| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Game topic | Learning objectives | Modality | NAME | First name | NAME | First name | NAME | First name | GM | LM | Unity (M2) | Unity Slot ( Mon. - Friday 18.30 - 19.30) | ||||||||||||||
2 | (example) | Dyad | ROMERO | Margarida | TODESCHINI | Cyril | |||||||||||||||||||||
3 | M1 GBL projects | GM | LM | ||||||||||||||||||||||||
4 | Language Lab: The Linguistic Expedition | Language Lab is an innovative language learning prototype tailored to teach French to English speakers through immersive gameplay. With a focus on interactive experiences, players embark on a captivating journey that progresses from basic vocabulary to fluent expression. | Individual | Eguakun | Cassandra | ||||||||||||||||||||||
5 | Financial game | Teaching and reinforcing a balance between happiness and responsibility through personal financial management stratagies and concepts | Individual ? | McHugh | Charlie | LAND | Zoë | OKWEDADI | Frank | ||||||||||||||||||
6 | Reading Rangers | Instruction: Players take on the role of young adventurers travelling through a forest. To overcome challenges and progress in their quest, they must complete phonics-based tasks that get increasingly more difficult. Objectives: Improve phonological awareness through recognizing letter sounds, blending sounds, and rhyming activities Build fluency and comprehension through repeated reading of texts at the right level Reinforce vocabulary through questions about words in context | Individual | Tran | Thuy Dung | ||||||||||||||||||||||
7 | Adventure anatomy/physiology explorers | Take the learners on an adventure inside the human body, explore different systems, organs , learn about the basic anatomy and functions in a fun and engaging way | Individual | SABRA | Hiba | ||||||||||||||||||||||
8 | Unplugged Role-Playing Game (Collaboration Possible) | Unplugged Role-Playing Game: Engage learners in an interactive story using a board and characters. Players are invited to save their village in Sicily from a weeks-long deluge caused by the god Ogrest. Living atop Mount Etna, Ogrest's tears are flooding everything below, including the players' village. In this 45-minute quest, players will embark on an adventure to stop Ogrest from crying. They'll collect objects, sort them, compare their findings, solve problems and collaborate to save their home. Audience: Primary 1 Learners Learning Objectives: Express several ideas of different uses for a common object to solve a problem. Invent a unique solution to solve a problem. Adapt and extend the ideas of others to solve a problem. | Individual | GEORGES | Guillaume | ||||||||||||||||||||||
9 | The ghost of the seance (crime solving) | Grammar revision: all areas and narrative tenses in particular(English) | Individual (?) | Dmitrii | Krizhanovskii | ||||||||||||||||||||||
10 | Share and Lock: detective game about cybersecurity | There is a lot of educational projects about cyber security. At almost every workplace people are obliged to go through some learning experiance about cybersecurity. Yet (at least in Czech Republic) the most common paswords in 2023 were "admin" and "123456". The goal of this game is to perceive the learners about the real risks connected with cybersecurity. I want them to understand the basic principles of cyber attacks and I want them to be able to use the notion about attacker's motives and basic procedures in daily live situations. | Individual | Nikolas | Soumar | ||||||||||||||||||||||
11 | Idea1: learning spaces Idea2: interdisciplinary project user onboarding | Idea 1: "Traditional" teachers will explore different possibilities in terms of learning spaces to carry out an instruction based on its learning objectives. Idea 2: Users welcomed at the Language Pod will practice using all the different resources at their disposal to achieve their character's objective | Individual | ITANI | Alexandre | ||||||||||||||||||||||
