Code: 2020-1-ES01-KA201-082223


Scoala Profesionala Gropnita


Scoala Profesionala Gropnita


The Project

This project corresponds to a KA201 - Strategic associations for school education in which four organizations from three countries (Spain, Greece and Romania) are involved. Its main purpose is to design and implement an educational model based on gamification and game-based learning with its corresponding manual to contribute from the very beginning to the causes that could make the reduction of early school leaving and social inclusion possible.

Target group

  • Direct target group: Children from 6 to 12: this is the age when students start disliking the schools. In most of the cases after 12 years old students already know that they don’t like studying.
  • Indirect target group: teachers

Main Target Goals

  • To tackle the early school leaving by motivating students from the beginning of their studies.
  • To increase the academic level in disadvantaged schools.
  • To increase social inclusion by applying a methodology based on communication and working group.


  • 4 transnational project meetings
  • various online meetings in-between
  • 2 intellectual outputs

Transnational Meetings

1st TPM

Partners will meet to explore the project objectives and overall strategy, setting the basis for the cooperation and beyond.

2nd TPM

This second meeting, after the first phase of the project, will help us to define the final version of the methodology.

3rd TPM

The third transnational meeting will take place when the methodology has been finalized as well as all the teaching aspects

4th TPM

The fourth meeting matches the end of testing the program and therefore we have all the data collected about its implementation.


Recent News


I teach English in a primary school, and my primary concern is for the children's pleasure at school, where they spend about half of their day. I would say that after 15 years of teaching English to primary school students, the best way for children to learn is through playing.

I've always attempted to incorporate playful learning into my classrooms, particularly those with younger students. However, each time, I was required to seek out games, tools, and methods for making learning more enjoyable.

The GAMIRIGHT project addressed this issue. It equipped me with a comprehensive strategy for motivating and engaging my students during the lesson. My students adore the GAMIRIGHT materials. Each one has their own avatar and is competing to collect the most points in order to beat their classmates! However, in reality, everyone wins, and most importantly, learning wins!

Unfortunately, due to a lack of technological equipment in the classroom, I am unable to use the online version. However, we wish to have this option in the near future.

Rena, Primary School in Karditsa, Greece

I love gamification. The battles are very exciting, the stories are very creative and I love the avatars. You can buy a lot of useful things in the play shop. My favourite is the "bewitched whisper".
The gamification makes me want to study even more, because I earn points. I also love the "lectometer" and the weekly challenge. All of that makes the class very entertaining for me. Before, my classmates were not very good, but gamification seems to have woken them up. Without a doubt, my experience has been very good and I also love the decoration of the door and the corridor: it has been fantastic!

Nemesius, 4ºA

I think this is a fantastic idea and a very good way to motivate us. The weekly challenges make me push myself and my limits. I also think it's a very creative idea. I find the story and the audios quite interesting; I look forward to new audios about the story, because each ending leaves me very intrigued. The villains are the best. I also find it quite funny that every time you level up you are confronted with a different, stronger villain.
The gamification has really inspired me and helped me to push myself and do my best. Ever since gamification started, I've loved the point system, the shop, the battles, and so on. I hope it never ends.

Mofénix, 4ºA

I like Hugo's narrative a lot. It's super fun and it's nice to know that if you do your homework, behave well, do a project in the right way, participate and be quiet, you get points and improve your grades. Something I really like are the audios: I love them, they are so much fun, I give them a 10 out of 10!
Another thing I like a lot are the characters (avatars); I don't like mine, Enia, at the moment, but let's say I'm going to find out how she is in the story, if she appears or not and if she's important. What I do know is that I have 138 points. That's a lot, but not enough for the story.
In conclusion, I love gamification and the story should be collected in a book. I even see it as a Netflix series.

Mofénix B, 4ºA

In my personal opinion, the technique of using the story, as well as getting points and being an avatar, is great, as it makes you try to improve in class, motivates you etc. I think Hugo's story is great, as well as the avatars. It has helped my listening comprehension. It has also motivated me a lot, as I think it perfectly reflects the level of each student. In addition, in the table of the actions that have been done, as well as the corresponding points, there are many things for which you can earn points, such as creativity, helping your classmates, etc. This gives all pupils the opportunity to get points for various reasons in which they can discover hidden talents.

Perrodillo, 6ºA

I really like everything we are doing with this new gamification, as it is very interesting to start a day with a new audio. It's intriguing to want to know more and how the story continues. Something I also really like are the avatars and the different characteristics of each one of them. I love mine, as he is one of the main characters. The images we are shown are very striking, especially knowing that they are handmade.
In general, I can say that I love all the activities that involve gamification.

