Pixels and Meeples Erasmus Project

Project Title

Pixels and Meeples

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Cooperation between educational institutions and business; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

A large number of European countries are facing difficulties recruiting for jobs with STEM (Science, Technology, Engineering, Maths) profiles. Although the lack of technological vocations affects the whole world, the ways in which each country is trying to tackle this problem are very diverse. Within Europe, there are countries and/or regions that have opted for a curricular approach, including the competences needed to develop computational thinking in their official curricula, because they are the key to understanding and developing new technologies in the future. In contrast, in other parts of Europe an approach based on extracurricular learning is followed in the form of workshops, activities out of the school, computer groups, etc.

Despite it is too early to know the results of these approaches in fostering technological vocations, we believe that both approaches can benefit from a set of app-enhanced board games focused on computational thinking. Using low-tech solutions such as board games to develop digital competencies allows different regions with very different realities to take advantage of these learning materials in the same way. In this sense, carrying out this project on a transnational basis means taking advantage of its most notable characteristics. First, the ease with which these learning materials can be incorporated in a wide variety of learning contexts (both formal and informal) as they do not require complex technological deployment (just a printer or an already printed copy of the game and a mobile device). And second, the new learning opportunities arising from the low barriers to entry that exist in the use of these materials from an economic perspective, as they will be published under free Creative Commons licenses that will allow schools and families to print their own copies of the games and install the apps free of charge.

Game-based learning takes advantage of the playful potential of games for educational purposes. Safe practice, experiential learning and interaction are the pillars upon which the theory of game-based learning stands. In recent years, several board games have been published aimed to cover various topics of the educational curriculum and facilitate the deployment of game-based learning (e.g., Cytosis, Periodic, Prime Climb, etc.).

Computational thinking is a set of skills that allow us to express the solution to a problem in such a way that a computer or machine can carry it out. It involves not only knowing how to program but also pattern detection, task decomposition, generalization, abstraction, and other skills. Developing computational thinking is useful not only for those who are going to work in STEAM areas but it helps to solve problems in any area in other ways. For this reason, in the last few years a great number of initiatives have emerged to develop it.

Using board games for the development of computational thinking brings great benefits: low cost tangible materials, great educational potential, fun and socialization. Unfortunately, some tasks related to board games are tedious (e.g., keeping track of scores, managing game resources, controlling randomness) if expensive components are not used (extra boards, counters, dice, markers, etc.). However, the use of mobile apps to free players from this type of tasks allows them to focus on what is really interesting and fun. In addition, these app-supported board games open up other possibilities such as increased replayability, difficulty level adaptation or game logging.

The aim of this project is to develop several app-supported board games for the development of computer thinking in areas not exclusively related to algorithms, such as Blockchain or computer security. These games will be published under Creative Commons licenses that encourage their free use and will be provided with a guide for their use in the classroom to facilitate the work of teachers who are willing to use them in their classes.

UDEUSTO will lead and coordinate the project. In addition to the overall coordination of the project, UDEUSTO will also be in charge of developing the intellectual outputs (app-enhanced board games) due to their expertise in computational thinking, game-based learning and learning resources design. AGRPRIORITY will be in charge of the supeivision of the board games development and their final production in both digital and print versions. TRUEBA, BERTHA, MADEIRA, and PGPP will participate in the testing and piloting of the board games. Therefore, up to 400 primary and secondary school students and up to 40 teachers will use the app-enhanced educational board games to develop digital skills in a playful way.

Moreover, schools and families are invited to print their own copies of the board games and install their helping apps. Therefore, this project can help to reduce the budget needed to develop computational thinking skills but at the same time can be an extra motivation for students both in

EU Grant (Eur)

Funding of the project from EU: 183580 Eur

Project Coordinator

UNIVERSIDAD DE LA IGLESIA DE DEUSTO ENTIDAD RELIGIOSA & Country: ES

Project Partners

• PEIRAMATIKO GYMNASIO PANEPISTIMIOU PATRON
• COLEGIO TRUEBA DE ARTXANDA COOP.
• Escola Básica 2,3 Ciclos Dr. Horácio Bento de Gouveia
• Bertha-von-Suttner-Gymnasium Babelsberg
• AGRpriority SL