12 | The French escapade (French Language and Culture learning) | The language-learning game is set along the Saint Jacques de Compostelle routes in France. Players assume the role of a tourist navigating various cities, engaging in real-world scenarios to enhance communicative skills. The game emphasizes sentence construction, vocabulary enrichment, and building confidence in spoken French for travels. Each city presents unique challenges, creating a practical and immersive learning experience. | Interactive Simulation Game | Assie | Solene | Collaboration possible with French Teachers | |||||||||||||||||||||
13 | Progress tracker and Rewards system for IELTS preparation course | Provide a dynamic and interactive learning experience that encourages learners to actively progress through different stages of their IELTS preparation. | Individual | KARINA | Assiya | ||||||||||||||||||||||
14 | Game 1: "Bonjour Expat: A Journey to Settle in France" (linked to interdisciplinary project) Game 2: "UXplore Hero: Teaching UX principles to children"(passion project) | Game 1: The objective of the game is to learn about the challenges of starting a new life in France. Players will gain cultural insights and tackle expat life challenges by exploring scenarios that mirror real-life situations like making decisions, deepen their understanding of French culture, and gain a sense of belonging in their new environment. Ultimately, the objective is to empower expats to thrive in their new environment and culture of France. Game 2: The objective of the board game would be to introduce children to the principles of User Experience (UX) design in a fun, informative and interactive way. Through the game, children will learn about key UX concepts and apply them in various challenges, giving them the ability to create a user-friendly experience for a simple product for example. | Board game (open to other modalities) | CREPINKO | MARTINA | ||||||||||||||||||||||
15 | Time Mastery Quest | "Time Mastery Quest" is an unplugged interactive game designed to train staff on time management skills while fostering teamwork and problem-solving abilities. Players need to complete tasks and challenges within a set timeframe, learning valuable strategies for effective time utilization along the way. | Individual | Le | Oanh | ||||||||||||||||||||||
16 | "The flying Weltman" | Escape room style game for 6-8 players with smartphone interaction. This game is developed with the aim to let students know aboit the heritage of Weltmuseum, Austria. The team should solve puzzles using collection of museum and info about its contents. | Individual | Chernenko | Julia | ||||||||||||||||||||||
17 | Globalized AAVE Digital Culture Literacy | Cross-Cultural Communication Challenge Game focused on AAVE (African American Vernacular English) and other online terminology | Individual | Brayboy | Chelsea | ||||||||||||||||||||||
18 | "SafePath - Flood Risk Management" an "Interactive Simulation game" | SafePath is a single-player online simulation game where a player immerses themselves in the persona and life of a citizen being confronted with flood conditions and needs to make a series of decisions which will determine how they will survive during flood conditions. This is aimed at engaging players while increasing their awareness and their ability to make responsible decisions in critical situations. | Small group | Abauzit | Estelle | Coley | Claudia | Tardin | Eva | ||||||||||||||||||
19 | Acolyte’s-Ship | An immersive role-playing game called Acolyte is designed for recent foreign graduates who have little to no professional experience and are starting a new job in a foreign country. The game puts players in the position of Acolyte, an aspiring professional negotiating the difficulties of launching a foreign career. They will gain the fundamental abilities required to succeed in the workplace in a foreign country through a variety of tasks and challenges. | Individual (Open to collaboration) | Edegbe | Stephen | ||||||||||||||||||||||
20 | LANGUAGE ADVENTURE QUEST | The goal is to help students in France improve on their English speaking through quests, challenges, and dialogue interactions witth built-in game characters in a virtual world. The game will take advantage of everyday activities such as giving directions, shopping, ordering for food, everday conversations with parents, teachers and friends. | Individual (Open to collaboration) | Ampofo Agyapong | Akwasi Poku | ||||||||||||||||||||||