Arana, 5ºA

Despite my initial reluctance on the subject of gamification, the experience once applied in my classroom has absolutely changed my opinion about this fantastic resource, which, although it is true, when you are shown how to carry it out at first can lead you to generate some concern about how to integrate it into your daily life and your weekly schedule, but once you start to flow and soak up the multitude of resources it provides you get hooked and consider it essential in your daily work dynamics. The total freedom given by the centre for each teacher to carry it out as far as they see fit has also had a notable influence.
I have noticed, as I imagine most of my colleagues have, a great change in the interest, motivation, desire to learn and participate in my students. Those who were unmotivated, with little desire for anything and zero interest in learning new things have become so hooked on the dynamic that it is starting to show in their grades.
Gamification as it has been proposed is being very positive and attractive for the children, but also for the teachers, as anything that generates expectations, excitement and fun in your students makes you use it more and more.
The only drawback I see is that, as a 4th grade primary school teacher, I find the narrative a bit complex for such young children, but working with them it is working.
The most interesting thing is that based on this gamification, taking the mythological beings as a reference, in my classroom we have transferred it to many more resources such as the “lactometer” where each mythological being shows the books read and they get XP for each book they read (increasing in recent months the desire to pick up a book and start reading), or the weekly challenge contest, where five weekly challenges are shown and you have to fight to be the best in each one using the avatars of mythological beings and getting more XP...
I conclude my assessment by highly recommending gamification in the classroom, to keep students and teachers awake, motivated and active.


"Save the school for mythological beings" is my second experience with gamification. I had already used a platform to manage points and levels, but not a narrative or the MyClassGame platform.
The points system is something that students always like (although some students are more "competitive" than others, not all of them give it the same importance).
The level system is very good because, if there is no goal, getting points would not be as motivating. In addition, receiving a physical badge and power cards when changing levels is very exciting for the students.
The storytelling really engages them and that's what, for me, makes this gamification more integrated into the school system. They always want to listen to a new audio and, moreover, as they are in the story themselves, it makes them really get into it! They are the protagonists of something, things happen to them, they have powers... Everything that "sets the scene" for the story, such as buying a bag of objects for each pupil like the characters in the narrative have, makes the story a little more real, and feeds the illusion and motivation...
They also like the duels and the combats very much: they get "nervous", they get excited, because they are playing for points, for life... And they are going over the academic contents while they are playing!
From the teacher's point of view, it is fun to gamify; we adults also like to play, and anything that makes teaching more playful makes our work more motivating (it doesn't only affect children's learning). It is true that it takes preparation, time, work... it is not easy to combine so much academic content that we have to teach with the preparation that gamification entails, but it is worth it!
The narrative is of a fantastic nature and has many elements that connect with the children's tastes: powers, villains, fights... And the illustrations enrich the project a lot because the pupils put images to their avatar and to the most important scenes of the story. Moreover, having the illustrations gives us the opportunity to decorate the classrooms, the corridors... and, in this way, to integrate gamification even more into the school space. Because of all these elements, I think that this gamification is being done at quite a deep level.


I use gamification in almost all the areas I teach, which are Mathematics, Language, Natural Sciences, Social Sciences and English.
Normally students can score points almost every day for various actions
• 1 point for bringing in all homework for the day.
• 1 point for each aspect of good behaviour (rules, being quiet in class and being ready)
• 1 point for working well in the classroom
Occasionally 2 XP can be awarded for extra work (writing, crafts, exhibitions, etc.).
We have had two team battles and in general they have enjoyed them. It is very positive to review before the tests and to refresh the contents previously worked on so that they remember them after a while.
The narrative of "Save the School of Mythological Beings" is generally liked by all of them, although some of them find it a bit complicated in some parts. Listening to it on audio makes it easier for them to understand the general plot lines, although they miss some details that need to be picked up on in subsequent listenings because they were important, although they didn't seem so at the time.
They really like it when their avatars mentioned appear and they discover their powers and abilities. They also like to know how they take part in the story and almost all of them are very eager to see if they will be in the story.
This process of identification has been reinforced with some language work in writing, where they had to imagine or elaborate information about their avatar. They are also starting a short summary of what they know about the story.


