Workshop on authoring game-based STEM
learning experiences

September 12, 2017 Tallinn, Estonia
This workshop pulls together technology enhanced learning solutions and experiences in the context of authored learning coming from two different H2020 EU projects, Beaconing and Rage.
It will represent a space for discussing how to concretely exploit project outcomes into real learning practice and how to concretely adopt technology into meaningful learning planning. Through a hands-on approach, this workshop aims to bring together research and practice for reflecting on sustainable solutions that guarantee a high impact in real learning and training settings. In other words, this workshop is conceived for people creating solutions to present their work to people from practice interested in these solutions and vice versa.
edTech, e-Learning, serious games, gamified lesson paths, learning impact, pervasive learning, learning authoring, learning experience, STEM

Workshop theme and background

Nowadays edTech (educational technology) is invading our classrooms, and it couldn't be any other way, since technology is continuously getting more and more pervasive in our day to day lives overall.

In this context very often teachers are leveraging a "self-made" and improvised use of technology that involves the use of several heterogeneous online resources such as: sharing files into online repositories, sharing videos and audio clips from YouTube, providing instant quiz games, using online tools in self provisioning and so on.

One of the main problems of such an approach is that in the end it is very difficult for teachers to collect and analyse all the feedback and data gathered, since these are dispersed across many different tools and digital resources.

Paradoxically instead of fostering teaching, such use of technology in education potentially represents an overload of effort and time consumption.

The challenge that the Beaconing project aims to overcome is to provide teachers and learning designers with a unique platform to author, manage and monitor their classroom while providing a gamified environment to their students where they will learn STEM topics, having fun along the way.

More specifically the Beaconing project, focusing on STEM learning, aims to provide contextualised, widespread and gameful learning experiences by exploiting pervasive, context-aware and gamified techniques and technologies, framed under the Problem-Based Learning approach.

Learning content will be provided to learners through a gamified 3D meta-game environment implementing a sci-fi narrative fiction in which the player will be engaged in missions and quests represented by different kinds of activities.

These activities can be location based missions where players will be asked to collect pieces of evidence in specific places of their town, in-App mini game challenges to assess or train their STEM knowledge, or traditional in-classroom activities.

Teachers and learning designers, through an authoring pipeline supporting multiple roles, will have the power to author gamified lesson paths tailored to their student's needs that will be experienced as gamified missions that must be completed in order to proceed in the sci-fi fictional adventure game.

Through the experience Apis (xAPI) tracking support, and a powerful and flexible learning analytics platform, it will be possible for the teachers to assess and monitor their students' progress, and for the players to monitor their leaderboard progress against the Beaconing community of learners.

The Realising an Applied Gaming Eco-system (RAGE) project aims to develop, transform and enrich advanced technologies from the leisure games industry into self-contained gaming assets that support game studios in developing applied games easier, faster and more cost-effectively.

Key RAGE project assets have been developed to ensure a seamless exchange of "Real Time" performance DATA via the xAPI technical standard. This provides the educator with the opportunity to anlyse performance data to ensure learning experiences can be personalized in response to players performance and learning context either algorithmically or manually.

Why attend?

The audience will be engaged in the creation of gamified learning paths within the STEM topics. This means, starting from the learning objectives and goals of specific STEM topics, learning how to map them towards a pervasive gamified experience made of mini games, location based challenges as well as traditional learning activities to challenge students with a more playful and engaging way of doing their homework.

It will be also possible, for the attendees, think and design new mini game ideas to fit with the specific needs of the learning path their are authoring, if the available mini games do not match at best.

Videos, pictures and live tweets of the workshop, will be available, soon after the event, on the workshop website, as a Storify stream. Links to SlideShare presentations and YouTube videos will be also added to collect a lively record of workshop impressions and highlights.


