Games Based Learning
The core aims and objectives of the
IMAGINE project are to:
Draw together and valorise the•
results of previous Game Based
Learning (GBL) initiatives and
projects across the school, adult
and vocational learning sectors.
Use this evidence to influence policy•
makers’ perceptions and actions
to support a marked increase in
piloting and mainstreaming of GBL
through documented conclusions
Have a significant impact on•
validating new learning paradigms
and strategic thinking on curriculum
This project has been funded with
support from the European Commission.
This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be
made of the information contained therein.
aims and objectives
MDR Partners is a leading specialist partnership
working together with libraries, archives,
museums, information providers, and other
organisations in the cultural heritage and
Cross Czech has been intensively co-operating
with Czech educational and cultural institutions
helping them to ‘present their activities at a
European Schoolnet (EUN) is a not-for-profit
organisation funded by education ministries in
Europe dedicated to supporting schools in the
best use of technology in learning.
FH JOANNEUM - University of Applied Sciences
offers 30 Master´s, Bachelos´s and Diploma
degree programmes in the areas of Business &
Technology, Information Engineering, Mobility,
Social Services & Public Health and Media &
Süleyman Demirel University is a state-run
university funded in 1992 and located in Isparta,
Turkey. It has 15 Faculties, 17 Vocational High
Schools, 2 Higher Schools and 4 Graduate Schools.
The Faculty of Technical Education offers four-year
BSc programs including pedagogical aspects.
University of Ljubljana
The Faculty of Electrical Engineering, Laboratory
for Telecommunications (LTFE) ‘within the
University’ of Ljubljana, R&D activities encompass
fundamental and applicative research in the field
of converged services based on the integration
of mobile, internet, fixed and broadcasting areas.
mobile, IP and voice platforms.
Contact: Rob Davies
IMAGINE (Increasing Mainstreaming
of Games In Learning Policies) is a
two year project funded by the
European Commision under the
Lifelong Learning Programme:
Leonardo da Vinci & Studies,
Indicators and Dissemination.
IMAGINE will cover all LLP participant
countries. The work programme has
been designed to reach the maximum
number of interested participants
and to effectively inform all relevant
The main target audience is policy
makers: people working at key levels
of national ministries responsible for
school education, adult and lifelong
leaming, vocational training (employment),
skills agendas, regional and local education authorities
and other bodies responsible for strategic
developments concerned, including those
agencies which promote ICT in schools.
The outcome will be a substantial
community of policy makers with a high
level of commitment to pursue the
across a large number of countries and
all three levels of education covered.
Actors who interact frequently with
policy makers and whose support is
needed to advocate and to ensure effective
implementation of GBL in learning (the games
industry, influential education practitioners,
researchers) will also be targets for the dissemination
and exploitation work of IMAGINE, including the round-
table workshops and the final conference.
vocational learning sector
school education sector
The IMAGINE report undertakes
the task of identifying Game-Based
Learning (GBL) projects within the
European community and provides
a description of good practice case
studies spread across all levels of
adult/lifelong learning sector
Define the terms used in games for learning.1.
Develop a central repository of quality resources.2.
Vocational games should focus on outcomes and3.
involve end users.
Include digital games in textbooks, the curriculum4.
Make games eligible for funding in education5.
system modernisation programmes.
Evaluate GBL practices and research cognitive6.
Support the development of localised digital7.
Increase opportunities to bring together8.
researchers, game developers, industry, education
experts and learners.
Ensure that games are available for further9.
Provide professional support for10.
practitioners using games.
Use the experience of the teachers11.
working in this area.
Establish accredited courses for12.
Maintain funding streams for13.
digital competence programmes and
Link home and school learning through games.14.
Games developed for educational use should have15.
Visit the IMAGINE website to access
examples of good practice case stud-
ies spread across three education
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