FELLOWSHIP

Funding programme

Erasmus+ KA220-YOU – Cooperation Partnerships in Youth

Project reference

2022-2-DE04-KA220-YOU-000099970

Period

2023–2025

Coordinating organisation

EIfI-Tech e.V. (Germany)

Participating countries

Germany, Greece, France, Bulgaria

Official project website

Visit official website

FELLOWSHIP aimed to strengthen emotional intelligence and social competences among young people through innovative game-based learning activities facilitated by youth workers.

The project sought to improve the quality of non-formal youth education by providing professionals with practical resources combining analogue board games, digital serious games, outdoor activities and guided reflection.

Its educational approach draws on five interconnected dimensions of emotional intelligence: self-awareness, self-regulation, motivation, empathy and social skills.

Specific learning objectives

• Emotional self-awareness: Encourage participants to recognise, identify and describe their emotions and understand how emotional responses influence their behaviour and interactions.
• Emotional self-regulation: Develop awareness of strategies for managing frustration, uncertainty, stress and other emotional responses during challenging social situations.
• Empathy: Strengthen the ability to recognise emotional expressions, understand other people’s perspectives and respond appropriately to their feelings and needs.
• Social skills: Promote effective communication, cooperation, trust and constructive relationships through interactive group challenges.
• Motivation: Encourage persistence, mutual encouragement and engagement when participants encounter difficult or unfamiliar tasks.
• Emotional expression: Develop the ability to communicate feelings through verbal and non-verbal communication, including facial expressions, gestures and body language.
• Cooperation: Provide opportunities for participants to coordinate actions, support one another and complete shared challenges.
• Communication skills: Encourage active listening, verbal fluency, interpretation of non-verbal signals and the coordination of ideas between participants.
• Cognitive and social coordination: Practise attention, memory, word association and shared problem-solving through short interactive challenges.
• Critical thinking and problem-solving: Encourage participants to analyse situations, adjust their approaches and respond constructively to time-limited activities.
• Intercultural understanding: Promote reflection on differences in communication styles, personal backgrounds and social experiences.
• Conflict management: Strengthen awareness of how emotions and interpersonal communication influence disagreement, cooperation and conflict resolution.
• Personal and professional development: Support the development of transferable emotional and social skills relevant to education, employability and everyday relationships.
• Youth worker competences: Equip youth professionals with practical game-based learning tools, facilitation strategies and reflection activities for addressing emotional intelligence in non-formal education.

The project’s broader objective was to support youth empowerment and social inclusion by helping participants understand their emotional experiences and develop more constructive interpersonal relationships.

These objectives describe the intended educational contribution of FELLOWSHIP. Their achievement should be distinguished from demonstrated improvements in emotional intelligence, which require appropriately designed outcome assessments.

FELLOWSHIP developed an original educational board game entitled FELLOWSHIP Board Game on Emotional Intelligence, designed to support the development of emotional awareness, communication and interpersonal skills through short interactive challenges.

The game forms part of a broader collection of game-based learning resources that also includes a digital serious game and outdoor educational activities.

Game developed

1. FELLOWSHIP Board Game on Emotional Intelligence

The game uses a colourful, linear board containing different categories of challenges. Players roll a die, move along the track and complete short activities involving communication, verbal reasoning, memory, emotional expression and cooperation.

Although the project describes the game as cooperative, its actual structure involves pairs of players completing short tasks and progressing along the board. The rules do not clearly establish a collective winning condition for the entire group.

Main game characteristics

• Number of players: 3–6 according to the main rulebook heading, although the introductory instructions also recommend 2–6 participants.
• Playing time: Not specified in the published manual.
• Game type: Cooperative pair challenges combined with roll-and-move progression.
• Board: A printable track containing coloured spaces associated with different short activities.
• Dice: A standard six-sided die used to select playing partners and determine movement.
• Playing pieces: Any suitable pawns or small objects can be used to represent participants.
• Timer: Required for the challenges, which generally last between 20 and 45 seconds.
• Additional materials: Paper and pens for preparing words or recording responses.
• Assessment materials: The manual recommends an emotional intelligence questionnaire before and after gameplay.