The workshop will last for half a day (approximately 3,5 working hours) and will be divided into three main parts plus a wrap-up session:
In Part 1 Beaconing and RAGE projects representatives will present their concrete games, results and experiences with reference to designing and implementing technology resources for authoring gamified learning experiences. This will be done in the most practical way possible, through demos, videos, pictures and storytelling. This part will last half an hour.
In Part 2, after a short briefing, participants will be divided into groups and will be engaged in the design of new STEM gamified learning paths. Each group will define a learning topic of their interest, ideally in STEM, in which activities for trainees need to be identified and will design a learning path following instructions by the moderators. Among others, these activities can also be mini-games (similar to the ones shown in the previous part of the workshop) or new ones to be described and specified. Storyboards will be drawn to explain the learning path. This part will last about 2 hours.
In Part 3 each group will present their solution to the audience and to the moderators, then a open discussion about the presented outcomes, the feasibility of the envisaged solutions and their usefulness will follow. During this session moderators will also provide to the audience tips about digital tools to foster and simplify the creation of digital learning activities that can be part of a gamified learning path.
Conclusions and a summary of collected evidence with considerations about impact and sustainability of solutions will close the workshop with a wrap-up session. This part will last about 1 hour.
This workshop targets researchers involved in TEL as well as teachers and learning experts, who are invited to come and bring their every-day working experience into the group to contribute to the discussion.


Massimiliano Cazzaniga


Strong technical background in mobile applications and games development. Currently project manager for the Beaconing and Inlife EU projects and has managed the last year of the SmartSociety FP7 FET project. Thanks to his expertise in digital innovation he will helps the audience in creating compelling gamified lesson paths leveraging on the Beaconing components as well as on others digital tools available in the digital landscape.
Lucia Pannese


imaginary CEO, has more than 20 years managing experience in innovation & research projects with special focus on digital interactive technologies to deliver user experiences. She is heavily involved in European research around enabling technologies, specifically Serious Games, gamification and digital interactive technologies for learning, training and behavioural change. With numerous Italian and international publications, she has been invited to several international conferences and workshops dealing with the topics of Serious Games and enabling technologies.
Paul Hollins

The University of Bolton

Paul Hollins is leading work for the University of Bolton on the EU funded H2020 project Realising an Applied Gaming Eco-system project. Before returning to academia Paul worked in the interactive Leisure Games Industry and has written and published extensively on themes around Technology Enhanced Learning (TEL) for the last fifteen years. In parallel Paul also directed the Jisc innovation support service and The Centre for Educational Technology and interoperability Standards (CETIS). His PHD studies were focus on the efficacy of Immersive Environments in educational settings , He has an Msc in Teaching and Learning with ICT and an MBA.

Organizers' past experience

EC-TEL 2009
Serious Games Interactive Cafè
Lucia Pannese, Vania Dimitrova, Sonia Hetzner, Fabrizia Mantovani, Maja Pivec, David Wortley
EC-TEL 2010
From Storytelling to Serious Games:Interactive workshop about methods and techniques with Demonstrations from the “e-VITA” project
Lucia Pannese, Dimitra Pappa, Sonia Hetzner, Aristidis Protopsaltis
EC-TEL 2011
Augmenting the Learning Experience with Collaborative Reflection
Lucia Pannese, Sonia Hetzner, Neil Maiden, Adam Moore, Michael Prilla
EC-TEL 2012
2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL 2012)
Adam Moore, Viktoria Pammer, Lucia Pannese, Michael Prilla, Kamakshi Rajagopal, Wolfgang Reinhardt, Thomas Ullmann, Christian Voigt
Augmented Virtuality Supports Sharing of Corporate Experiences
Lucia Pannese, Sonia Hetzner, Aristidis Protopsaltis
EC-TEL 2013
21st century Learning in the Health and Emergency sectors
Lucia Pannese, Michael Prilla, Declan Dagger, Zvika Popper


EC-TEL 2017 will take place at Tallinn University. Tallinn University is situated in the city centre of Tallinn, Estonia. The conference will be held in Astra (Narva mnt 29), the newest of the TLU campus buildings (take a virtual tour of the campus here). The Astra building is just a 10-minute walk from the medieval Old Town, a UNESCO World Heritage site and one of the most popular tourist attractions on the Baltic sea.

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