21 | Galactic Pioneers | An immersive space exploration simulator that takes players on thrilling missions across the solar system and beyond. Players navigate through space and overcome challenges using scientific knowledge and problem-solving skills. | Individual (Open to collaboration) | Miller | Bryce | ||||||||||||||||||||||
22 | Critical Quest | Description: It’s Scenario-based Gameplay: Players will navigate through a series of scenarios. By engaging in challenging scenarios and making critical decisions, each presenting a unique problem or challenge to solve, players develop the entrepreneurial mindset and job readiness skills necessary for success in the professional world. The Target Audience is young students (last year in university) who want to foster skills and competencies required by current modern employers. Scenarios and challenges are contextualized within the Egyptian job market, demonstrating the practical relevance of problem-solving, critical thinking, and decision-making skills in professional settings. | Individual / open for collaboration (if you like the idea) | Ghallab | Sherouk | ||||||||||||||||||||||
23 | Social Skills | Social Quest is an application for teenagers with Austism Spectrum Disorder designed to practice and improve their social skills and boost their confidence. The learning objective of Social Quest is to learn and apply essential social skills such as recognizing and interpreting social cues, conversational skills, recognizing emotions, and selecting appropriate social response in the safety of an online platform. | Individual | Habert | Solweig | ||||||||||||||||||||||
24 | Language DOBBLE | Designing a digital game from a prexisting game DOBBLE. This serious game intends to focus on the learners' target curriculum and practice needs providing an engaging activity with a ludic intent. The main learning objectives are practicing and remembering new and existing vocabulary, pronunciation, and target grammar through a competitive digital game that gives immediate feedback and error corrections when necessary. | Individual | Berić | Lazar | ||||||||||||||||||||||
25 | AKOMA (Heart) | Akoma is an interactive game designed to help individuals determine their compatibility as a couple through a series of insightful questions. Players will embark on a journey together, blindfolded, taking steps forward or staying in place based on their agreement with each question. At the end of the quest, their final positions will indicate their compatibility as a couple. | Individual/Open for collaboration | AWUKU | Nathaniel | ||||||||||||||||||||||
26 | Melody Linguist | Description:
Melody Linguist is an immersive language learning game that harnesses the power of music to enhance language acquisition. Players embark on a musical journey where their avatar walks along the lyrics of songs, pausing at certain words for pronunciation challenges. As players successfully pronounce words, their avatar grows and thrives, but incorrect pronunciation leads to their avatar shrinking and eventually falling into a ditch. The game leverages responsive sound technology, requiring players to use headsets with microphones for optimal gameplay. | Individual/Open for collaboration | AWUKU | Nathaniel | ||||||||||||||||||||||
27 | |||||||||||||||||||||||||||
28 | M2 GBL prototypes | ||||||||||||||||||||||||||
29 | Digitalstorm Digital tools integration for K-12 teachers | Brainstorm with the SAMR framework in order to reflect about meaningful digital tools integration in the classroom. Discover a range of FOSS tools which can be used in education. | Collaborative board game | CASTELLINO | Alan | No | |||||||||||||||||||||
30 | Journey to 2030 (and beyond) SDGs quest | The mission/challenge structure of the game is based on the series of quests, each focused on a different SDG. Players will face a number of challenges and conflicts as they work to achieve their goals, and must work together to overcome them and find creative solutions to the problems they face. | Unity game | IBRAHIM | Lila | NI UANACHAIN | Daire Maria | Yes | Weds 21st and Mon 26th | ||||||||||||||||||
31 | LudoLingo English-language practice game app | Pronunciation matching game | CORSO | Elizabeth | |||||||||||||||||||||||