As we all know, points systems are a magnificent incentive for our students to improve their academic performance through the increased interest and motivation generated by games and points systems.
The gamification project that is being carried out at our school is proving to be a great success with our students. It is a multidisciplinary project that can be applied to any of the subjects and even to the different festivities celebrated at the school.
In the months since its application we have observed: an increase in motivation for the study of certain subjects; improvement in the regulation of self-control and behavioural reactions; improvement in teamwork and organisation; reduction of ineffective time for the completion of tasks; increased interest in the subjects of Natural and Social Sciences due to the different dynamics carried out that have a higher score. In addition, in the subject of Language, it is profoundly helping students' oral and written comprehension.
As a 6th grade primary school tutor, I think it is a very positive tool that favours the symbiosis that takes place in the teaching-learning process between pupils and teachers.


The gamification strategy that I used with my 5th and 6th grades proved to be very useful in class management. There are students who refuse to follow the rules and they disturb the others too. But since they’ve discovered that the world of digital games is right in the classroom, they have been a lot easier to work with. This is due to the fact that Class Dojo helps develop the students’ competitive skills and it helps the teacher draw their attention quickly and efficiently.

Gabriela Anton, History teacher

For the Romanian Language classes, working with Class Dojo encouraged positive behavior, and the flexibility of the platform is very useful. You can decide how many XP they get according to your criteria. So you can give more points for the easier tasks. This is very motivating for the students. Because they get rewards for doing things that are easy. So they try harder without even noticing it.

Mihaela Rosu, Romanian Language teacher

Although in the beginning it seemed like this will take a lot of time, I see it differently now. It is part of our everyday routine. I build my lessons around Class Dojo, because I know that the pupils will be excited when they get points, when they can play with their avatars, or even when they have a test. Because they know that their grade turns into points.

Milica Chelaru, 1st grade teacher

“The new gamification concept used during Biology classes was very well received by my students. I noticed they prepare better for our classes because they know that they can earn points every time we meet. The students are more attentive, more active and more assertive towards their colleagues. The student – teacher communication process is more efficient, there isn’t any more idle time and they collaborate better. I have noticed improvement especially with the weaker students, with those with learning deficiencies, who wish to participate during the lessons, and, even if their answers are not always right, they are happy to be rewarded with at least 1XP. Gamification is very helpful in my attempt to adapt the learning process to the 21st century requirements.”

Adelin Stanciu, Biology teacher

“Being a preparatory grade teacher is very difficult, because most pupils don’t pay attention in class. They are not used with the atmosphere in school, where they have to be disciplined. Usually, I spend most of the school year worrying about discipline and manners. This year, however, with the help of the gamification platform that we started to use, thanks to the Erasmus Plus project, it’s been easier to maintain silence in class, to draw the pupils’ attention and to do my job as a teacher. Giving them rewards makes them listen to me and do their tasks without having to negotiate with them. For class management, it is the best solution.”

Lenuta Pricop, preparatory grade teacher

“I like Class Dojo because I am more active during classes than I used to be in the first semester. I like it because it makes us compete and it makes us more disciplined.”

Agapie Diana – Mihaela, 5th grade

“I wish to keep using Class Dojo because it was different without it. The teachers were talking mostly to the good students.”

1st grader

“I like Class Dojo and I think it is very interesting because there are levels and badges and we can play with them. I like it when we get points. We didn’t have this before.”

4th grader

 “I love Class Dojo. I think I have 22 points and I was sooo happy when I hatched… we were all waiting to hatch to see what we look like, if we are ugly or beautiful… I am beautiful! But I don’t like that my colleagues already have 55, 58 points…”

5th grader

“Before Class Dojo we were not doing our homework, we didn’t even bring our books and notebooks at school, we always forgot. Now, this doesn’t happen so often because we fear we might lose points. Now we are in constant competition and we have very cute avatars. We are more motivated to learn. We have a lot of fun!” 

6th grader

“I like Class Dojo very much because it motivates me to learn. Thanks to this app I study harder and I hope to get better grades. Class Dojo reminded me that I can succeed. It is very useful.”

Lungu Raluca, 6th grade

Pese a mi inicial reticencia con el tema de la gamificación, la experiencia una vez aplicada en mi aula me ha cambiando absolutamente la opinión acerca de este fantástico recurso, que si bien es cierto, cuando te exponen cómo llevarlo a cabo en un principio puede llevarte a generar algo de inquietud en cómo integrarlo en tu día a día y tu temporalización semanal, pero que una vez que comienzas a fluir y empaparte de la multitud de recursos que te brinda te llega a enganchar y a considerarlo primordial en tu dinámica de trabajo diario. También ha influido notablemente la total libertad que ha dado el centro para que cada profesor lo lleve a cabo hasta donde considere.


