, compete, or relate with the accomplishments of
.
the others. It is also essential to understand that just playing an educational
game is not a proper learning process. The learning process requires
information at the beginning, guidance throughout the process and reflection
on the learnings after the activity, which is impossible in a completely individual
setting.
29
SPECIFIC NEEDS FOR

INFRASTRUCTURE
As for the needs for physical infrastructure requested to implement the digital
practices, youth workers who participated in the research tend to mention
three groups of requests:
.
PHISICAL A physical space is needed to implement in-person activities with

SPACE the use of digital devices (participants stay in one physical space
with the youth worker, who guides the learning process, while
participants participate on different devices (hardware)
HARDWARE Hardware to perform the activities, such as mobile phones,

personal computers, projectors, speakers etc.
SOFTWARE Software, understood as a digital tool such as digital games,

gamification tools or other platforms which can support the
learning process.
.
30
When implementing digital learning processes, most organisations use

different tools. For example, online activity on Zoom, where the youth worker
meets participants to exchange on audio and video chat and facilitate the
process, is combined with other applications such as visual platforms, puzzles,
quizzes, and whiteboards, where the second, gamified part of the learning
process takes place.
Among the most commonly used by youth workers are whiteboard platforms,
graphical notes, quizzes, audio-video presentations, and screen sharing.
As for the most needed functionalities, youth workers listed: maps and map
creators, puzzles, quizzes, city games through social media (for example, using
Instagram stories), platforms for creating avatars and describing their abilities,
addons to conversation groups (such as whiteboards), and platforms for
presenting, merging, sending multiple pictures. The tools should be available
for free and without the need for registration.
31
SPECIFIC NEEDS FOR
INFRASTRUCTURE
KNOWLEDGE
The above description clearly presents that when planning digital game-based
or gamified learning processes, we need to consider the need to access three
dimensions of infrastructure: physical space, hardware and software
PHYSICAL SPACE
Under physical space, we understand a physical setting that allows us to gather

and use digital devices comfortably. It can be a class, a room in a youth centre
or a conference room.
What matters is:
access to desks (especially when we are using personal computers as

hardware)
comfortable chairs (especially for longer sessions)
access to electricity (multiple power sockets to connect chargers)
high-speed internet (especially if we are going to play online games

used in a multiplier mode). High-speed internet can be provided
through WI-FI, but an ETHERNET connection (cable) is always faster
and more reliable.
A common misconception is a belief that organising activities remotely relieves

us of responsibility for ensuring access to a comfortable physical space. In
reality, it is often to the contrary. When organising remote activities, youth
workers need to not only prepare their private setting but also ensure that each
participant has comfortable access to their own physical spaces, allowing them
to participate in the activities equally, with proper internet and no additional
distractions.
32
SPECIFIC NEEDS FOR
INFRASTRUCTURE
If we have difficulty providing such space, using digital tools in game-based and
gamified learning on a mobile phone may at least partially release us from this
problem. For example, with digital applications with geolocalisation features
(such as GeoPaparazzi), we might send participants outside to learn about
different points around the city.
HARDWARE
Hardware is all the physical devices and machinery we use to implement

different game-based or gamified learning processes.
To implement a digital game-based learning or gamified learning exercise, we

must have at least one of the following devices:
mobile phones: the most common device possessed by a vast

majority of the European population, allow being used indoors and
outdoors without a specific physical space. Although comfortable, it
might be limited by: space (lack of space to install the application),
small screen, different operational systems (some games will work on
Android, but not on iOS), or simply lack of will to install new
applications on a personal device.
personal computers: are the most flexible and adjustable but way less
available than mobile phones. Let us use applications and games on
the web or install them inside the operational systems. Computers are
more comfortable than mobile phones (especially for longer learning
sessions). However, fewer young people possess a personal computer
(or they need to share it with parents/siblings), and public computers
(school infrastructure) can be considerably slower.
33
SPECIFIC NEEDS FOR
INFRASTRUCTURE
gaming consoles: such as X-Box, PlayStation, and Nintendo – are

platforms provided by different manufacturers, oriented primarily for
gaming experiences. Although they allow playing even the most
advanced games, they are considerably expensive, not flexible, require
an additional screen (TV) and rarely can be used for activities with
many participants.
virtual reality devices: some games are created in virtual reality,

allowing the participant to enter a virtual 3d world. To do so, a player
needs a VR set, which usually consists of a headset and two
controllers. VR sets can be relatively expensive (from 300 EUR+) and
do not offer as many games as gaming consoles or computers, but
using them is very entertaining and engaging. For simple games, we
might consider using a basic tool which creates a headset by
connecting a special but simple construction with a mobile phone
with a gyroscope. It is cheap and easy but a limited solution.
augmented reality devices: augmented reality provides us with an

enhanced version of the actual physical world by adding computer-
generated information, including visuals, audio, ability to interact with
the surrounding elements. For advanced usage, AR needs advanced
headsets. However, some AR games or gamification methods can also
be used on smartphones.
While planning an activity, we need to ensure that the participants have

comfortable access to the devices and that the tools we will use work on these
devices without limits. Although virtual reality games are awe-inspiring, it is way
easier to create an entertaining learning process using games for mobile
devices or computers.
34
SPECIFIC NEEDS FOR
INFRASTRUCTURE
SOFTWARE
Software is all the programmes, procedures and routines that tell the computer
what to do. When planning a game-based learning or gamified learning
activity, we think of software as a digital programme/application/game with
specific features we can use. There is an enormous offer of different digital
programmes and applications, and we receive new ones to try every day.
However, there are some key dimensions we can pay more attention to when
choosing the software we will use:
OFFLINE/ONLINE: some digital games or tools can be used only when

connected to the internet. Others can be downloaded and installed on
devices and used without internet access (offline). Web applications
(applications opened through internet browsers) will always require
internet access, while programmes you install on your device are more
likely to work offline.
MULTIPLIER/SINGLEPLAYER: games can be played by individual

players in a single-player mode, where the player plays on their own
without interaction with the others, or in a multiplier mode, which
allows a player to interact with others in a negative (competition) or
positive (collaboration) way.
LICENSE AND PAYMENT: a license for the software is an agreement

between a software company and a user, which allows the user to
operate the programme. Some software is available on free and open
source licenses, which most often enable users to use and distribute
them without any charge or for any purpose. The second groups of
licenses are proprietary licenses, where the publisher grants the user
right to use one or more copies of the software, but the ownership of
these copies stays with the publisher (for example, they cannot be
shared with anyone).
35
SPECIFIC NEEDS FOR
INFRASTRUCTURE
Usually, software based on proprietary licenses is offered on

commercial terms. There are many different types of commercial
licenses, but one worth mentioning is FREEMIUM. It is a license which
offers users a trial/limited version of the tool and an opportunity to
unblock additional features/unlimited time with a payment (per user
or group). When planning a game-based or gamified learning process,
it is vital to check if we can cover the costs of paid software licenses
(usually more advanced), if we can work with limited freemium or if
there are any free alternatives available.
The offer of digital tools is endless – there is not enough time to try or test
everything that might be useful. There are massive, complex platforms offering
a variety of gamification features. There are advanced tools that offer just one
feature but are provided in the best possible manner, way better than as one of
the features of advanced platforms. There are free tools, which maybe are not
the best looking or the most advanced in terms of features – but they do their
job. Finally, each existing tool has its alternative.
When planning game-based learning or gamified learning process, we need to

be aware that it is very difficult to find one tool with all the features we would
like to use – especially when we are on a low budget. We need to be ready to
use a variety of software that together can create a successful learning process.
36
BENEFITS OF GAME-BASED
AND GAMIFIED LEARNING
Youth workers who participated in the research shared multiple benefits of

using game-based learning and gamification in learning processes.
Interviewed youth workers underlined that using gamification increased the

participants’ attention and made the learning process more effective and
enjoyable. Using gamification features to reward participation and
achievements, like badges, increased the engagement of participants, giving
them a feeling of accomplishment and development not only at the end but
also throughout the whole learning process. Moreover, it enhanced the
motivation behind the learning process, for example by providing a storyline to
the process, as participants wanted to explore new aspects and next steps of
educational games, which made learning more personal experience. As one of
the positive aspects youth workers listed the positive competition between
participants, which, however, needs to be guided, as otherwise it might have a
negative influence. This competition was achieved by fulfilling the challenges
set in the learning process, which highly stimulated the activity. Gamification of
the process made it more appealing and interactive, which encouraged higher,
active involvement of participants and sustained their motivation throughout
the learning activity.
37
Participating in a gamified or game-based learning experience boosts curiosity

