“This was my first Erasmus+ project, so I was an open book to this experience. One of the participants told me that this was one of those functional trips “because you can actually get something feasible to take home from here”. I guess I landed on a good project!

When I first applied I only knew what I was on when it comes to game design, having created two games of my own, but I was sincerely afraid that what I already knew was perhaps not going to be good enough. How wrong I was.
The people were nice and caring, and no subject was too much for anyone to handle. We had standard lecture-styled learning and we would also jump right in with practical examples, playing four unique games, but also making blueprints for one we wanted to make ourselves.

If I were to simplyfy what this project was about, then to put it simply, it was about driving home the message that “Learning through games is more immersive than attending a lecture”. “Immersive” as in the messages hit on a completely different level. The games we played were roleplaying games where we would take on fictional roles and play through scenarios inorder to get insight into a problem or a subject.

One of the games taught me that if we only focus on ourselves and alienate ourselves from others, then it’ll be next to impossible to carry through an authentic social change. Another one of these games made me realize that “Hm. I think I’d really like investing.”

At the end of the program I really felt how this project really aligned with who I am. For me this doesn’t happen often, but this project seemed to be like a temporary ‘home’.

Aside from this, on a meta level I learned for myself details about group dynamics and a basic blueprint for how to make games that is surely to help me in my future endeavours. In addition, it gave me a structured approach in areas that I didn’t know that I’ve overlooked before (for example some group handling techniques that I will remember to use when I’ll be making my own thinktanks/mastermind groups).

There were plenty of feedback circles, so it seems that either all or most of us got express what we were feeling and thinking. As it turns out, two completely different steps when asking for feedback from your particiapants! First you have to let people expres their emotions and only once they are cleared from the inital emotion can you ask them more feasible feedback.

It was also really great that one of the organizers brought two books for us to read. I wish I could’ve read the entire thing (Reality is Broken by Jane McGonigal), but nonetheless I have now a good book recommendation that I am going to finish (once I find it in a bookstore).

Perhaps an odd tid-bit but in the project is that I was surprised on how physical the Spanish participants were. They kind of taught me with their existance alone how I’ve had preconcieved notions about physical boundaries I set in my own life have been for nothing. They normalized for me what is considered to be okay.

The send-off at the end of the project was very wholesome and the participants were great! I’m grateful to have been given this chance to participate and I am waiting for the chance to participate in an event that’s more related to tabletop games.”

Carl-Marcus Veide

“It was the first time that I learned deeply about simulation games. Before the training, I just knew that there are simulation games that can be used for educational purposes, that’s all. I also had the stereotype that simulation games can be used to teach only soft skills or humanities-related subjects. In some of the games we played in the training course, however, I experienced how some hard skills are improved along with the soft skills.

Like other participants, I also had a chance to facilitate one of the simulation games which were developed by the project facilitators. It was my first experience and I feel very lucky to have had an opportunity to do this in a safe environment. By getting ready for this game, I also learned how the facilitator should be ready for the game and at what points the problems generally occur.

Theoretically, we were introduced to the mechanisms and elements that can be used in simulation games. I learned a lot from these sessions because it is a kind of recipe given to the participants and how to use them depends on our needs and skills.

The sessions were very practical and that would be one of the best sides of this training. Of course, the theoretical background of a certain topic is necessary, however, it was also great to see what the training looks like when it is almost 100% practical.

I was in shock at how the participants interacted with each other without any problems even from the first day. I saw how we welcomed one another. I also felt that participants were very careful in terms of using English. Even though there were many participants from different countries, they were always using English or translating directly if there was anyone from another country.

I think it was very nice that there were many people with different backgrounds. Because it helped us to exchange knowledge. For example, there was someone who already worked with educational game companies for years, and there was someone who had basic knowledge, but a great game-playing experience. That made everything much easier and very productive.

I also liked that the participants were very interactive and they were adding comments in each session, contributing to the general flow of the training.”

Ayaz Karimov

“The project provided a deeper understanding of game-based learning and full understanding on how to use role plays and simulations methods for educational purposes. Noteworthy, during the project we were supposed to evaluate a set of 5 educational role plays and simulations.  Thus, our involvement was both interesting and important.

During the week, we experienced 5 different games having a background message or hidden social dilemma. Confusion turned into determination when participants realized the value of these games. For example, I found and intriguing game about social inequality and cooperation. I think that nowadays we are facing the same challenges in different manners. Many people suffer from unfear treatment or discriminated environment. These games are crucially important for the target groups to get prepared them for the real life challenges and besides, they create the space for discussion upon such important topics.

I never imagined that simulation games could bring joy and create such a valuable experience for the participant. I would definitely implement game-based learning methods in my practice, while giving lectures in various fields of law to younger students.

I am pretty sure that we, participants of the project, made an immense contribution to the games we tested together. Even though the games were sophisticated and many times tested, we had a chance to polish all games before publishing them. After the project I felt I did something valuable and those days were essential for my development and also, for the adoption of more advanced role plays and simulation games in the educational process.”

Giorgi Lazariashvili