The GAD project (Game creation in augmented reality enhancing professional digital skills) is aimed at teachers, trainers and professional organisations, as well as all categories of adult education professionals. Nowadays, educational institutions are facing the challenge of changing their pedagogical and training approach to include the use of new technologies and communicative and representational changes in the digital age of trainers and learners.
The GAD project foresees the implementation of a digital learning game (GAD GAME) in augmented reality that intends to develop the digital competence of trainers (especially those involved in lifelong learning), increasing their self-efficacy and capacity to create digital learning and training products suitable to cope with the new training challenges due to the pandemic emergencies. Transversal communication, dissemination and impact assessment activities are foreseen.
Achieved results / deliverables
- GAD Game: GADGame is a digital learning game based on augmented reality, where it is possible to create lessons and launch quizzes to provide an immersive and engaging educational experience.
- GAD Platform: The GAD Platform is complementary to the GADGame and acts like a hub. It hosts a lot of information from the implementation phase of the project and indicatevely previews of the models created by the groups of educators, accompanying presentations for the 3d models, a roadmap for educators to share their contents, a quiz creator, content from all the trainings, simple tutorials in the form of step-by-step guides and notes and helpful resources in English, Italian, Spanish and Greek.
- Communication/promotional materials development: A series of material and publications created to support the promotion of the project and increase awareness on its expected results.
- Monitoring and Evaluation strategy: It consists in an introduction of the implementation approaches of the project (e.g., TPACK model, DIGCOMPEDU, Gamification and Augmented reality), and a set of directives and tools to monitor and assess the quality of the implementation. Those tools are mainly questionnaires and interviews for both trainers and learners. In addition, other tools to monitor both the welfare of the coordination measures, and the communication, dissemination and networking actions, is taken into account.
COORDINATOR – Italy
Universitat de València
PARTNER – Spain
PARTNER – Greece