and encourages discovering mistakes and correcting them in subsequent
attempts. It also enhances the cognitive skills of participants and improves their
strategic thinking.
Playing supports expressing and reflecting on emotions experienced during the

process, allowing easier change of behaviours and persons’ perception of a
particular issue. It can boost participants’ creativity and support the interactions
within the learning group.
Using digital game-based learning and gamification features with young

people is more appealing, as the digital dimension is more natural to them. It
brings the learning content closer to what is familiar and perceived as
enjoyable.
Games and gamification are also very effective when working with groups with
specific learning disabilities, like dyslexia. It automatically strengthens the
knowledge, making the content easier to remember for an extended period, as
the learning process might take place subconsciously while having fun.
The added value of using digital gamification and games was confirmed during
more informal moments. For example, to create social bonds with others when
using them in ice breakers with new groups of participants or when touching
on more sensitive topics, such as when discussing the issues like intercultural
learning and communication, identity, culture, or when reflecting on the future
of the municipal territory.
38
BENEFITS OF GAME-BASED
KNOWLEDGE
Most games were not created to facilitate learning processes. On the contrary,
their main goal was to attract and entertain the player. Therefore, it is
challenging to put quality game-based learning into the theoretical framework
of categories like cognitivist, behaviourist or constructivist. Usually, games do
not possess any (planned in advance) learning factor in a formal meaning.
Nevertheless, due to the challenging environment most of them provide, as
well as the storylines behind the fable, promotion of collaboration or time
constraints to finish the tasks, game mechanics allow players to possess and
practice skills which are challenging to learn in school or even real-life
environments.
In games, players need to react quickly to arising problems and seek solutions,
increasing complex problem-solving skills under stress caused by limited time.
They are encouraged to promptly possess and apply new knowledge, as some
games teach practical facts to provide a background storyline and expect
players to use it to solve in-game riddles through memorisation, recall or rote
learning – which is as close to a formal learning test, as it gets. Games might
promote collaboration, especially when playing takes place online and in a
multiplayer environment, where different players not only compete but also
collaborate in a deep and strategic way to solve particular challenges together,
which would not be possible on their own. Playing together might improve
social skills and build the self-confidence of players.
Playing strengthens reflexes and coordination of players, as well as in general –

improves their basic digital skills. Moreover, playing games is related to different
emotions, from joy, empathy, anger, frustration or triumph. This, as studies
show, improves the memorisation process and can be a key factor of the
success of game-based learning methodology in education.
Gamification is simply using the features that characterise games in a non-

gaming environment. It might bring the same benefits as game-based learning
if adjusted and appropriately adapted to the learning process.
39
CHALLENGES OF GAME-BASED
All the organisations included faced some challenges in implementing their

practices. The major part of these latter regard technical issues such as internet
connections, lack of digital devices and limited access to the platforms (due to
both knowledge and costs).
Another common issue was connected to engaging participants and keeping

them involved throughout the learning process, mainly if it was managed fully
remotely. The same reason stands behind the problem of lack of control over
participants throughout the process, which is very different compared to, for
example, in-person training or class. It is challenging to keep the attention high
of all the participants when they are not directly involved in playing.
Furthermore, the Italian associations/youth workers that have been using

gamification pointed out that some challenges concerned the difficulty in
finding a technical solution that made the virtual experience as good as the
physical one when attempting to transfer escape room methodology to the
digital environment.
40
They also underlined the lack of recognition for digital recognition tools such as
badges at the political level, which demotivates the participants. Another
challenge was finding the right platform/tool/programme which would be
applo\icable to the organisation's needs and free of charge.
Moreover, the experience of the organisations from North Macedonia shows

that, besides the technical issues, the challenges concerned some lack of digital
skills of the young people taking part in the activity. Another challenge was the
need to use several devices at the same time.
The facilitation of the learning process was also challenging for the facilitator,
who not only needs to possess digital skills but also has to be ready to handle
additional emotional dimensions of the learning process since the activity can
spur many emotions and competitive spirit among the participants. Moreover,
the preparation of the gamified learning process tends to be more time-
consuming than in a traditional setting. These result in a reluctance of youth
workers to integrate game-based learning and gamification methods into their
learning processes.
Besides, their practices needed to be adapted to the needs of the participants

with disabilities, and with some of the digital tools used it was not possible
41
KNOWLEDGE
Game-based and gamified learning processes bring added value to education.

However, there are no great benefits without hustle.
The first challenges youth workers meet when implementing such

activities is a lack of sufficient infrastructure in terms of physical
infrastructure (spaces to organise activities, quality internet
connection), hardware (lack of devices) and software (insufficient
access to paid platforms, lack of particular tools, necessity to use many
to build a successful process). Although the general situation of young
people's access improved a lot throughout the pandemic, youth
workers should not assume that young people have equal access to
digital devices or stable internet. Special attention must be paid to
these issues in advance during the preparatory phase of the learning
process. Youth workers should take it into account and arrange a
setting which allows using fewer devices (sharing phones, using public
computers) and provides participants with weaker access to the
internet with a physical space from which they can connect to the
activities (such as school or public libraries).
Another challenge is the preparatory phase of any game-based or

gamified learning experience. Although some tools (games,
programmes) are ready to use, in reality, the preparation of such a
process is at least as long as a preparation of a longer one, especially
when done for the first time. Planning the process, finding proper
tools, learning how to use them and setting them to work, testing the
activities, and correcting mistakes take significant time. Later, the
activities can be replicated just like in traditional settings, thus
lowering the expected effort.
42
Another topic is general disproportions in terms of digital skills – both

those of young people and the facilitators. In previous chapters, we
have already challenged the common myth of young people being
digitally literate. In reality, many of them use only very basic, surface-
level digital tools to communicate with their colleagues or follow their
interests. Participation in the learning process, playing or using
different tools require a different set of skills. Learning them is an
added value to the game-based or gamified learning process but is
also a significant challenge. The same applies to the youth workers
themselves. They need the skills required to use and explore digital
tools flexibly and to transfer their skills and knowledge to young
people, in order to support them before and throughout the process.
This, together with the lengthy preparation process, requires youth
workers to step out of the comfort zone of traditional education and is
one of the critical disadvantages of digital learning. It might cause
reluctance to innovate among youth workers to use such methods in
their work.
Finally, when facilitating the learning process, especially in a fully

remote setting, youth workers must face all the challenges of not
being with participants in the same place. Lack of control over the
classroom makes it more difficult to react to the emotions or
challenges of participants. It is more difficult to control the
engagement and motivation of participants to learn, as well as to give
feedback, guide and support their learning processes properly.
Blended learning will always be more efficient than only in-person or
digital.
43
GREATEST ACHIEVEMENTS
AND ADDED VALUE
In the research, youth workers were asked to highlight the greatest

achievements of using gamification and game-based learning in their practices.
It provides us with a great overview of added value, that gamification and
game-based learning method might bring to the learning processes:
0 1 Increases the motivation and enthusiasm of learners to participate

