UPGRADME_ENG

4 5 It was so exciting to play, hit the ball, run around, enjoy the sun and come home late during childhood. They were happy and exciting times in our lives. Playing games is easy, fun and comes naturally to us. From running around outside to digitalactivitiesindoors,alothaschanged,though the convenience, fun and enjoyment remain the same. Games relax the mind and provide space for creativity. Bringing gamification into education is a challenge, especially when you want to benefit people with fewer opportunities, such as young migrants, newcomers, asylum seekers and refugees (MNAR). MNAR face many challenges in today’s society, especially in the host country: to integrate into a new community, develop the skills they need to sustain themselves, learn a new language and transform their lives with a career in which they are interested. Almost all MNARs have smartphones, which connect them to the world in which they live. What if a smartphone could do more than that? It is untold and unthinkable to mention how we could use a screen to empower ourselves and connect with the community and the world. 0. Introduction Because of the pandemic, many areasofour liveshavebeendigitized, andpeople nowmore than ever have more information when they need it at their fingertips. Due to the fact that the pandemic has impacted increasing levels of unemployment and weakened the labor market, people such as new migrants, new arrivals, asylum seekers and refugees (MNAR) have become more vulnerable and isolated now more than ever. Developing games with user-friendly platforms for engagingwithMNARs is an essential aspect of using gamification techniques to support them in their career orientation. Hence, enhancing their employability by guiding them through the available career pathways, showing themhow locals support them and therefore an important factor in gaining their trust and encouraging them to join in the fun of “gaming”!

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