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A closer look at the CLASHE learning experience

CLASHE learning experience consists of three different gamified applications:

  • Application #1 for junior high school students on maths, geography and English language learning.
  • Application #2 for first year university students on maths.
  • Application #3 for professional learners on business plans.

The first educational scenario is a game-like digital educational application, where junior high school students will have the chance to explore topics related to Geography and Mathematics. As the game will be in English, users will have the opportunity to practice their language skills in an indirect way. Through the educational game, users will adopt the role of global travellers, visit destinations around the world, become familiar with their cultural heritage, as well as practice knowledge directly or indirectly linked to their official curriculum. More specifically, the user of the game will be provided with a number of choices regarding cities that can be visited around the world (namely, New York, New Delhi, London, Cairo, Sydney, and Rio de Janeiro) select his/her destination, and become engaged in a number of everyday life activities of a traveller, while learning. Moreover, it is a collaborative environment where users can learn in an entertaining way while navigating and experiencing real life activities like exchanging money, visiting a museum/historical place/sports venue and learning about the heritage/history of a place. In-game activities can be distinguished into: (a) activities presented at each destination of our “global traveler’s” journey, (b) activities presented when our “global traveler” is about to leave an already visited destination and fly toward the next destination (activities described as “@ the airport” activities), and (c) “self-expression” activities.

The second educational scenario is used to teach newly enrolled and future aspiring university students basic math skills. Based on interviews with mathematics teachers the following five key topics with which students are often struggling were identified: Function theory, Vectors, Roots, Exponentials and Logarithms. It focuses on tasks wherein students discover applications of mathematics in real-world scenarios. A mission of the game (e.g. functions) may consist of several activities, each of which is basically a question (or assessment) and the relevant background theory. The real world connection to mathematics will be given through the question itself and the background theory as far as possible. As an example, one activity could be related to converting Fahrenheit degrees to Celsius degrees and vice versa, where students learn to apply linear functions. The user interface would be focused on tablet end users and all interactions would be touch-friendly and limit the required volume of data entry. This will foster an intuitive understanding by the students. Together with the ability to easily modify constants and formulas by simply touching the screen an interactive experience will be created where the connection between mathematics and its graphical representation is obvious. Regarding collaboration the users are able to make inline comments while a gamification element is that students earn coins for completed activities.

The last educational scenario offers to the professional users of CLASHE a tool with double functionality: a training tool and also a working tool for the user. The task is the development of a business plan for entrepreneurs, who will learn the basic concepts related to the business plan, while working with its contents. The game is offering an alternative way of learning new skills or practical topics (such as how to elaborate a good business plan) through theory and a supporting tool for the development of the actual business plan. It is an individual game, although there is a possibility to play with or against other users of the platform, through the final ranking of users. The user gains points by completing quizzes and mini games or by making use of the collaborative features of the application in order to navigate in the learning path and to get the business plan completed.


Last update: 3 December 2014

This project has been funded with support from the European Commission. This website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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