0 2 Strengthen the team spirit of the working group
0 3 Actively involves participant in the learning process
0 4 Gives possibility to learn and play at the same time
0 5 Brings tiring learning processes closer to the young people’s interests
0 6 Makes learning easier to assimilate and consolidate
0 7 Reinforces positive competitiveness
0 8 Gives a platform to discuss and learn difficult or boring topics in a playful,
natural way
0 9 Support defining learning outcomes
1 0 Sustain the engagement of young people in the learning process, also
remotely or after the activity
1 1 Promote social skills such as group work, sense of leadership and respect
for rules
44
According to the Italian and Portuguese youth workers, gamification and

game-based learning can be used to enhance learning processes in any
context, with different target groups, including any topic, such as civic
engagement, human rights, inclusion, active citizenship and participation,
entrepreneurship, and environment. It is perceived to be a constructive
pedagogical consolidation tool, easily transferable and with an accessible
language easily understandable by different types of participants’ profiles.
Playing together creates a network and bond between participants, supporting
them in building trust in themselves and in others. In conclusion, the innovative
method of gamification is an excellent example of engaging young people,
allowing them to learn by doing and be in touch with worthy social themes.
45
STATE OF ADVANCEMENT IN
GAME-BASED AND GAMIFIED
LEARNING PROCESS IN
DIFFERENT COUNTRIES
The research revealed differences in terms of advancement in game-based and

gamified learning processes in different countries. Through their broad
networks of contacts, researchers in Italy, North Macedonia, Poland and
Portugal reached out to hundreds of youth organisations and youth workers
that could use these methods in their work with young people. However, the
number of organisations able to share their field experiences significantly
differed from country to country. CYA Kirk easily reached over 20 organisations
that have delivered or been involved in a project connected with gamification,
gaming in education, and using digital tools in education in different activities
and are willing to share their practices and experiences.
On the other hand, Bangherang APS in Italy, Europe4Youth in Poland and

DYPALL Network in Portugal faced more difficulties in reaching out to such
organisations. Repeatedly disseminating the call for filling in an online
questionnaire through direct mailing, posting on relevant Facebook Groups,
and disseminating through newsletters of relevant organisations resulted in a
minimal number of practices to be shared.
46
Italian researchers noted the trend among some organisations to fall into the
error of adding gamification elements without correctly integrating them into
the designed activity. In Portugal, even though the youth workers were often
interested in sharing their practices, after direct contact, it often occurred that
the practices were held in person, without the use of digital tools. This implies
that although Portugal is one of the most advanced countries in developing
innovative youth work practices, the game-based learning or gamification of
education methods has not yet become popular, primarily if we refer to its
digital dimension.
Although a growing number of youth workers in non-governmental

organisations or municipalities use games or gamified methods in their work
with young people to increase their engagement and the attractiveness of
provided activities, much more often this refers to in-person activities (using
physical cards, physical board games), instead of the digital tools. Youth workers
and participants often experience a lack of the required digital competencies. It
has been generally observed that the digital skills of youth workers, although
quickly developing under the pandemic, rarely offer them a possibility to
incorporate gamification practices or develop them on their own, from their
initiative.
However, the growth of ready-to-implement practices and tools promoted by

social enterprises or particular specialised NGOs foreshadows the growing
popularity of these methods.
Overall, gamification and game-based learning were perceived as useful tools

to involve youngsters and an excellent method for learning, with multiple
benefits and a significant added value when compared to traditional learning
processes.
47
PART
04
DIGITAL TOOLS FOR
GAME-BASED YOUTH WORK
DIGITAL TOOLS FOR
As mentioned in the previous chapter, game-based learning is simply using

different games – the ones that already exist or the ones designed for
educational purposes – for teaching, with defined learning outcomes.[19]
This chapter presents different educational games youth workers in different

countries use to educate young people on particular topics. In order to make it
more useful and intuitive, the authors decided to divide the games into
educational issues, often used in youth work.
MEDIA LITERACY AND

CRITICAL THINKING
In today’s world, with the overload of information, disinformation and fake news
flooding young people from social media, TV, outdoor advertisements or even
public institutions, media literacy and critical thinking skills are among the most
needed and valuable skills that young people should possess. Below we present
three simple text games that can support youth workers in educating young
people on distinguishing facts from fakes and the mechanics behind the
information and media they receive.
[19] Game-based Learning and Gamification...

49
PART 04 - DIGITAL TOOLS FOR

Getbadnews
The Bad News game confers resistance against bad online
information by putting players in the position of the people
who create it. It also goes into the concept of disinformation
in a broader sense and explains how the game covers its
various aspects. It teaches how our feed on social media is
flooded with bad news or fake news, giving practical input
and examples. The Bad News Game confers resistance
License: Open
against disinformation by putting players in the position of
Availability: Online
the people who create it and as such gain insight into the
Type: Desktop and Mobile various tactics and methods used by ‘real’ fake news-
Link: mongers to spread their message. This, in turn, builds up
https://www.getbadnews. resistance. The game works in a simple and straightforward
com/#intro way: players are shown a short text or image (such as a
meme or article headline) and can react to them in various
ways. There are two ways in which their score is measured:
‘followers’ and ‘credibility’. Choosing an option that aligns
with what a ‘real’ producer of disinformation would choose
gets them more followers and credibility. If, however, they
lie too blatantly to their followers, choose an overtly
ridiculous option or act too much in line with journalistic
best practices, the game either takes followers away or
lowers their credibility. The game aims to gather as many
followers as possible without losing too much credibility.
The target group includes different ages and it is easily
accessible for all.
Go Viral Game
Go Viral Game is a 5–7-minute game that introduces players
to the basics of online manipulation in the era of
coronavirus. It acts as a simple guide to common
techniques: using emotionally charged language to stoke
outrage and fear, deploying fake experts to sow doubt, and
License: Open mining conspiracies for social media Likes. It addresses all
Availability: Online the population able to use social media, and aims to raise
Type: Desktop and Mobile awareness of fake news and misinformation. It might work
Link: as a great conversation starter for discussions about the
https://www.goviralgame. mechanics behind viral topics and the sources of
com/en/play misinformation on the internet.
50

Factitious game
Factitious is a game that is designed to help students
practice identifying real and fake news stories. The 2020
version of the game features stories about COVID-19. It
License: Open
displays several articles and allows users to select if they are
fake news or not. It is possible to monitor the score and
Type: Desktop and Mobile
understand how difficult it is to differentiate between real
Link: http://factitious- information and not. Several teachers used this game in
pandemic.augamestudio. order to sensibilise their students on misinformation.
com/#/
51

EUROPEAN VALUES AND

IDENTITY
This series of 4 games have been developed under a European Youth Together
project “YES! GAM-EU: Youth Engagement Strategies and Gamification in the
EU” with the aim to provide youth workers with entertaining tools for educating
young people about the European Union and its values, European identity,
citizenship, decision-making and roles of young people in addressing current
challenges. The games can be used both for individual and collective learning
processes, in in-person and completely remote settings.
Games are available in several languages: English, Italian, Spanish, French,

Estonian, Bulgarian, Portuguese.
EU Time Traveller
EU Time Traveller is a very basic text game, which allows
players to travel through the past, present and future of an
alternative Europe and test their knowledge about the
European Union. The aim of the game is to show young
people how their life could be different if European Union
License: Open was not present in their everyday life. It has been developed
Availability: Online right before the EU Parliamentary elections, with the aim to
Type: Desktop capacitate young people to take informed and responsible
Link: gamifyeu.org decisions during their first voting attempts.
Shattered Timeline
Shattered Timeline - is a simple but quite long point-and-
click game that presents the European Union as a unique
village, where young people can discover different laws and
mechanisms of the European Union that make their life
License: Open better by solving riddles and helping citizens of the village
Availability: Online with their problems. Players get access to new parts of the
Type: Desktop city by solving the riddles, representing all the European
Link: Union member states. The additional value of the game is
https://gamifyeu.org/wp- that it allows players to understand and learn about
content/games/engage/in different cultures and countries which are part of the
dex.html European Union.
The game represents the word “ENGAGE” in the European

Youth Strategy 2021-2027
52

MEP for a Month

MEP for a Month - is a simple game where the player
becomes a Member of the European Parliament (MEP) for a
month. The player's choices influence their performance
during a parliamentary meeting in Strasbourg. It is a
simulation of how the work of European politicians works in
License: Open real life. The game aims to virtually connect young people
Availability: Online with the decision-makers in the European Union and allow
Type: Desktop them how does the EU legislative process work.
Link:
https://gamifyeu.org/wp- The game represents the word “CONNECT” in the European
content/games/connect/in Youth Strategy 2021-2027.
dex.html
Roadtrip for a Change

Roadtrip for a Change - is another simple platform game
which allows players to travel through seven European
Countries as an activist. They aim to get at least one million
signatures under a proposal to meet with an MEP and get
the proposal to enter the Parliamentary procedure. The
game teaches how to raise awareness about a particular
License: Open case and influence decision-makers from a young person's
perspective, which is why it connects well with the word
“EMPOWER” in the European Youth Strategy 2021-2027.
Type: Desktop
Link: gamifyeu.org
As it is relatively short, it might be a great conversation
starter for discussions about how young people can take
action and influence their realities at the local, national and
European levels.
53

