Description of the activity: -

Second mobility held in February 2019 in Spain will be about Game Addiction. Spanish team will work on the reasons and effects of this addiction type and will give others a detailed presentation. Activity flow day by day:

DAY-1 Spanish team will give the others a detailed presentation about Game Addiction. This presentation will include the current situation of this addiction among Spanish adolescents and precautions taken by government and schools to deal with it. The physiological effects of Game Addictionwill be addressed.

DAY-2 Physical and economic effects of Game Addiction will be discussed. We will analyze the real incidents caused by this addiction. Each countrywill prepare a short role play to display on the 4th day of work shop.

DAY-3 Social effects of the addiction will be tackled. Mascot & logo competition will be held.

Day-4 The activities done on previous three days will be analyzed.

We will share our project outputs on project website ,eTwinning and on other social networks. In the afternoon we will exhibit and share our workshop products with other students, teachers, families and local authorities in conference hall. Spanish school will be responsible for designing our project website. All the participants in the mobility will decide on the shape and content of the website. Cultural visits will be planned and made by the host country after workshops at school in the afternoons

Survey activity.

Framed in the Erasmus + Project, our students have started working in November on the theme "Game Addition".

As an introductory activity, a survey was conducted among the classmates to study the incidence of this topic in the institute.

So, they conducted a survey in which they wanted to assess:

• Type of game
• Level of use of them.
• Assessment of the level of addiction ..
• In case they had left it, the cause.
• In case they had never played, why?

A priori a series of problems were raised:

• Survey: so that the companions could complete the survey would have to facilitate it and make copies on paper for all without knowing if they were going to fill it or throw it away. It was an economic and environmental expense that did not compensate.
• Inform colleagues of the activity and ask for their participation without hindering the dynamics of the class.
• Collect the filled surveys.
• Value them.

To minimize all the above, we proceeded as follows:

A Google form was developed, so we solved problems one and three and part four.

The second obstacle was solved by elaborating a document where the URL of the form was in the form of text and QR code. After authorization of the corresponding teacher, class was entered by class explaining to the classmates the completion of the survey as an activity of the Erasmus + Project "Technologý addiction in Adolescents". They simply had to capture the QR code with their mobiles that would lead them to the form. That document was placed in the door of all the classrooms. With this we achieve two objectives:

This explanation did not take more than a minute and anyone who wanted it could fill it after class. In this way, we managed to get our colleagues to have access to the survey without obstructing classroom dynamics or wasting time.

Being the document abroad and accessible to all we gave diffusion and visibility so that any other interested person who saw it could fill it out.

The survey was reported to approximately 560 students. Participation has been low since we have collected 55 completed forms, but we consider it representative.

The next step will be to prepare a report on the results.