The No One Left Behind project tackles key challenges in the education sector by using the potential of digital games and game-making. The project will unlock inclusive gaming creation and experiences in formal learning situations, underpin meaningful learning and support children to realise their full potential.

To achieve this overall aim, “No One Left Behind” will push the boundaries of digital game playing to form inclusive and participatory game making and design pathways, following these objectives:

  1. Scaling Pocket Code from a technological research-based initiative to the education market. “No One Left Behind” will create a new generation of Pocket Code media-rich programing environments adapted to formal academic primary and early secondary (UK Key Stages 2 and 3) education objectives and pedagogic abilities and capacities. Thus, this objective aims at integrating the technology transferred by SMEs and inclusive technology (GPII) to the version of Pocket Code currently in beta testing, in order to deliver an inclusive and ludic enhanced “New Generation of Pocket Code.”
  1. Transference of gaming technologies to the New Generation of Pocket Code This objective aims at generating game design elements and models for many of the attributes that are considered integral parts of the advantages of using games (e.g., motivation, engagement, agency) as interface design patterns (modules) that could be re-used at different academic levels and curricula areas (academic subjects) to widen the possibilities of matching what Pocket Code can offer to the real expectations of children in terms of desired “game” output.
  1. Matching game mechanics and dynamics transference to the academic and didactic curricula/syllabus objectives This objective aims at providing the matching of gaming technology transferred with academic curricula by creating Pocket Code subject-relevant content modules (material). These “component modules” (e.g. design templates) will support game-design aspects that support the knowledge and academic curricula already taught in schools (e.g. photosynthesis processes, gravity processes, etc.); and support the mechanics (rules) and objectives of a well-articulated theory of academic learning and subsequent pedagogy underlying it.
  1. Stimulating inclusion in classrooms The project will stimulate inclusion by experimenting with multi-modal interaction and inclusive technology supported through the use of the Global Public Inclusive Infrastructure (GPII), by teaching students inclusive technology design from childhood as an engaging and effective methodology to enhance integration in society, and by enabling teachers’ decision-making to take mediation actions to support learning and social empowerment. Teachers will be able to take actions to empower children based on contextual and behavioural data (metrics) information of the students.
  1. Set up European multi-site small scale experimental pilots across European Borders to be performed in primary through to secondary levels Three small scale experimental pilots will be set in Austria, Spain and UK; each one will comprise at least 3 courses, and each course will integrate Pocket Code in 3 sets of curricula during 2 school years. Also each site will target different social exclusion problems as described in the Pilots section
  1. Evaluate potential monetization paths for the new generation of POCKET CODE Different paths of monetization, related with content production and distribution will be evaluated as an alternative for developing the supply of game making platforms products, which in turn could support a ‘social’ market, open-source and user development with effective innovation and affordable supply