GAMES ABOUT HUMAN RIGHTS

This series of 5 simple games have been developed under a European Youth
Together project “YES! GAM-EU: Youth Engagement Strategies and
Gamification in the EU” to provide youth workers with engaging tools to
educate and talk with young people about topics such as human rights,
multiculturalism or inclusiveness.
Since the games are pretty simple and quick, they are conversation starters that
allow players to self-reflect on specific topics rather than full learning
experiences.
Games are available in several languages: English, Italian, Spanish, French,

Estonian, Bulgarian, Portuguese.
Songs For Freedom

Songs for freedom is a short puzzle game which educates
young people on multiculturalism and human rights history
through legendary songs, which became powerful anthems
of their times because of their lyrics and message. The task
License: Open is to put together the author, lyrics and information
Availability: Online (context) of the song, which unblocks the song and allows
Type: Desktop the player to listen to its full version. It is a great
Link: conversation starter to reflect on the history of human
https://gamifyeu.org/wp- rights.
content/games/songsforfr
eedom/index.html
Take A Step Forward

Taking a step forward is essential non-formal education
activity promoting the importance of equality, freedoms
and social inclusion and it can be found in Compass
publication. This is typically an activity with at least 10
License: Open participants, but thanks to the platform GamifyEU it is
Availability: Online possible to play as a single-player experience with many
Type: Desktop different characters that come together in the end. It is a
Link: role game that aims to raise awareness about the
https://gamifyeu.org/wp- experiences of other people in order to understand the
content/games/takeastepf obstacles that everyone is facing during everyday life.
orward/index.html
54

Vagrant Sketchbook
Vagrant Sketchbook is a game that allows participants to
tell their stories through a storytelling setting. The aim is to
raise awareness about the refugee or migrant stories and
their life which means having your world completely upside
License: Open down with many tough decisions along the way. It is not
Availability: Online addressing a specific target group, and it aims to sensibilize
Type: Desktop people about migration and displacement through a
Link: personal life speech
https://gamifyeu.org/wp-
content/games/vagrantsk
etchbook/index.html
This is my story...
It is a simple text game, that puts a player in the should of a
migrant who just arrived in Western Europe with all its
obstacles and opportunities it brings. It is up to the player
which steps they take and what their results are. The goal of
License: Open the game is to build awareness among young people on
Availability: Online migrant issues and challenges they face in western world
Type: Desktop
Link:
https://gamifyeu.org/wp-
content/games/thisismyst
ory/index.html
55

OTHER EDUCATIONAL GAMES
Cidade em Jogo
Cidade em Jogo is a Brazilian (available only in Portuguese)
free online game to be played in schools that aim to
empower young people in participating to decision-making
in a virtual city. Educators, school managers and teachers
License: Open can challenge their students to be good mayors, combining
Availability: Online the use of the game City at Play with extensive educational
Type: Desktop and Mobile material, made available in the form of self-instructional
Link: and interdisciplinary content, providing an experience of
https://gamifyeu.org/wp- reflection on their cities and, consequently, encouraging
content/games/thisismyst them to develop solutions to issues related to citizenship,
ory/index.html political education and public management. It addresses
mainly students and young people.
Escape4Change
Escape4Change is an immersive experience that allows
players to test first-hand a situation related to a real context
and issue.
License: Open Call to action: what can you do to really change the world?
Type: Desktop The tool is an online game with riddles, pitfalls, and
Link: passwords to be solved to continue and get to the grand
https://escape4change.co finale (possible facilitation support). It is universal and easily
m/le-nostre-escape-room/ transferable to several topics. It is shaped to be accessible
by everyone without age limit, and it allows to discover
different dimensions and soft skills useful for the youth
work, such as teamwork, problem-solving, and participation
at the local level. In addition, these skills could be developed
in combination with several topics. It offers three main
themes: circular economy, climate change and urban
green.
56

Grand Prix Multiplication

Grand Prix Multiplication is a multiplayer racing game that
allows students from anywhere worldwide to race one
another while practising multiplication facts. The race car's
speed is determined by how fast you answer the
License: Open multiplication problems. The target group is mainly
Availability: Online children in primary school and teachers and educators that
Type: Desktop and Mobile can use this tool to foster their students' knowledge and
Link: teach math in a fun way.
https://www.arcademics.c
om/games/grand-prix
Coral Bleaching
Coral Bleaching is a game designed by NASA to raise
awareness of climate change and our impact on the marine
ecosystem. Thanks to several parameters, the users can
learn how the temperature, pollution, or storms influence
License: Open the life of the coral reef. The target group is mainly children,
Availability: Online but it can also be used for other ages.
Type: Desktop
Link:
https://climatekids.nasa.g
ov/coral-bleaching/
Space place
Space place is a game designed by NASA to show how
ocean currents work interactively. It aims to raise
knowledge and awareness among children about the
environment and the natural ocean process. The user is
License: Open invited to regulate the currents to reach the treasures and
Availability: Online objectives proposed by the game.
Type: Desktop
Link:
https://spaceplace.nasa.go
v/ocean-currents/en/
57
PART
05
DIGITAL TOOLS FOR
GAMIFICATION OF YOUTH WORK
DIGITAL TOOLS FOR
Gamification uses elements of game-playing outside of the game environment,
in another activity, usually to make that activity more exciting and engaging for
participants. The most popular gamification methods are challenges, points,
rewards, and prizes based on performance and completion.
This chapter presents various digital tools that allow youth workers to “gamify”
learning experiences of young people, making them more interesting, more
engaging, more appealing to the young generation – and simply - easier to
memorise.
The tools in the chapter have been divided into thematic groups that serve a
similar purpose but differ in terms of advancements. The examples of tools are
complemented with good practices mapped during the project's research
phase.
COMPLEX GAMIFICATION
ENVIRONMENTS FOR LEARNING
Gamification arrived in school education quite some time ago and received
massive positive feedback from young people. Major publishers and IT
companies developed complex gamification environments to meet their
potential. They provide not one but a whole set of tools that can be applied to
learning processes on any topic to make education more engaging and fun for
young people. Following the intuitive user experience, teachers can gamify any
content of their lessons with little effort. The biggest challenge is usually
connected to finances, as the tools are generally offered on commercial terms.
59
Classcraft
Designed by educators, Classcraft provides behavioural
insight and motivational support for students, teachers,
schools, and districts to collaborate and grow in one
empathetic learning environment. The aim is that by
License: Open/Payment exhibiting positive behaviour and completing assignments,
Availability: Freemium – students unlock real-life privileges and recognition to help
offers basic features for themselves and their team. Learning becomes a way to
free, and more advanced encourage students to advocate for one another and feel
for premium users empowered in the classroom and in life. As a pretty
Type: Desktop and Mobile advanced tool, it works better with older students, for
Link: example, in high school age.
https://www.classcraft.co
m/ The tool was created explicitly for educative purposes and
addresses mainly schools and students.
Among the features offered within the platform are: avatars,

pets, storylines, quests, challenges,
health/pledges/regeneration, rewards, stopwatch and timer,
volume meter, cooperation, random events and more.
TOOL IN ACTION
Class craft was used with youngsters during training activities,
creating different characters and analysing different behaviours. It
was used to stimulate the motivation and participation of the
youngsters in the training activity.
60
Minecraft: Education edition