He notado, como me imagino que la mayoría de mis compañeros, un gran cambio en el interés, motivación, ganas de aprender y participar en mis alumnos. Aquellos que se encontraban desmotivados, con pocas ganas de nada y cero interés en aprender cosas nuevas ha despertado en ellos un enganche a la dinámica tal que se está empezando a notar en sus notas.


La gamificación tal y como se ha planteado está siendo muy positiva y atractiva para los niños, pero también para los profesores, ya que todo aquello que genera expectativas, ilusión y diversión en tus alumnos te hace recurrir a ello cada vez más.


El único inconveniente que veo es que, como tutora de 4º de primaria, veo la narrativa algo compleja para niños tan pequeños, pero trabajando con ellos va funcionando.


Lo más interesante es que partiendo de esta gamificación, tomando como referencia los seres mitológicos, en mi aula lo hemos trasladado a muchos más recursos como lectómetro donde cada ser mitológico muestra los libros leídos y van consiguiendo XP por cada libro que van leyendo (aumentando en los últimos meses notablemente las ganas de coger un libro y ponerse a leer), o concurso de reto semanal , donde se muestran cinco retos semanales y hay que luchar por ser el mejor en cada uno utilizando los avatares de los seres mitológicos y consiguiendo más XP...


Concluyo mi valoración recomendando notablemente la gamificación en el aula, para tener alumnos y profesores despiertos, motivados y activos.

RAQUEL DE LEÓN, Your Content Goes Here

“Salvad a la escuela para seres mitológicos” es mi segunda experiencia dentro de la gamificación. Ya había utilizado una plataforma para gestionar puntos y niveles, pero no una narrativa ni la plataforma de MyClassGame.

El sistema de puntos es algo que siempre gusta al alumnado (aunque hay alumnos más “competitivos” que otros, no todos le dan la misma importancia).

El sistema de niveles está muy bien porque, si no hay un objetivo, el conseguir puntos no sería tan motivante. Además, el recibir una insignia física y cartas de poderes al cambiar de nivel, les hace mucha ilusión a los alumnos.

La narrativa les engancha mucho y es lo que, para mí, hace que esta gamificación esté más integrada en el sistema escolar. Siempre quieren escuchar un nuevo audio y, además, al salir ellos mismos en la propia historia ¡les hace meterse de lleno en ella! Son protagonistas de algo, les suceden cosas, tienen poderes… Todo lo que sea “ambientar” esa historia, como comprar un saquito de objetos para cada alumno como lo tienen los personajes de la narrativa, hace que la historia sea un poco más real, alimenta más la ilusión, la motivación…

Los duelos y los combates también les gustan mucho: se ponen “nerviosos”, se excitan, porque se juegan puntos, vida… ¡Y están repasando los contenidos académicos mientras están jugando!

Desde el lugar del profesor, es divertido gamificar; a los adultos también nos gusta jugar y, todo lo que sea hacer la enseñanza más lúdica, hace nuestro trabajo también más motivante (no solo afecta al aprendizaje de los niños). Es verdad que conlleva una preparación, tiempo, trabajo… no es fácil compaginar tanto contenido académico que tenemos que enseñar con la preparación que supone gamificar, ¡pero merece la pena!

La narrativa es de carácter fantástico y tiene muchos elementos que conectan con los gustos de los niños: poderes, villanos, luchas… Y las ilustraciones enriquecen mucho el proyecto porque los alumnos ponen imagen a su avatar y a las escenas más importantes de la historia. Además, contar con las ilustraciones nos ofrece la oportunidad de decorar las clases, los pasillos… y, de esta forma, integrar todavía más la gamificación en el espacio escolar. Por todos estos elementos, creo que esta gamificación se está haciendo a un nivel bastante profundo.



Utilizo la gamificación en casi todas las áreas que imparto que son Matemáticas, Lengua, CC Naturales, CC Sociales e Inglés.

Normalmente los alumnos pueden puntuar casi a diario por varias actuaciones

1 punto por traer todos los deberes del día

1 punto por  cada aspecto de buen comportamiento ( normas, silencio en clase y estar listo)

1 punto por trabajar bien en el aula


De manera ocasional pueden puntuar 2 XP por trabajos extraordinarios ( redacciones, manualidades, exposiciones, etc...)

Al principio estaban muy motivados con ganar puntos para conseguir "poderes", que son posibilidades para ellos ( cambiar de lugar en clase, conseguir monedas, ir al baño sin pedir permiso, etc...), al cabo de un tiempo se observa que hay un grupo numeroso de alumnos que siguen motivados pero un pequeño grupo no manifiesta ya tanto interés. En general estos alumnos son los que tienen más problemas de conducta y comportamiento o menos interés escolar por el aprendizaje y el trabajo.