32 | SeeTheBug: The digital C language debugging guide | Explore the various syntaxical elements in C language. Identify best practices using rewards and consequences. | KAZEMBE | Nissi Lawrence | Yes | ||||||||||||||||||||||
33 | Emotions/Language learning game | SANABIA | Lucy | FICK | Fabiola | KARTAS KAFKA | Eleftherios Konstantina | ||||||||||||||||||||
34 | Cybersafety Board Game | Young children will be able to explore different cybersafety topics to learn how to respond in different unsafe online situations that they could come across | Board game | PATTERSON | Tara | IBRAHIM | Lila | KHOURY | Daniela | ||||||||||||||||||
35 | The Craftery | To understand and apply the design thinking process in a variety of situations, to be able to iterate and prototype creative solutions to a given problem, and to evaluate the suitability of a design and understand where improvements can be made | Construct 3 | RUBIN | Amelia | No | |||||||||||||||||||||
36 | Math Craft: The White Wizard | It is a highly reflective educational design framed by the rules and dynamics of gaming: levels to surpass, missions, lore, rewards, and all the components of gamification to foster mathematic learning in students from 7 to 12. It spins around several mini-games aimed at exploring the rules of the decimal system. | Mini games. Gamification | Rojas | Dolly | No | |||||||||||||||||||||
37 | Catching the theif in the bank | This is a continuation of last year, a game designed to test finance knowledge | Gamification | Kitson | Liam | ||||||||||||||||||||||
38 | Mathtain Climbers | To help students improve their arithmetic math skills and build their math confidence. | SHALA | Jetmir | No | ||||||||||||||||||||||
39 | Computer science history | Allow to understand the different steps that allowed to arrive at our current current computer world. | Card game | ABEL | Benjamin | ||||||||||||||||||||||
40 | The treasures of music | Identify the basic musical figures / Know how to identify the basic time signatures / Be able to explain the duration of each musical figure / Be able to solve incomplete measures by putting the corresponding figure | Menal | Andrea | NO | ||||||||||||||||||||||
41 | Overfish | Serious game to educate broader audience on ocean sustainability, particularly effects on marine ecosystems from direct human behavior and climate change. | Unity | FLANAGAN | Loic | Yes | |||||||||||||||||||||
42 | Lost for Words | An online, multiplayer language game in which players must survive/complete various levels using the target language. Using collaboration, communication, and strategy, they will unveil the mystery of the game's characters and story. | Unity game | PARKER | Alessandra | Yes | |||||||||||||||||||||
43 | Pragmate in VR | Pragmatic competence, comptence to use English appropriately depending on contexts, is imporant for English learners. However, materials including ELT textbooks do not enough information about pragmatics. Also, learning pragmatics should be associated with contexts because pragmatics is the language use in different contexts. In terms of that, virtua reality(VR) is an ideal platform for students to learn pragmatics. For example, students can make a polite request in a scene of home. | VR platform | Yukie | Saito | ||||||||||||||||||||||
44 | City Survival | Learning about different human habitats, communities in the world, their evolutions through time, how to survive and think up/design urban planning solutions | scratch | Agrebi | Hela | ||||||||||||||||||||||
45 | Critical Thinking | English language learning game to apply, analyze, evaluate and create.... (inserting CT into the syllabus).... idea is under construction! | Individual project, type of game TBD | BRADY | Lynne | ||||||||||||||||||||||
46 | Detectives Detect Details Detective story with a set of linguistic activities based on sounding of the words | This game has the following learning objectives:
1. to enlarge students’ English vocabulary through the words similar in sounding 2. to improve students’ pronunciation and spelling 3. to help students recognize and differentiate the words which sound similar to some extent 4. to improve students’ memorization of the new words via their similarities in sounding 5. to develop confidence in speaking/ listening and reading/writing 6. to develop fluency in English including formal and informal settings 7. to gain linguistic knowledge through culturally relevant and immersive gamification | Scratch | Danilchuk | Mariia | Andrieu | Pearl | ||||||||||||||||||||