Minecraft is a video game, used also for educational
purposes, that enable the participants to create and explore
various kinds of blocks in three-dimensional worlds.
Minecraft: Education edition is a gamified tool based on the
License: Closed basis of this very popular video game. It uses the same
Availability: Online game mechanics and graphics, to transfer traditional
Type: Desktop lessons into the game world. Within the platform, educators
Link: can discover already existing lessons on various topics, or
https://education.minecraf prepare and share their own lessons to adjust the learning
t.net/ to a particular group of young people. Recently it is
increasingly used by different actors, such as municipalities
and organizations, in order to gather information and
suggestions by citizens or people involved in social
dimensions, in order to improve the social common spaces.
TOOL IN ACTION
0 1 The V³ Hackathon - VALONGO AO CUBO was a challenge

launched to young people from Valongo so that, through the
Minecraft game, they could build ideas to improve the places
they like the most in the municipality. This initiative was part
of V4.0 - the participatory process of revision of the Municipal
Master Plan. The intention was that these young people could
identify the places they most identify within the municipality
and also those they least like and present proposals for
improving them.
0 2 MI.MOMO.FARO is an educational project that meets the spirit

of the Faro Convention and the local Cultural Strategy. It falls
under the theme of cultural heritage, with a solid pedagogical
component, in which students are challenged to explore
several buildings of the Modern Movement of Faro through
Minecraft, based on an interdisciplinary vision articulated to
school curricula, using new digital technologies and game-
based learning. In the case of MI.MOMO.FARO gamification
was fundamental to the understanding of cultural heritage as
a source of transversal education.
61
Bingel
Bingel is an online learning platform for primary education
that was a good substitution for the in-presence classrooms
during COVID times in the Belgian country. Thanks to this
platform, the students have the opportunity to foster their
License: Open knowledge in several topics, keep recording their results
Availability: Online and be rewarded in a gamified way. Several schools and
Type: Desktop teachers are using this platform to keep engaging their
Link: students, to report the class level and keep notes about
https://www.bingel.intern their educational path. The target is mainly primary schools
ational/ and children between 6 and 12 years old.
Class Dojo
Class Dojo allows teachers or youth workers to set up a
virtual dojo, where students can track the development of
their skills as they would in the real dojo. The application
automatically assigns students with avatars, that collect
License: Freemium – offers points for engagement within the classroom. It supports
many features for free the connection between teachers, parents and students. As
(especially for schools), it is the less formal environment, it works better with
with a premium version primary school children.
that allows teachers to
explore its full potential
Type: Desktop
Link:
https://www.classdojo.co
m/
62
DIGITAL TOOLS FOR GAMIFIED

RECOGNITION OF LEARNINGS
Badgecraft
Badgecraft is a platform that allows creating different
challenges to overcome to reach specific skills and
objectives. It is a great tool to recognise digitally the path of
the participants, as it gives them a digital badge that is valid
License: Open/Payment for the CV and for future activities in the field. Besides,
Availability: Online Badgecraft offers a multilingual web platform to manage
Type: Desktop achievements using digital open badges. Organisations and
Link: individuals can earn, create, issue, share, sort and display
https://www.badgecraft.e badges online and use them to communicate
u/ achievements in the places that matter. This tool is easily
manageable for all ages, and it can be easily adapted to
several different topics. Moreover, it allows monitoring in
real-time how badge capture activities are completed,
viewing and analysing recognition data and identifying
trends and patterns for future improvement of the activity.
TOOL IN ACTION
Badge craft was used with participants and volunteers during the
reflection sessions and evaluation of the learning outcomes.
Open badges
Open Badges is the world's leading format for digital
badges. Open Badges is not a specific product or platform,
but a type of digital badge that is verifiable, portable, and
packed with information about skills and achievements.
License: Open Open Badges can be issued, earned, and managed by using
Availability: Online a certified Open Badges platform. Moreover, everyone can
Type: Desktop use this platform in order to reward the participants in a
Link: specific activity; indeed, it is used by several stakeholders in
https://openbadges.org/ order to foster the participation of the public. There are no
specific limit of ages or topic appliable for this tool.
63
GAMIFICATION ROOTED IN
GEOLOCALISATION
Geolocalisation (also known as geolocating, geopositioning) is a technology that
allows users to discover the geographic position of an object (or themselves)
with the use of global positioning systems operated by satellites (like GPS). The
same feature in Google Maps allows users to track their position on the map or
discover nearby attractions, which can be used in youth work for outdoor
learnings, challenges or quizzes. Geolocalisation can also be used for mapping
the specific objects in the area, which makes it an excellent tool for youth
participation projects.
Below we are sharing several tools based on this technology, but with a very
different approach and purpose.
Actionbound
Actionbound is an app for playing digitally interactive
scavenger hunts to lead the learner on a path of discovery;
indeed, it is a multimedia-based hunts 'Bounds'. The
program quite literally augments our by enhancing
License: Open peoples’ real-life interaction whilst using their smartphones
Availability: Online and tablets. It allows shaping a personal app-based DIY
Type: Desktop and Mobile escape game, a digital timeline of events, or places of
Link: interest tour. This tool is excellent for ice-breaking exercises,
https://en.actionbound.co historical or archaeological sites, or more simply presenting
m/ a vision for the future. It offers the creators extensive game
elements and tools like GPS locations, directions, maps,
compass, pictures, videos, quizzes, missions, tournaments,
QR codes and more to create fun and exciting mobile app-
based adventures.
TOOL IN ACTION
Actionbound was used for team-building or getting to know each other
activities at the beginning of training courses or youth exchanges. Using
the app can be also a great way to learn more about the venue of the
activity or the town where the activity is taking place. Properly designed,
it can invite local people to discover the history and significant facts of
the place they are living in, to enhance the feeling of belonging and
boost their citizenship.
64
Geopaparazzi
Geopaparazzi is a glocalisation app. Thanks to its link with
GPS maps, it enables users to localise themselves and map
different areas. Each participant can add comments,
pictures, reactions and ideas on different city areas, with
License: Open suggestions on how to improve a location or promote an
Availability: Online infrastructure. Moreover, it allows people to be engaged
Type: Desktop and Mobile and entertain relations between themselves and other
users. Users can easily download and export the data of
their mapping data to compile it and present it on more
advanced maps such as Google Earth or Google Maps.
GAMIFIED MEETING
ENVIRONMENTS
In 2020, the pandemic started a global race to find the most comfortable and
easy-to-use online meeting platform for teachers and youth workers whose
work was suddenly transferred to remote settings. Microsoft offered its Teams
platform to schools; Google quickly opened Google Meets for all Gsuite users,
and platforms like Bluejeans, Jitsy or Zoom received millions of new users over
weeks. After getting used to the new features and remote settings, which
closed many doors compared to the in-person activities and opened some
unique opportunities, facilitators of online meetings started to wonder – can we
take it a step further? If it's digital, then it can be anything we want it to be.
This is how most of the adventures with gamified meeting environments in

youth work started.
Gamified meeting environments are platforms that connect the usual

video/audio/presentation sharing features with known from video games
graphics, avatars or interactions, making virtual meetings, conferences or
activities way more engaging than usual. However, set in a less formal, more
playful environment.
65
Gather Town
Gather Town is an online, web-conferencing application built
like a simple, 2D game. Participants of the conference can
choose their avatars, more around the location and interact
with objects. Users can easily chat with each other or start
License: Freemium – free video conferences when close to each other, with the option
for small social gatherings, to share the screen if necessary. There are inbuilt tools such
paid for bigger meetings as whiteboards (with a real whiteboard inside a room), signs
and business (with editable text), and posters (where .jpg or .pdf files can
Availability: Online be uploaded). Users can enter a spot with a microphone,
Type: Design for desktop which allows them to speak to a broad group of participants.
and mobile/ used as a This option is, of course, also available for the facilitator of the
main meeting point meeting, who can call in participants or speak to everyone
Link: regardless of the room they are in.
https://www.gather.town
With many pre-arranged spaces, a conference environment
is straightforward to set up. It takes just a couple of seconds
to choose the size of the room, the number of participants,
and the preferred setting (conference, workshop,
auditorium, breakout rooms) to invite participants. We can
also be pickier and choose an activity on a pre-designed
pirate ship or paradise island. If necessary, we can also
design our space using many pre-arranged tools and
designs. The tool is intuitive for users and facilitators, and
because of low qualilow-quality, can run on a wide range of
computers with almost no lags.
TOOL IN ACTION
A Polish organisation Nausika created a LARP (live-action role-playing
game) which can be played entirely in person or on Gather Town.
“Fortitude: LARP for climate” is a LARP game designed to stimulate the

ability of players to discuss climate change. A group of 10-32 players play
the role of diplomats representing the interests of selected countries at
the international climate summit in 2050.
The game's design is based on the contrast between the competitive

