During the week of March 16, 2026, JUMP hosted teachers from Serbia and Germany who were eager to explore both the theoretical and practical aspects of online teaching, with a particular focus on gamification and game-based learning.
While gamification, game-based learning are still rapidly evolving phenomena, the landscape of online teaching is shifting even more profoundly. With each passing year, it reveals a vast array of new tools, methods, and interests. In this dynamic environment, students acquire knowledge and skills through active engagement, responding to challenges generated by the incredibly swift implementation of AI.
Beyond the core modules, a significant portion of our training was dedicated to AI, as it is fundamentally redefining how schools access and utilize digital resources. Traditionally, high-quality educational software and complex simulations were often locked behind expensive paywalls, creating a digital divide between institutions. AI is now bridging this gap by democratizing access to sophisticated tools. Many AI-driven platforms offer comprehensive “freemium” versions specifically tailored for education, allowing teachers to generate high-quality lesson content and interactive mechanics without requiring extensive budgets.
Our training placed a heavy emphasis on AI because of its role as a “force multiplier” that amplifies the effectiveness of gamification. While traditional gamification requires extensive manual design, AI can help in automating the creation of personalized learning paths and adaptive challenges in real-time. We explored how AI doesn’t just provide new games, but transforms existing programs and learning platforms—which are largely free, especially for educational purposes—into intelligent tutors. By mastering these tools, educators can ensure that their teaching remains inclusive, innovative, and sustainable within the practical constraints of modern education.
The substantive work of the course began by identifying the specific interests of the participants and exploring the fundamental terminological distinctions concerning online teaching, in accordance with the general course syllabus. Within this first course module, it was particularly essential to distinguish between the concepts of gamification and game-based learning (GBL), as they are often conflated despite their functional differences. In the simplest terms, gamification is, first of all, the application of game-like elements—such as points, badges, and leaderboards—to a non-game context to increase motivation and engagement. It “gamifies” the existing learning process without changing the core material. In contrast, game-based learning (GBL) uses actual games or simulators to teach specific skills and achieve targeted outcomes. GBL embeds educational content directly into the gameplay. This is particularly effective with simulators, as they allow students to tackle complex, real-world challenges in a safe digital environment, requiring them to master the subject matter to progress. Presenting these concepts and other essential distinctions sparked a lively discussion with the participants, focused on providing the most comprehensive explanations possible. This dialogue continued into the second part of the first day’s materials, which examined the scientific foundations of learning effectiveness when using online tools.
The second day of the course started with an in-depth analysis of modern technologies in education, as framed within the context of official European Union guidelines. We discussed the European standards for implementing innovative digital tools into the teaching process in detail, allowing participants to view technology not just as an add-on, but as an integral element of the modern school. During the session, we also focused on the key competences that both teachers and learners must develop in the contemporary era. A significant element of this stage was a lively discussion regarding the participants’ previous teaching experiences. This mutual exchange of insights, questions and practical conclusions allowed for a reliable assessment of the challenges educators face in their daily work with online tools. The analysis of these real-life cases became the foundation for further designing effective gamification solutions.
Following the productive morning, the focus shifted to a comprehensive demonstration of the course instructor’s digital toolkit. This segment was designed to help educators navigate the complexities of AI-supported tools within the classroom through a blend of theoretical demonstration and hands-on training. The participants actively engaged with Gemini (an advanced generative AI model), which resulted in the collaborative creation of a structured German language lesson plan. This exercise showcased how AI can function as a pedagogical co-pilot, streamlining the transition from abstract learning objectives to concrete classroom activities. The training then moved into exploring the premium features of Wordwall through our institutional JUMP account; the teachers participated in a fast-paced German language quiz specifically prepared for the session. To conclude the morning session, the final task was introduced: My Digital Teaching Roadmap. This reflective framework was designed to serve as each participant’s personalized strategic plan, guiding their future digital endeavors.
The afternoon was dedicated mainly to a “Participant Showcase”. This supervised activity allowed educators to share their own best practices and digital tool recommendations. It ensured a proper space for Q&A and practical testing, where colleagues learned from each other’s successes. To support the creation of the final Roadmaps, specialized checklists for gamified, game-based, and blended lessons were introduced, to be further utilized during the final session on Thursday.
Prior to the final task, participants received also specialized supplementary materials covering AI classroom integration, non-AI gamification strategies for Moodle, and data-driven insights from modern educational platforms to help refine teaching strategies in real-time.
On the final day, the educators collaborated in groups to finalize and publicly present their projects, submitting digital versions to the organizers to conclude the course.
The course was designed in accordance with the detailed module descriptions provided on the JUMP website. Furthermore, it was enhanced with supplementary materials to address contemporary changes and challenges, as well as the specific needs of the participants.
We are confident that the knowledge gained here will be successfully applied by the participants in their professional development as educators and in their future learning strategies.
Author: Maja Piotrowska – JUMP trainer