Six challenge categories

1. Red – Job Guessing Through Mimicry: Other participants select a job title. One player communicates it through gestures while their partner attempts to identify it within 30 seconds. A successful answer allows both players to advance two spaces.
2. Green – Word Pattern: Two players reproduce an increasingly complex verbal sequence involving numbers, animal names and repeated sounds. The activity lasts 45 seconds and focuses on auditory memory, attention and coordination.
3. Blue – Coincidence: Two players simultaneously say a word and then attempt to generate associations that bring their responses progressively closer together until they produce the same word. The challenge lasts 20 seconds and involves shared associations and verbal coordination.
4. Yellow – Word Chain: Players construct a sequence of words in which each new word begins with the final letter of the previous one. The number of successful words determines their progress along the board. The time limit is 30 seconds.
5. Purple – Category Challenge: A die determines a category such as occupations, films, countries, food, animals or clothing. Two players attempt to name examples in alphabetical order within 30 seconds. Their progress depends on the number of letters successfully completed.
6. Pink – Emotion Guessing Through Mimicry: Other participants select an emotion or feeling. One player expresses it non-verbally while their partner attempts to identify it within 30 seconds. A successful answer allows both players to advance two spaces.

Gameplay structure

A player rolls the die to determine the partner who will participate in the next challenge. Depending on the result, the partner is selected from a position to the right, opposite or left of the active player.

The pair then rolls the die to move along the board. The colour of the destination space determines which challenge must be completed.

Successful activities award additional movement, generally advancing the participants towards the end of the track.

The rules describe cooperation between pairs but provide limited information about the precise end-game conditions and the treatment of different group configurations.

Educational integration

Some activities directly involve emotional competencies, particularly recognising emotions through gestures, interpreting non-verbal signals and communicating with a partner.

Other activities primarily address verbal fluency, auditory memory, word association or attention. Their relationship with emotional intelligence is more indirect and depends on how the facilitator connects the experiences with the intended learning objectives.

Additional project-developed game

2. Exploring Emotions with Flashcards – Digital Serious Game

FELLOWSHIP also developed a browser-based digital game addressing emotional awareness, empathy and social decision-making.

The digital resource presents social situations and interactive challenges through which participants explore emotional responses and interpersonal decisions.

Although relevant to the overall educational methodology, this digital game is a separate output and should not be classified as an analogue board game.

Game approach: Custom-designed educational board game, accompanied by a separate digital serious game.

Availability: The physical game’s manual and printable board are publicly available in English, German, Greek, French and Bulgarian.

Official resources:

• FELLOWSHIP – Board Game on Emotional Intelligence
• FELLOWSHIP – English Board Game Manual
• FELLOWSHIP – Printable Game Board
• Exploring Emotions with Flashcards – Digital Serious Game

FELLOWSHIP adopts a non-formal Board Game-Based Learning methodology in which participants engage in short interactive challenges designed to stimulate communication, emotional expression, cooperation and reflection.

The board game is integrated into a wider educational approach that also includes outdoor games, digital serious games and professional training for youth workers.

Its educational methodology relies on two complementary elements: the social experiences generated during gameplay and the facilitator-guided reflection that connects those experiences with emotional intelligence competencies.

Methodological process

1. Introduction to emotional intelligence: The facilitator explains the educational objectives and introduces the emotional and interpersonal competencies that will be explored during gameplay.
2. Initial self-assessment: Participants complete a questionnaire addressing self-awareness, self-regulation, motivation, empathy and social skills before starting the game.
3. Game preparation: The facilitator prepares the printable board, dice, pawns, timer and writing materials, and explains the rules governing partner selection, movement and challenges.
4. Partner selection: Players use a die to determine who will participate together in each challenge, creating opportunities for interaction between different members of the group.
5. Cooperative challenges: Pairs of players complete short activities requiring communication, memory, verbal coordination, emotional expression or interpretation of non-verbal signals.
6. Movement and progression: Successful completion of challenges allows participants to advance along the board, providing an immediate form of feedback and progression.
7. Guided reflection: Youth workers introduce discussion questions during or after gameplay, encouraging participants to identify emotions, interpret interpersonal interactions and consider how they responded to challenges.
8. Post-game self-assessment: The published methodology recommends administering the emotional intelligence questionnaire again after gameplay and comparing the resulting scores.
9. Transfer to everyday situations: Facilitators encourage participants to consider how experiences involving cooperation, communication and emotional regulation might relate to their personal, educational or professional lives.

Session structure

The official game manual establishes a sequence consisting of an initial emotional intelligence questionnaire, gameplay and a subsequent questionnaire.