and emotional story part and the motivational and positive debriefing
part. The game scenario is science-fiction, inspired by the IPCC report on
climate change and articles on the Climate Science website.
66
The length of the game is scalable from 1.5 to 4 hours. It does not require
detailed knowledge in any field or acting talents. It is aimed at people
over 13 years of age. The game promotes discussion and not specific
solutions or views. It can also be played by people with an indifferent or
alternative attitude to climate change.
On Gather Town, it uses different features such as:
a big area that resembles a big office with small rooms, big auditoriums,
outdoors, spaces designed for networking etc.
videochat, to discuss in smaller and bigger groups and advocate for

specific topics
reading documents, to receive inputs on specific topics
broadcasting messages, speaking to everyone
screen sharing
auditorium
Remo
Remo is an interactive virtual event platform that
empowers you to recreate natural interactions in any type
of gathering, from global events to remote work meetings.
Its features include a whiteboard, team collaboration, email
License: Freemium – free reminders, screen sharing, customisable branding and
for small social gatherings, registration management. Although similar to Gathertown,
paid for bigger meetings it is more serious and professional.
and business
Link: https://remo.co/
67
Mibo
Mibo is a conferencing platform that enables team working
and team building activities. It provides several features and
tools to link the participants and let them feel more
comfortable during virtual team activities. Companies
License: Freemium – free mainly use it in order to build up the work and to shape the
for small social gatherings, social connections between colleagues that work remotely.
paid for bigger meetings It provides several games aiming to build virtual relations
and business between participants.
Type: Desktop
Link: https://getmibo.com/
Discord
Discord is a free calling, texting and video calling
application used by over 150 millions of users worldwide to
hang out and talk with their friends and community. It was
initially designed for the gaming community, but today
License: Open with some more and more people use it for other purposes - to study,
paid features, which are exchange information, share wins, build online
not required to fully enjoy communities about common interests. The communication
the environment is very straight forward and youth friendly. Servers on
Availability: Online Discord can be open or private - invitation only for closed
Type: Desktop and Mobile/ groups of friends or participants. Multiple edit features,
used as a main meeting integration with bots, unique icons, simplicity of adding
point content make it very user friendly and easy-going in design.
Link: https://discord.com/ The moderator of the channel can set up private rooms and
assign different roles to participants.
TOOL IN ACTION
Many organisations working in the field of youth uses this app to build a
community of participants before the in-person activities. It can help in
getting to know each other, providing updates about the changes in the
programme, mapping expectations, voting, follow-up or ideation
processes. It can be used also as an excellent space for online youth
exchanges, as many of non-formal activities can be easily initiated or
implemented directly in the application.
68
E-PARTICIPATION TOOLS
When e-participation becomes increasingly available and present in democratic
processes, it is not surprising that e-participation platforms and features are
becoming increasingly popular among youth workers who use them for youth
e-participation processes.
Although the platforms we would like to share are not very gamified, they
definietely possess certain gamification features and show a relevant trend in
youth work. If used properly, they can bring more engagement and motivation
to participate among young people and reach a wider audience with, although
not always, lower effort.
MyPolis
MyPolis is an award-winning e-participation platform from
Portugal with several successful implementations in
Portuguese municipalities. What differentiates it from the
others is that its functionalities are designed and adapted
License: SaaS for young people, which makes it more accessible and user-
Availability: Online, but friendly for young people from different age groups. The
works best with offline platform is available in the SaaS model (system as a service).
moments
Type: desktop and mobile It offers the following functionalities:
Link: mypolis.eu ● Ideation
● Citizen proposals
● Participatory budgeting
● Spatial mapping
● Polls
● Survey
● Information
● Gamification layer
Its significant advantages are the gamification layer that

makes the participation more engaging and the Academy
MyPolis, a digital education tool for introducing young
people to decision-making processes. The biggest
throwback is that the solution is now accessible only in
Portuguese, which is hopefully going to change within
months.
69
TOOL IN ACTION
Geração XXI, a program to stimulate the youth sector in the Municipality
of Portimão, created the “Young Initiative” project to finance youth
projects, evoking the spirit of initiative and entrepreneurial citizenship
among the youngest. The project was implemented by the Municipality
in partnership with the DYPALL Network, with aim to bring young
people closer to the values of citizenship, promoting their personal and
social development while at the same time being encouraged and
motivated to carry out initiatives with local impact in the county. In this
way, informal groups or individual youth aged between 13 and 35 could
submit proposals to transform the territory and access small funding, as
well as a whole monitoring process by the DYPALL Network team,
partner in this project, the planning and implementation of their ideas. A
total of 7,000 euros was invested, distributed between small and large
projects, and financed up to 200 euros or 500 euros, respectively,
covering seven priority areas: democratic participation, citizenship and
volunteering; promotion of healthy lifestyle habits; environmental
sustainability; social inclusion; safety; taking care of public space and
solidarity about COVID-19. The objective of this program was that the
winning proposals shall be implemented by the youth who propose
them, with monitoring and support guaranteed for the respective
execution. Ideas were submitted and voted directly through the MyPolis
platform. MyPolis allowed everyone who was interested to consult and
vote on the municipality's most relevant and priority proposals. To add,
vote or discuss a proposal or a project, the interested party had to access
mypolis.eu and register as a user from the municipality.
70
OPIN.ME
OPIN is free to use a digital participation toolbox, from
which organisations can choose depending on their needs
and projects. The platform was developed under Horizon
2020 project “Euth – Tools and Tips for Mobile and Digital
License: Free Youth Participation in and across Europe.”
Availability: Online, but
supports offline events The basic functionalities OPIN provides are:
Type: Desktop and Mobile ● Text review (collaborative text work)
Link: opin.me ● Brainstorming (collecting ideas)
● Idea challenges (collect ideas and vote)
● Agenda setting (plan meetings)
● Spatial tool (collect ideas regarding certain areas)
● Polling (customisable multi-step polls)
The platform is youth-friendly and has had several

successful implementations in the youth sector. It is now
being updated within an Erasmus+ Strategic Partnership
project, “DIGY – Digital youth participation made easy,”
which will deliver qualification and capacity-building e-
learning materials for initiators of digital youth participation
projects.
ADHOCRACY+
Adhocracy+ is an open-source platform developed by a
non-governmental organisation from Berlin – Liquid
Democracy. It offers a set of tools for municipalities, citizen
assemblies or associations and NGOs, such as:
License: Free, open source
Availability: Online, but ● Participatory budgeting
supports offline events ● Polls
Type: Desktop and Mobile ● Brainstorming
Link: ● Spatial brainstorming
https://adhocracy.plus/ ● Idea challenge
● Text review
● Interactive event
● Prioritization
The strength of this solution lies in its open-source license.

The platform is not only free but also open source. This
means that the platform's code is in the public domain, and
anyone with the necessary skills can modify it according to
their needs. Although the platform is not designed
specifically for youth, it might be a solid base for further
developments in this direction.
71
CITIZENLAB
The platform is a community engagement toolbox
developed by CitizenLab, a Brussels start-up with several
international social innovation awards. It operates in the
SaaS model (system as a service), which on the one hand,
License: SaaS generates cost for the user (a municipality or an
Availability: Online organisation), but on the other, releases the responsibility
Type: Desktop and Mobile for the technical maintenance.
Link: citizenlab.co
The platform offers the following functionalities:
● Ideation
● Citizen proposals
● Participatory budgeting
● Mapping
● Online workshops
● Polls
● Option analysis
● Survey
● Information
Moreover, the implementation of Natural Language

Processing algorithms allows the operator to turn the
citizens' inputs into clear and structured data. The platform,
however, is not yet explicitly adapted to the needs of young
people, although it shares some case studies that prove it
can be used in youth work.
.
Build it
Build it is a platform created to raise the citizen's
participation at the local level. To foster democratic
participation, it allows all the users to add suggestions on
how to shape and rebuild some parts of the city. According
License: Closed (available to the choices selected by the citizens, it presents a virtual
after contact with the version of the city to show how it would be the city and raise
developer) the awareness of the selected options of the users.
Availability: Online Municipalities use this app to create a more friendly city, in
Type: Desktop and Mobile line with the population's necessities.
Link: https://tree-
company-
buildit.netlify.app/
72
DIGITAL TOOLS FOR BUILDING

