Problem addressed or learning needs
What specific learning needs (or problems) do the use of CODING aim to solve?
The project addresses the growing disinterest in STEM subjects among students by using gaming and storytelling to increase motivation and engagement. Coding is used to create interactive learning scenarios that encourage exploration, collaboration, and problem-solving.
The educational goals include:
• Cognitive learning: through logic, strategy, and scientific reasoning in game-based tasks.
• Metacognitive learning: students reflect on their learning process and problem-solving strategies.
• Collaborative learning: the game promotes teamwork and peer interaction.
• Creative thinking: encouraged via storytelling and scenario development.
Types of enhanced competences
Computational thinking
Coding and basic programming logic
Collaboration and communication
Problem-solving and critical thinking
Scientific inquiry and digital literacy
Subjects involved
Humanities, Technologies\Engineering, Math, Foreign Languages, Arts
Duration and timeline of implementation
The project lasteds 24 months. Activities included regular workshops, game co-creation phases, and testing in classroom environments. On average, implementation involved 6–10 workshops per pilot school, each lasting 2–3 hours.
Strategies and activities
Game co-design sessions with teachers and students
Story development workshops combining humanities with STEM
Pilot classroom activities using the game for teaching
Feedback loops to refine gameplay and educational outcomes
Transnational meetings for training and sharing methods
Material Sources
Laptops or tablets – for accessing the game and digital tools
Internet connection – for online collaboration and platform access
Twine – for creating interactive story-based games
Scratch – to introduce coding through visual programming
Microsoft Office / Google Workspace – for collaborative writing, planning, and reporting
Canva – for designing visual storytelling elements and game graphics
LMS platforms (e.g., Moodle) – to organize, share, and evaluate educational content
Digital whiteboards (e.g., Jamboard, Miro) – for collaborative brainstorming
Multimedia tools (microphones, webcams, speakers) – to support digital storytelling and recording
Methodology
Team Work, Cooperative Learning, Storytelling, Peer Tutoring, Learning By Doing, Case Studies, Digital Storytelling, Debate
Impact
Students involved: ~500 across partner schools
Teachers involved: ~50
Schools involved: 30 across participating countries
Observed Benefits
Please provide a list of quantitative or qualitative improvements, If declared by those who carried out the project. Increased student motivation and engagement
Improved attitudes toward STEM subjects
Enhanced problem-solving and teamwork skills
Better understanding of complex STEM concepts via narrative learning
Challenges Faced
Access to consistent digital tools across all schools
Balancing curriculum constraints with game-based learning time
Teachers’ initial unfamiliarity with coding and game design
Key Success Factors
Integration of storytelling into STEM learning High student involvement and ownership in the co-design process
Collaboration between educators and game designers
Flexibility of the learning format
Future Improvements
Develop simplified toolkits for educators to adapt the game
Provide pre-made game templates and training for quicker classroom adoption
Translate materials into more languages
Recommendations
Please list possible improvement or recommendations (with respect to the analysed best practice: identify, extrapolate and describe a set of recommendations to be repeated for the implementation of other educational projects, giving reasons)
• Encourage cross-disciplinary collaboration in schools
• Invest in teacher training on digital tools and coding basics
• Include student voice in the design of educational tools
• Combine learning with play to increase engagement in traditionally “hard” subjects like STEM