The board game itself is organised around short challenges lasting approximately 20–45 seconds, although the total session duration is not specified.

The manual recommends that facilitators introduce reflection questions every few rounds rather than limiting all discussion to the end of the activity.

Facilitator’s role

Youth workers introduce the game’s educational purpose, explain the rules, organise the participants and supervise the different challenges.

They also play a central role in connecting the activities with emotional intelligence, particularly when a challenge primarily involves memory or verbal reasoning rather than explicit emotional content.

The facilitator encourages participants to recognise their emotional reactions, examine communication difficulties, consider their partners’ perspectives and identify examples of effective cooperation.

The project also provides training activities intended to familiarise youth workers with the game’s implementation and its relationship with other educational resources.

Reflection and debriefing

Reflection is explicitly documented in the game’s manual through questions organised into several dimensions.

• Self-awareness: Recognising emotions experienced during challenges and identifying how body language or tone of voice influenced communication.
• Empathy: Understanding partners’ perspectives and interpreting facial expressions, gestures and other non-verbal signals.
• Social skills: Evaluating communication, cooperation, trust and the strategies used to coordinate actions.
• Self-regulation: Reflecting on frustration, confusion, concentration and the management of challenging situations.
• Motivation: Examining the role of mutual encouragement, cooperation and persistence during difficult activities.
• Cultural and background awareness: Considering how different experiences and communication styles affect group interactions.
• Transfer of learning: Identifying possible applications of the skills practised during gameplay to relationships and situations outside the game.

Assessment approach

The manual proposes using an emotional intelligence questionnaire inspired by instruments such as the EQ-i 2.0 and TEIQue.

The questionnaire addresses five domains: self-awareness, self-regulation, motivation, empathy and social skills.

However, the reviewed documentation does not demonstrate that the project-specific questionnaire has undergone independent psychometric validation or is equivalent to the established instruments cited as inspiration.

Consequently, comparing pre-game and post-game scores may support formative discussion and self-reflection, but should not automatically be interpreted as a validated measure of changes in emotional intelligence.

Distinctive methodological feature

FELLOWSHIP places considerable emphasis on guided reflection. Its principal educational contribution lies not only in the challenges themselves but also in helping participants recognise emotional and interpersonal experiences arising during play.

This distinguishes the project from board games that rely exclusively on gameplay without specifying how facilitators should connect the activity with learning objectives.

FELLOWSHIP was implemented through an Erasmus+ cooperation partnership involving six organisations from Germany, Greece, France and Bulgaria.

The project combined research into emotional intelligence and game-based learning with the development of educational games, facilitator training and international learning activities.

Implementation

• European consortium: The project was coordinated by EIfI-Tech e.V. (Germany), with NGO NEST Berlin (Germany), Fifty-Fifty (Greece), EQUALINE (Greece), Association Carquois (France) and AIM (Bulgaria) as partners.
• Research preparation: The consortium developed a research methodology to explore the perspectives of young people and youth workers on emotional intelligence and game-based learning.
• Research design: The preparatory document proposed a survey involving 300 participants, with an intended contribution of 50 respondents from each partner organisation. This figure represents a planned sample rather than independently verified completed participation.
• Educational game development: The partnership produced a printable board game focused on emotional intelligence and a separate browser-based serious game involving interactive emotional scenarios.
• Outdoor activities: An Outdoor Games Guide was developed to complement the tabletop and digital resources with experiential group activities.
• Training Lab in Berlin: A five-day international training activity was held in Berlin, Germany, on 23–27 May 2024, hosted by NGO NEST Berlin.
• Berlin participants: The training involved 24 youth workers from the six partner organisations, with four participants representing each organisation.
• Training content: The Berlin programme introduced emotional intelligence, conflict management, non-formal education, game-based learning, self-reflection and the use of the project’s educational resources.
• Board game testing: The Berlin programme explicitly included presentation and testing of the FELLOWSHIP board game, together with opportunities for participants to evaluate the resource.
• Facilitator preparation: Participants worked on developing training plans incorporating the project’s three principal game-based learning tools: outdoor games, the board game and the digital serious game.
• Training Lab in Sofia: A second five-day international activity was held in Sofia, Bulgaria, in November 2024, hosted by AIM.
• Training transfer: The Sofia activity brought together previously trained youth workers and young participants to apply the educational resources in facilitated sessions.
• Reflective activities: The Sofia programme included interactive games, discussion and reflection addressing emotional regulation, empathy and communication.
• Final dissemination: The consortium organised project dissemination activities and a final international meeting and conference in Veroia, Greece, in February 2025.
• Public resources: The project made its board game, game manual, digital serious game and supporting educational materials accessible through its website.