47 | Re-Quest (Learning Science through 5E-model of Instruction) | Learners will be able to- a. analyze environmental and/or social issues using scientific knowledge; b. explore scientific concepts in a cooperative and/or collaborative manner through scientific investigation; c. create conscious rising materials using low-cost materials; | Individual | ANIK | Mehedi Hasan | n/a | n/a | n/a | n/a | Retention: Cut Scenes/ Story; Understanding: Appointment, Cascading Information, Q/A, and Appointment; Applying: Cooperation, Time Pressure; Analyzing: Feedback, Realism; Evaluating: Collaboration, Action/ Points; Creating: Design, Strategy/Planning. | Retention: Explore, Discover; Understanding: Participation, Q/A; Applying: Cooperation, Demonstration, Action, Imitation; Analyzing: Identify, Observation, Analyzing, Experimentation, Feedback; Evaluating: Collaboration, Hypothesis, Motivation, Assessment, Reflection/Discuss; Creating: Responsibility, Ownership, Planning, and Accountability. | ||||||||||||||||
48 | Expat Explorations: My First Adventure Abroad | The main learning objectives of this serious game are to teach players how to navigate the logistics of living abroad, strengthen their critical thinking, decision-making, and problem-solving abilities, and give them the knowledge and skills needed to succeed in a new environment. | Individual | Lawrence | Kiah Sophia | Main Game Mechanics: Role Play, Realism, Exploration Secondary Game Mechanics: Storytelling, Immersion, Replayability | Main Learning Mechanics: Responsibility, Accountability, Experimentation Secondary Learning Mechanics: Action/Task, Guidance, Assessment, Discovery, Simulation | No | |||||||||||||||||||
49 | Bonjour Paris: a game for French second language learners | This game serves as a tool to help students recapitulate learned content and test their current language proficiency level. The student will be able to: 1. Recognize and classify vocabs/verbs/adverbs in an interactive ludic way while being motivated and engaged all along 2. Implement and integrate words in a specific context in multiple diverse exercises 3. Detect, review, and solve mistakes found in a specific context in multiple diverse exercises | Articulate Storyline | TABET | Mireille | ||||||||||||||||||||||
50 | |||||||||||||||||||||||||||
51 | |||||||||||||||||||||||||||
52 | |||||||||||||||||||||||||||
53 | |||||||||||||||||||||||||||
54 | |||||||||||||||||||||||||||
55 | |||||||||||||||||||||||||||
56 | |||||||||||||||||||||||||||
57 | |||||||||||||||||||||||||||
58 | |||||||||||||||||||||||||||
59 | |||||||||||||||||||||||||||
60 | |||||||||||||||||||||||||||
61 | |||||||||||||||||||||||||||
62 | |||||||||||||||||||||||||||
63 | |||||||||||||||||||||||||||
64 | |||||||||||||||||||||||||||
65 | |||||||||||||||||||||||||||
66 | |||||||||||||||||||||||||||
67 | |||||||||||||||||||||||||||
68 | |||||||||||||||||||||||||||
69 | |||||||||||||||||||||||||||
70 | |||||||||||||||||||||||||||
71 | |||||||||||||||||||||||||||
72 | |||||||||||||||||||||||||||
73 | |||||||||||||||||||||||||||
74 | |||||||||||||||||||||||||||
75 | |||||||||||||||||||||||||||
76 | |||||||||||||||||||||||||||
77 | |||||||||||||||||||||||||||
78 | |||||||||||||||||||||||||||
79 | |||||||||||||||||||||||||||
80 | |||||||||||||||||||||||||||
81 | |||||||||||||||||||||||||||
82 | |||||||||||||||||||||||||||
83 | |||||||||||||||||||||||||||
84 | |||||||||||||||||||||||||||
85 | |||||||||||||||||||||||||||
86 | |||||||||||||||||||||||||||
87 | |||||||||||||||||||||||||||
88 | |||||||||||||||||||||||||||
89 | |||||||||||||||||||||||||||
90 | |||||||||||||||||||||||||||
91 | |||||||||||||||||||||||||||
92 | |||||||||||||||||||||||||||
93 | |||||||||||||||||||||||||||
94 | |||||||||||||||||||||||||||
95 | |||||||||||||||||||||||||||
96 | |||||||||||||||||||||||||||
97 | |||||||||||||||||||||||||||
98 | |||||||||||||||||||||||||||
99 | |||||||||||||||||||||||||||
100 | |||||||||||||||||||||||||||