Hemos realizado dos combates por equipos y en general les ha gustado. Es muy positivo para repasar antes de los controles y para volver a actualizar contenidos trabajados con anterioridad y que los recuerden tras un tiempo.

La narrativa de " Salvad la Escuela de Seres Mitológicos" les está gustando en general a  todos, aunque para algunos se hace algo complicada en algunas partes. El escucharlo en audio les facilita la comprensión de las líneas argumentales generales aunque se les escapan algunos detalles que hay que retomar en siguientes audiciones porque eran importantes aunque no lo parecían en su momento.

Les gusta mucho cuando aparecen sus avatares mencionados y descubren sus poderes y capacidades. También les gusta  saber cómo toman parte en la historia y casi todos están muy expectantes para ver si salen en la misma.

Este proceso de identificación se ha visto reforzado con algunos trabajos de Lengua, en expresión escrita, en los que tenían que imaginar o elaborar información sobre su avatar. También se está iniciando un pequeño trabajo resumen de lo que van conociendo de la historia.

Maravillas Boneque Molina, 5º B primaria

Como todos sabemos los sistemas de puntos son un aliciente magnífico para que nuestros alumnos y alumnas mejoren su rendimiento académico a través del incremento del interés y motivación que generan los juegos y sistemas de puntos.


El proyecto de gamificación que se está llevando a cabo en nuestro centro educativo está siendo todo un éxito entre el alumnado. Es un proyecto multidisciplinario que puedes aplicar a cualquiera de las materias e incluso a las distintas festividades que se celebran en el centro.


En los meses que llevamos desde su aplicación hemos observado: un aumento de la motivación por el estudio de ciertas materias; mejora en la regulación de autocontrol y reacciones comportamentales; mejora en el trabajo en equipo y organización; disminución del tiempo no efectivo para la realización de las tareas; aumento del interés por las materias de Naturales y Sociales debido a las distintas dinámicas llevadas a cabo que repercuten mayor puntuación. Además, en la materia de Lengua está ayudando profundamente a la comprensión oral y escrita del alumnado.


Como tutor de 6º primaria creo que es una herramienta muy positiva que favorece la simbiosis que se produce en el proceso de enseñanza-aprendizaje entre el alumnado y el profesorado.

ÁNGEL GEA GALERA, Your Content Goes Here

I am a teacher in a primary school. My class this year is a very problematic one, with students with learning disabilities and behavioural problems. After having tried different methods to teach or discipline my rowdy students, the GAMIRIGHT project came as a life savior!

The fact that students were involved in something new, they thought not a lesson (though they did learn), intrigued them. We made our own rules and points to score for each achievement or points to detract for misdemeanors, which gave them a feeling of freedom and responsibility.

It particularly helped uninterested students giving them the motive to do well, and without much effort, since it was all done through games!

Teacher , in a Primary School in Greece

I tried the GAMIRIGHT project with my first year students. I am an English teacher, and we don’t teach letters or reading yet, so games was the perfect tool for my teaching.

Through mime games, or with simple visual prompts (we could not use the online version), all students participated actively. They were looking forward to our lesson because they thought I was there to play with them!

It has really given them the best idea of what lessons are supposed to be, so it is a very good start for them. They think of English as their best school course, which is amazing! And their performance has increased due to all of these.

Teacher, in a Primary School in Greece

I am a teacher of the 5th grade in a primary school. I found the GAMIRIGHT project a very good tool. My students thought of themselves as too big to be playing. They were wrong!

They really liked the avatars, both boys and girls, having no too boyish or too girlish. They got to choose their own one which gave them independence, and even chose some characteristics for each of them., that they should follow through the whole school year. For example, a character was to be quiet and calm in a lesson, whereas the child was not actually like that. This really helped with their behavior in class, or gave them extra points when they made it. Motivation was really working, even with the avatars.

Teacher, in a Primary School in Greece

As a teacher of many years in primary schools, I was skeptical about changing my way of working, which was strictly following a book and a more teacher-centred methodology. I was intrigued to use this project from  my fellow teacher who was testing it first, and did not regret it.

I found it helpful with my shy students, who had a chance to do something right, gaining the respect of their fellow students, too. It was helpful for “bad” students who could play and gain knowledge through it. It was great with unruly students, who had to control themselves in order to participate in the games and gain points for good behavior.

At the end of the year, I will award each of them with a prize, according to what they have accomplished with the help of the project!

Teacher, in a Primary School in Greece
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