Evaluation approach

The project incorporated several forms of assessment, including preparatory research, participant feedback during training and a proposed pre-game/post-game emotional intelligence questionnaire.

The published board game manual explicitly recommends administering the questionnaire before and after gameplay to compare participants’ responses across five emotional intelligence dimensions.

The training activities also included reflection, evaluation and feedback concerning the developed educational tools.

However, the reviewed public sources do not provide sufficiently detailed quantitative results establishing the effectiveness of the board game.

Evaluation evidence

• Game development: The completed game manual and printable board confirm the production of a physical educational game.
• Game testing: The Berlin training programme documents the presentation, practical testing and evaluation of the board game.
• Educational implementation: The subsequent Sofia activity documents the application of game-based resources with youth workers and young participants.
• Assessment design: The game manual proposes pre-game and post-game emotional intelligence questionnaires.
• Measured learning outcomes: No sufficiently documented results comparing emotional intelligence scores before and after gameplay were identified in the reviewed sources.
• Long-term outcomes: No longitudinal assessment demonstrating sustained improvements in emotional intelligence, interpersonal skills or employability was identified.

Evidence classification

Educational development: Completed educational board game, digital serious game, outdoor activities guide and training resources documented.

Implementation: International youth worker training and board game testing documented, including a Berlin training activity involving 24 participants.

Evaluation: Formative feedback and a proposed pre-test/post-test questionnaire documented.

Learning effectiveness: Not established through publicly available controlled or statistically documented outcome evidence.

Methodological limitations

The preparatory research methodology should not be confused with a published evaluation of the final board game. Its proposed sample of 300 respondents was intended to investigate perspectives on game-based learning and emotional intelligence.

The board game’s pre-test/post-test procedure also requires caution. The manual describes a questionnaire inspired by established emotional intelligence measures but does not document its independent validation.

Even if post-game scores were available, a single short intervention and immediate self-report assessment would provide limited evidence of durable changes in emotional intelligence.

Furthermore, the project combines three educational approaches: outdoor games, analogue board games and digital serious games. Without an evaluation design distinguishing these components, improvements reported after a combined training programme could not be attributed specifically to the board game.

Evidence status: Game production and implementation documented; educational effectiveness not independently demonstrated in the reviewed sources.

FELLOWSHIP provides a collection of multilingual educational resources designed to support the development of emotional intelligence and interpersonal skills through non-formal game-based learning.

The resources combine physical and digital games with outdoor activities, research materials and professional training tools for youth workers.

Available resources

• FELLOWSHIP Board Game on Emotional Intelligence: An original physical game based on roll-and-move progression and short challenges involving communication, emotional expression, memory and cooperation.
• Printable Game Board: A colour-coded board with a linear track, enabling educators to reproduce the physical playing surface.
• Board Game Manual: A four-page English-language manual explaining the game’s purpose, required materials, rules, challenge categories, pre/post-game assessment and reflection activities.
• Multilingual Board Game Materials: Manuals and game boards published in English, German, Greek, French and Bulgarian.
• Emotional Intelligence Assessment: The game manual provides links to a pre-game/post-game questionnaire addressing self-awareness, self-regulation, motivation, empathy and social skills. The psychometric properties of this project-specific instrument have not been independently verified.
• Reflection and Discussion Questions: The manual includes prompts addressing emotional awareness, empathy, communication, self-regulation, motivation, cultural differences and the transfer of learning to everyday situations.
• Exploring Emotions with Flashcards: A separate browser-based serious game involving emotional situations, interactive decisions and reflective learning activities.
• Digital Serious Game Manual: Documentation describing the digital resource, its educational objectives and gameplay features.
• Outdoor Games Guide: A collection of experiential group activities designed to support emotional intelligence development through non-formal outdoor learning.
• Conceptualised Research Methodology: A methodological report describing the intended investigation of young people’s and youth workers’ perspectives on game-based learning and emotional intelligence.
• Training Toolkit: Educational resources intended to support youth workers in organising training activities and applying the project’s learning tools.
• International Training Examples: Documentation of the Berlin and Sofia training laboratories, illustrating how the project’s resources were introduced and used in youth work contexts.
• Project Newsletters: Communication materials documenting project development, activities and dissemination.