QUIZZES
One of the easiest ways to gamify the learning process is to put the learning
content into an online quiz, which is engaging, and interesting and boosts
memorising through healthy, positive competition with others. There are
multiple open and paid digital tools which offer these features, and any youth
worker will be able to choose the most suitable one from the list below.
Kahoot
Kahoot is a learning game that can be easily created from
scratch and uses questions and quizzes. It provides a bank
of questions and gives access to existing Kahoots created
by other users to mix and match existing questions, edit a
License: Open template, or shape it with quizzes about several topics.
Availability: Online Moreover, it is possible to host a Kahoot live or via a video
Type: Desktop and Mobile conferencing tool to connect the participants virtually.
Link: https://kahoot.com/ Questions and answers are displayed on a shared screen
while the audience answers on their devices. It doesn’t have
any age limit and can be easily used in several fields. In
most cases, the quizzes were used to strengthen or present
the content that the participants learned during the
activities. In some cases, the trainers used the tool to
evaluate the training they were delivering or to check the
participants' knowledge before starting with the content of
the activity. The tool can also be used for presenting
different cultures during the Intercultural evening on a
Youth Exchange.
TOOL IN ACTION
Youth workers from North Macedonia use the Kahoot quiz as part of the
intercultural evening of the youth exchange "We can do it!". Each
national team had prepared a quiz for their country - culture, geography,
history. In this way, the participants from other countries played in
groups, guessing the answers to the questions and at the same time
learning new things about the countries participating in the exchange.
Youth Workers from Italy used a Kahoot quiz about Erasmo from
Rotterdam as a way to introduce Erasmus + opportunity for youngsters.
73
Quizziz
Quizziz is a digital tool that engages students and youth
workers in a funny and captivating way. It can be used for
different purposes; indeed, it is usually used with
educational and culture-based questions to foster the
License: Open participants' knowledge and involvement. For instance, it
Availability: Online can be used for learning new topics in training and
Type: Desktop and Mobile meetings. Moreover, it could be used for team-building
Link: https://quizizz.com/ activities since it is easier to divide young people into
groups and give them specific questions and tasks to finish.
It is also a valuable tool for checking the knowledge of the
participants who followed a presentation on the topic
before.
TOOL IN ACTION
Youth workers use this tool for team-building activities since it makes it
easy to divide the young people into groups and give them specific
questions and tasks to finish. They also used it to check the participants'
knowledge, which followed a presentation on the topic before.
Quizlet
Quizlet is a platform that enables users to foster their
knowledge about several topics. Students mainly use it to
learn new things, interrogate themselves, or in groups by
topic studied. It is an educational tool used primarily by
License: Closed schools and youth workers in the academic field. Thanks to
Availability: Online the evaluation, it is easy to keep track of the educational
Type: Desktop and Mobile path and achieve results.
Link: https://quizlet.com/
74
TryInteract
TryInteract is a digital tool that makes quizzes easy to create
and personalise. As with the other quiz platforms, it is
possible to create quizzes on several topics, engaging
different target groups according to the needs of the
License: Open organisers.
Link:
https://www.tryinteract.co
m/
Playingcards.io
Playing cards is a platform that gives access to several
games. It allows uploading new games on the platform and
can be used as an educational game for intercultural
dialogue.
License: Open and Closed
Link:
https://playingcards.io/
TOOL IN ACTION
An organisation from North Macedonia used this platform to create the
game Culture Beat. The game can be seen as the start of a learning
process and an opportunity to explore the personal understanding of
different cultures. The game is fun, dynamic and exciting for the
participants. The game is made for 4 to 12 participants. There is a
possibility to play it online, but anyone can print the game and play it
offline. The instructions on downloading the game and printing it can be
found HERE.
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Wordwall
This tool makes creating simple and well-known riddles and
games as easy as it gets. In just a few minutes, youth
workers can apply the content they want to educate about
to Quizzes, Crossouts, Crosswords, true or false exercises,
License: Freemium – diagrams, word searches and plenty of other methods,
possible to use for free, which make learning a bit more fun and playful.
but with some advanced
premium features
Availability: Online, but
each quiz can be easily
printed and delivered
offline
Link: https://wordwall.net/
TOOL IN ACTION
Youth workers who participated in the survey used this tool for several
purposes, for example, as a quiz for the participants to provide them
with inputs in a more interactive way. Firstly, the participant answered a
question, and additional information on the topic was presented.
Another example was using the tool as a space for sharing the
participants' different attitudes on various issues. While doing so, they
could learn new words in English. The main topic was learning a new
language and working on their social and personal development. The
participants saw these activities as exciting and fun for the target group.
Gameboard
Gameboard is a free online platform that lets participants
draft quizzes and select topics. It allows participants from
different places and devices to play simultaneously. It is a
valuable platform for team-building activities. Each
License: Open participant can create their character to play and relate
Availability: Online with others. It proposes real-life context and can be used to
Type: Desktop shape actions to raise awareness about social issues.
Link:
https://lastgameboard.co
m/
76
VARIOUS TOOLS TO BOOST THE

REMOTE ACTIVITIES
Some tools do not offer exactly gamification features but can still be used to
make online and offline learning activities more interactive and engaging
through gamification, which is directly connected to their flexibility. Other allow
users to present their learnings more visually, making memorisation easier.
In this section, we share tools that are popular and often used to gamify
learning experiences because of their easy user experience and flexibility.
Miro
Miro is an interactive platform that provides an engaging,
intuitive, in-person collaboration experience with multiple
options for real-time or asynchronous teamwork on an
online whiteboard. This tool is used by companies,
License: Open associations, organisations and other stakeholders that
Availability: Online need to co-work remotely and engage people in taking part
Type: Desktop and Mobile and using digital tools for different purposes. It is not
Link: https://miro.com/ designed for one specific topic but is a valuable tool for
engaging people online. If used properly, it can be a perfect
platform to transfer physical games to their online versions.
TOOL IN ACTION
Polish organisation used Miro to implement a well-known game of Ships
and connect it to learning a particular topic – in this case, learning about
European Union, Solidarity projects etc. Miro gives a possibility to reveal
what is hidden under a block. In this game, apart from the usual ships,
players could tell topics for discussion, such as Solidarity projects. The
learning process was strengthened by the participants' immersion
caused by constant reflection on the next move. It also supported the
learning process, as the trainers could focus on the story and engage
participants in the discussion, and at the same time could use the entire
board, which helped to "anchor" the content, without looking at notes or
instructions.
77
Jamboard
Jamboard is a digital whiteboard that lets you collaborate in
real-time using either the Jamboard device, web browser or
mobile app. It is helpful for teamwork; people in up to 50
user sessions can work on a jam simultaneously. Each
License: Open Jamboard browser tab counts as a session when using a
Availability: Online web browser. It is possible to write, draw, add images from
Type: Desktop and Mobile the web, drag and resize text and post-it. There is no limit of
Link: pages, and it can be used for several working topics and
https://jamboard.google.c presentations.
om/
Mentimeter
Mentimeter is a digital tool used to foster the participant's
participation and allow them to express their opinion.
Moreover, it allows to build interactive presentations with
the easy-to-use online editor; add questions, polls, quizzes,
License: Open slides, images, gifs and more to create fun and engaging
Availability: Online presentations. Besides, it is easy to use, and the
Type: Desktop and Mobile stakeholders do not need further tools besides
Link: smartphones to connect to the presentation where the
www.mentimeter.com audience can answer questions. In addition, it is possible to
visualise the responses in real-time to create an interactive
experience and to raise different topics. Once the
Mentimeter presentation is over, it is possible to share and
export the results for further analysis and even compare
data over time to measure the participants' progress. The
tool is easily transferable to a vast universe of topics and
practices without restrictions on age or target group. Some
of the participants used the tool as a board game. One of
the topics used was migrants. Each of the participants is a
migrant and has to go through certain obstacles in order to
reach the final destination.
78
Lapentor
Lapentor is a virtual tour software which uses videos and
multiple pictures to create 3D virtual tours. It allows users to
import images and videos and create a virtual space visible
from every angle.
License: Open with paid
options
Type: Desktop, mobile, VR
Link: lapentor.com
TOOL IN ACTION
Polish organisation used this tool to create a virtual Escape room about
entrepreneurship. Players gathered on Zoom to converse and were
exploring the rooms through the tools, trying to interact with objects
and solve riddles connected to entrepreneurship. Gamification through
the escape room increased their motivation and engagement in
learning.
Coggle
Coggle is a tool that allows creation of mind maps and
flowcharts in an intuitive and artistic way. Thanks to this
tool, it is possible to cooperate with the team from different
devices and share the work with everyone. It is easily
License: Closed transferable to other topics.
Link: www.coggle.it
79
Genially
Genially is a digital presentation tool that allows the users to
create infographics, presentations and other content
cooperating with other users. The tool enables to present
content more interactively and gives several templates and
License: Open tips to develop engageable content. This tool is used in
Availability: Online several working and learning contexts; indeed, it is
Type: Desktop instrumental in the school environment to teach and learn
Link: https://genial.ly/ through interactive learning materials.
TOOL IN ACTION
This digital tool was used during the pandemic to transfer an existing
city game into the virtual dimension. The objectives of the game were as
follows: (a) dissemination of content in the field of global education to
young people, teachers and residents of the Silesia region, with
particular emphasis on the Sustainable Development Goals, (b) drawing
participants’ attention to global challenges and problems, as well as
getting them to look for solutions and plan activities, (c) encouraging
young people to be active in making the world more just and friendly,
(d) developing key competences in the youth, with particular emphasis
on the skills of critical thinking, cooperation and responsibility, (e)
workshops with youngsters to create presentations, info-graphics and
other content for and with the participants.
80
PART
06
FINAL REMARKS
FINAL REMARKS
Digital game-based learning and gamification processes are not new trends but
are rapidly growing in popularity. More and more client-oriented companies
decide to implement these tools in their market strategies for the benefits they
provide. The youth workers and municipality officers who participated in our
research listed the same benefits. Applying digital game-based learning or
gamification methods to youth work and learning processes increases
participants’ attention and makes the process more effective and enjoyable. It
sustains learners’ motivation and improves their feeling of accomplishment
throughout the way. Game-based and gamified youth work supports
expressing and reflecting on emotions, strengthens the ability to make quick
decisions and work efficiently in stressful situations, boosts creativity and
supports interactions within the group. It can be very effective when working
with young people with specific learning disabilities.
In 2018, 90% of young people aged 16-20 in the European Union reported using
the internet daily. In 2021, it was 95% compared to 80% of the adult population.
Information technology is finally becoming democratic and accessible for all. It
provides youth workers with additional space, which is more natural and more
comfortable for young people, and this opportunity should not be missed.
Digital Youth Work reaches its well-deserved place in the mainstream.
The offer of available tools for digital game-based or gamified learning is

