Did you know that play is viewed as an essential part of cognitive development from infancy all the way into adulthood? When you think about your favorite games, it’s true—you never really grow tired of them. Whether it’s hide-and-seek, puzzles, building toys, or board games, play weaves together our memories, experiences, and emotions. These activities spark intrinsic motivation and deep engagement, creating powerful connections in our minds.

Nové vydání kurzu “Discover the Power of Game-Based Learning and Gamification in Education” took place in Tenerife from 16/11/2025 to 22/11/2025. The participants came from all across Europe. From Ferrarischule Innsbruck in Austria, the group included Jaqueline and Christine. From IISS D’Aguirre–Dante Alighieri in Italy, Enza and Francesca took part. Erika joined from Punkt OZ in Slovakia, while Monica and Ileana represented I.I.S. S. Grandis Cuneo in Italy. From Škola a mateřská škola v Ilgakiemio, okres Kaunas in Lithuania, the participants were Asta and Jolanta. The Italian school IIS Turriziani was represented by Chiara and Daria, and from Istituto Comprensivo Frosinone 3, the participants were Michaela and Lucchetti.

Their training week was designed like a game, progressing through different levels from the very start. Just as in a video game, participants were invited to design their own characters to enter the adventure. Avatars, symbolic figures, and newly imagined superheroes became tools for introducing themselves, highlighting their strengths and passions. This activity made it even more evident how diverse and vibrant the group was, mirroring the variety found in any real classroom.
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Během první úrovně jsme diskutovali o pedagogická hodnota hry a jak hry stimulují učení. Zamysleli jsme se a uznali, že učitelé jsou většinou “digitálními přistěhovalci” ve vzdělávacím vesmíru, který je v dnešní době zabydlený digitální domorodci pouze. Prostřednictvím výzvy na rozdíly mezi gamifikací a výukou založenou na hrách, by naši “hráči” mohli lépe objasnit, že gamifikace aplikuje herní prvky do neherního prostředí, zatímco učení založené na hře je výukový přístup, při němž učení probíhá prostřednictvím samotné hry. 

At the end of the second level, the “players” identified the most widely used gamification framework, describing it as a process in which eight key internal and external motivators shape human engagement. In one of the practical tasks, participants took part in a role-play activity, embodying different common types of video-game players. Through this hands-on experience, they gained a deeper understanding of how motivation in games actually works.

Třetí úroveň byla věnována herní nástroje a aplikace. Vyjmenovali jsme a aktivně prozkoumali několik tradičních her a všechny jsme je společně přetvořili na poutavější učební nástroje. Po všech výzvách a bitvách měli “hráči” možnost vytvořit si vlastní nástroje offline i online. 

In the second-to-last level, the “players” experienced the most dynamic and engaging part of the course. We headed outdoors for a lovení mrchožroutů in the city center, and later found ourselves locked in a digitální úniková místnost, working together to solve riddles and puzzles to break free. Participants then explored how to effectively gamify their own classrooms, considering their students’ needs and characteristics.

After successfully completing all the levels of our game, participants discovered new ways to revitalize traditional games and use them to enrich the learning process. They also became familiar with modern online tools capable of boosting students’ engagement and bringing fresh energy into the classroom.

Zjistěte více o tomto kurzu zde.