Transferability

The physical game is relatively straightforward to reproduce because it requires a printable board, a standard die, playing pieces, a timer and ordinary writing materials.

The availability of multilingual rules and boards facilitates its potential use by youth organisations and educators in different European countries.

The game’s short challenges can also be organised as individual activities, provided that facilitators preserve their intended learning objectives and adapt the educational discussion accordingly.

The accompanying reflection questions are particularly useful because they provide a structured basis for connecting gameplay experiences with emotional and interpersonal competencies.

Replicability assessment

FELLOWSHIP provides a comparatively high level of practical replicability at the level of the physical game. The core board, rules and challenge instructions are publicly available.

However, several limitations affect methodological replication.

The published manual contains some inconsistencies concerning the recommended number of players, does not establish a standard session duration and provides limited information about the overall winning conditions.

In addition, the pre-game/post-game questionnaire is described as being inspired by established emotional intelligence instruments, but its independent validation has not been documented.

Replicability status: High for reproduction of the physical game; partial for replication of the complete educational intervention and its assessment.

Official resources: FELLOWSHIP – Core Results and Educational Materials.

FELLOWSHIP represents an example of Board Game-Based Learning in which short social and cognitive challenges are combined with facilitator-guided reflection to address emotional intelligence and interpersonal skills.

Its main methodological contribution lies in providing youth workers with an accessible and reproducible group activity supported by explicit discussion questions concerning emotional awareness, empathy, motivation, self-regulation and social interaction.

Methodological strengths

1. Accessible and easily reproducible game structure. The physical game uses familiar mechanics, including dice rolling, movement along a track and short interactive challenges. Its components are inexpensive and readily available, making reproduction relatively straightforward for youth organisations.
2. Active interpersonal interaction. The activities require players to communicate, interpret signals, coordinate responses and collaborate with different partners. These interactions create opportunities to observe social behaviours that can subsequently be discussed with a facilitator.
3. Non-verbal emotional communication. The emotion-mimicry activity is particularly relevant to the intended learning objectives because participants must express and recognise feelings through gestures and body language rather than verbal descriptions.
4. Variable partnerships. The use of dice to select partners creates opportunities for participants to interact with different members of the group. This can diversify social experiences and reduce the tendency to work exclusively with familiar partners.
5. Short and varied challenges. The combination of verbal, memory-based and expressive activities may help maintain participation and provide different opportunities for players to contribute according to their abilities.
6. Explicit reflection and debriefing. The game manual includes questions covering several dimensions of emotional intelligence. This is a relevant methodological strength because it recognises that social interaction during gameplay does not automatically translate into conscious learning.
7. Attention to emotional self-awareness. The facilitator’s questions invite participants to identify emotional reactions, examine how they handled frustration or uncertainty and consider the influence of their behaviour on others.
8. Integration with youth worker training. The game is part of a broader professional development programme that provides educators with opportunities to practise facilitation and discuss the use of game-based learning in youth work.
9. Multimodal learning environment. The combination of physical board games, digital serious games and outdoor activities allows the project to approach emotional intelligence through different types of interaction and educational experience.
10. Multilingual availability. Printable resources in five languages facilitate adaptation and potential dissemination across different European contexts.

Methodological limitations

1. Uneven integration between learning objectives and game mechanics. The most important limitation is that several challenges are primarily verbal or cognitive activities rather than tasks explicitly requiring emotional understanding or regulation.

For example, producing alphabetical word lists, completing verbal sequences or creating word chains may involve communication, attention and memory, but successful performance does not necessarily require the development or application of emotional intelligence.

By contrast, identifying emotions through non-verbal expression has a more direct relationship with emotional recognition.

The extent of intrinsic educational integration therefore varies substantially between the six challenge categories.

2. Dependence on facilitator-guided reflection. Because some challenges are only indirectly related to emotional intelligence, the educational value of the intervention depends considerably on the facilitator’s ability to connect the activity with relevant emotional and interpersonal experiences.

The reflection questions are a valuable resource, but they also reveal that much of the intended learning must be developed outside the game’s core progression mechanics.