growing. There are scientific publications which bring them closer to educators,
multiple instruction videos or whole training programmes designed to teach
how to apply them. Although learning how to use digital tools is an effort, it is
worth taking.
Despite all the positive sides, there are still challenges to overcome. Game-
based or gamified youth work requires time to prepare and shall be instructed
and summarised at the end. Although young people are familiar with the digital
world, they might not have the necessary skills to participate. Part of young
people is still left with limited access to the internet or digital devices, and when
deciding on gamified activities, youth worker is responsible for providing them
with the necessary support, means and space to participate equally.
The partners of the GAME+ project would like to thank all the organisations,
youth workers, researchers and municipality officers who contributed to this
publication by sharing their good practices, challenges they faced and tools
they used when applying digital game-based learning and gamification
processes in their youth work activities.
82
PART
07
BIBLIOGRAPHY
BIBLIOGRAPHY
1. Gaming Market - Growth, Trends, COVID-19 Impact, and Forecasts (2022-

2027)
2. Gamification Market - Growth, Trends, Covid-19 Impact, and Forecasts (2022
- 2027)
3. Game-based Learning and Gamification: Searching for Definitions.
International journal of simulation: systems, science & technology, H. al
Fatta, M. Zulisman, M. Zakaria (2019)
4. Games Educator's Handbook, J. Harvainen, M. Meriläinen, T. Tossavainen
(2015)
5. Game-Based Learning: What Is It? GBL vs Gamification: Types and Benefits,
I. Falciani (2020)
6. Digital Natives, Digital Immigrants, M. Prensky (2001)
7. The Fallacy of the ‘Digital Native’: Why Young People Need to Develop their
Digital Skills, ECDL Foundation (2015)
8. Are all young people digital whiz-kids?, S. Bennet, The Unesco Courier 2021-
2 (2021)
9. Being young in Europe today - Digital World, Eurostat (2022)
10. International Computer and Information Literacy Study 2018, International
Association for the Evaluation of Educational Achievement (2018)
11. Gamification in non-formal education and youth work, YES! GAM-EU (2021)
12. OECD (2015), Students, Computers and Learning: Making the Connection,
PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264239555-en
13. Using Games in Youth Work for Development Education. A Toolkit, P.
Keating, National Youth Council of Ireland (2020)
14. Digital games in schools. A handbook for teachers, P. Felicia (2009)
15. Preparing for Life in a Digital World. IEA International Computer Study and
Information Literacy Study 2018. International report, J. Fraillon, J. Ainley, W.
Schulz, T. Friedman, D. Duckworth.
16. The Fallacy of the ‘Digital Native’: Why Young People Need to Develop their
Digital Skills, ECDL Foundation (2014)
84
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02 BUILDING A COMMON GROUND

03 RESEARCH ON THE USE OF GAME-BASED AND GAMIFIED

LEARNING IN YOUTH WORK

04 DIGITAL TOOLS FOR GAME-BASED YOUTH WORK

05 DIGITAL TOOLS FOR GAMIFICATION OF YOUTH WORK

Gamification, in simple words, is the use of elements of game-playing in

Although popular, gamification is often neglected and done most generically.

ABOUT THE PUBLICATION

The main objective of the project is to

However, to fully understand the character of this publication, it is important to

The main challenges of game-based learning are the teacher's necessary

03 Digital games are played in a virtual environment. They include

Regardless of the platform, game-based learning needs to be instructed and

Although gamification does not necessarily need to be connected to the digital

The most common mechanics used for gamification are:

points received, for example, for accomplishing defined learning goals;

goals, missions, todos, quests, which challenge the learner to complete

achievements, badges, medals that reward achieving a specific

user profiles, which allow a person to receive their representation in the

competition, as a mechanism to boost engagement within the

location tagging, which uses geolocation to connect the use of digital

time constraints, which increase the playfulness of the process by

posting, sharing, and commenting to present to friends/other

[10] Definition of GAMIFICATION according to Oxford Learning Dictionaries

rewards, prizes, other incentives which reward a successful learning

Gamification does not require all these mechanics to be used. In fact,

YOUNG PEOPLE IN A DIGITAL

"I GREW UP IN A PHYSICAL WORLD, AND I

SPEAK ENGLISH. THE NEXT GENERATION

IS GROWING UP IN A DIGITAL WORLD, AND

THEY SPEAK SOCIAL."

ARE YOUNG PEOPLE DIGITAL

The new term immediately gained international popularity. However, it

[12] Digital Natives, Digital Immigrants, M. Prensky (2001)

Luckily, according to the same research, these disparities tend to

ARE YOUNG PEOPLE

It is true that young people generally possess a more comprehensive

SHALL WE USE DIGITAL TOOLS

There are still significant challenges, such as the digital skills of

Firstly, in the PLANNING PHASE, leading organisations from each country,

The questionnaire consisted of the following questions:

Organisation/Institution, Country, Municipality, Contact

What is the title of the activity that involved gamification

What digital tool did you use?

Please briefly describe the activity

Secondly, in the DISSEMINATION PHASE, partner organisations translated

social media posts (Facebook, Instagram)

Noticing low responsiveness to the questionnaire, Polish and Portuguese

Statistics regarding the Questionnaires for Youth organizations

In the following 4th phase, DEVELOPMENT, the coordinating partner

The mapping was conducted among youth workers with experience

When it comes to the number of participants in selected practices, it differs

The number of participants does not matter. Game-based learning or gamified

SPECIFIC NEEDS FOR

PHISICAL A physical space is needed to implement in-person activities with

HARDWARE Hardware to perform the activities, such as mobile phones,

SOFTWARE Software, understood as a digital tool such as digital games,

When implementing digital learning processes, most organisations use

Under physical space, we understand a physical setting that allows us to gather