A pledge is a promise and commitment, and this project sees the possibility of young people to develop their career learning and career management skills through gamified guidance resources.

The Pledge Project takes into account both the psycho-pedagogical and guidance aspects, providing active learning methodologies, which put the student at the center of learning and impact their motivation, as well as the current reality of schools and teaching staff. The potential and impact of the use of technology in the orientation process has also been considered, prioritizing those technological resources that the educational community – students, teachers and families – currently use. And we propose learning in and with emotion, using gamification to motivate students to participate actively. To design this proposal, in addition to the knowledge and expertise of the responsible team, scientific evidence has been sought to support the proposed digital component and configuration.

 In this sense, the meta-analysis carried out by the Jaume Bofill Foundation in the context of the effectiveness of digital technologies in the educational context has been reviewed and analyzed. The paper analyzed 58 references from the last 10 years; 23 of these are directly experimental or quasi experimental and provide success stories that may be useful in the context. The 16 literature reviews and 19 meta-analyzes cover more than 1,600 primary studies from around the world on the effects of the use of digital technologies in primary and secondary education. The main conclusions of the study are:

  • Digital technologies have a positive impact on the learning process and contribute to the increase in positive attitudes of students.
  • The strategy related to the use of digital technologies that is most effective in terms of learning outcomes and student motivation and presents more sources of evidence, which validate this is learning based on games.
  • The technological tools that are most effective are: games, applications with questions and answers, as well as virtual and augmented reality.
  • Finally, regarding attention to diversity, in the meta-analysis, while acknowledging that there is still little evidence, it identifies that: 
    • The use of digital tools that students already know outside of school (ex. games or virtual reality), in the case of groups with special educational needs, are a tool to promote interaction and collaboration.
    • Programs using digital technologies have been successful to help migrants with low socioeconomic status increase
      students ’interest, confidence, and interest in school.