3. Limited strategic depth. The game is mainly based on dice-driven movement and short tasks. Players have relatively few opportunities to make sustained strategic decisions involving emotional dilemmas, interpersonal consequences or competing social objectives.

This limits its potential to represent complex emotional situations through meaningful game decisions.

4. Unclear cooperative structure. Although the game is described as cooperative, the manual primarily explains how pairs of players complete challenges and advance along the board.

It does not clearly establish a shared objective, collective loss condition or other mechanisms normally associated with fully cooperative board games.

Consequently, the cooperative element appears to be concentrated in individual activities rather than in a sustained collective game system.

5. Incomplete rules and usability documentation. The published manual contains inconsistent player-count recommendations and does not establish a complete session duration or sufficiently detailed end-game procedures.

These omissions may lead to differences between implementations and require facilitators to make decisions that are not explicitly specified in the original rules.

6. Assessment validity. The manual recommends administering an emotional intelligence questionnaire before and after gameplay and describes it as inspired by established instruments such as EQ-i 2.0 and TEIQue.

However, drawing inspiration from validated questionnaires does not establish that the resulting instrument possesses equivalent reliability, validity or sensitivity to change.

Without evidence of psychometric validation, the project-specific questionnaire should not be treated as a validated measure of emotional intelligence development.

7. Limited suitability of immediate pre-test/post-test assessment. Emotional intelligence encompasses relatively complex competencies that are unlikely to be reliably assessed through immediate self-report changes following a single short game session.

Changes in questionnaire responses may reflect familiarity with the questions, temporary emotional states, heightened awareness of the intended objectives or social desirability rather than durable improvements in emotional competencies.

8. Absence of published learning-outcome evidence. Although training activities and game testing are documented, no sufficiently detailed controlled study or statistical evaluation demonstrating improvements in emotional intelligence attributable to the board game was identified.

9. Difficulty isolating the board game’s contribution. FELLOWSHIP combines analogue games, digital activities, outdoor learning and professional training. Without a comparative research design, improvements following the complete programme cannot be attributed specifically to the physical board game.

10. Unverified long-term transfer. The reviewed documentation does not establish whether participants retained the intended competencies or applied them more effectively in educational, professional or interpersonal situations after the intervention.

Ludus Magnus assessment

FELLOWSHIP provides a useful example of a simple, low-cost board game designed to support non-formal education on emotional intelligence and social skills.

Its strongest contribution is not the originality of its game mechanics but the explicit incorporation of reflection as a central educational component.

The project recognises that participants can experience emotions, communication difficulties and cooperative challenges during gameplay, and that these experiences can become opportunities for learning when appropriately analysed.

However, the game also illustrates an important limitation of some purpose-designed educational board games: including educational objectives in a project description does not necessarily mean that those objectives are intrinsically integrated into the game’s mechanics.

In FELLOWSHIP, the relationship between gameplay and emotional intelligence is strongest in tasks involving the recognition of feelings, non-verbal communication and interaction between partners.

It is considerably weaker in tasks focused on verbal sequences, vocabulary production or general memory, where emotional competencies are not directly required to succeed.

From a methodological perspective, a board game in which players must interpret emotions, manage interpersonal conflicts, negotiate shared objectives or respond to emotionally meaningful consequences may provide more direct opportunities for experiential learning in emotional intelligence.

Nevertheless, simple social games can still be valuable when their implementation is accompanied by appropriate facilitation, clear educational objectives and meaningful reflection.

FELLOWSHIP also highlights the importance of distinguishing between assessing participants’ perceptions and demonstrating actual changes in emotional competencies.

The availability of pre-test/post-test questionnaires is a useful starting point for evaluation, but reliable conclusions would require validated instruments, appropriate comparison groups, sufficient exposure to the intervention and follow-up assessments.

One potential research direction would be to compare the FELLOWSHIP game with existing commercial board games involving emotional interpretation, cooperation and interpersonal decision-making, using the same facilitation and assessment procedures.

Such a comparison could help determine whether the custom-designed educational game provides additional benefits beyond those obtained through established recreational games accompanied by suitable pedagogical guidance.

Transferable methodological lesson: Simple board games can generate valuable opportunities for social interaction and emotional reflection, particularly in non-formal education. However, the connection between learning objectives and game mechanics should be examined critically, and the presence of reflective activities or self-assessment questionnaires should not be confused with demonstrated educational effectiveness.