The innovative character of IDentifEYE is the combination of new topics for curricular lessons, the methodological approach and the technological tools used. IDentifEYE offers a workshop in which teachers choose innovative but tested good practices to add to their daily teaching in order to positively impact their teaching, their students’ learning abilities and their students’ online safety.

The approach is based on social psychology, interactive didactics and prophylactics.


Augmented Reality Game: The game is based on the outcome of the Children, Data and Emerging Identities project and is adopted for the needs of IDentifEYE. There are two games, one for students in age group 8-11 and one for students aged 12-14:

  • The game theme for the younger students reflects on identity by means of multiple viewpoints and helps children understand the relation of identities to exposure to risks.
  • The game theme for the older students triggers reflection on which teacher-student communication leads to a trust relationship so that students can talk about more private subjects, like their online experiences.

Good practices: From the latest literature on identity, society, didactics, prophylactics and educational technology good practices are derived that can practically be added to teachers’ day-to-day teaching practice.


  • Concerns new didactics; new themes and new technologies;
  • Is a new approach to Internet safety based on experience rather than fear;
  • Has been tested by tens of teachers throughout the EU;
  • Facilitates class room engagement;
  • Links to the growing importance of visual information;
  • Can be implemented within the curriculum.


  • Experiment with a new didactical approach to reach children on matters concerning online safety;
  • Adopt proven recommendations/ good practices for interactive teaching;
  • Access background texts and an Augmented Reality game with infrastructure capable of supporting new teacher scenarios;
  • Enhance their role as educators, even on complex ICT-related matters;
  • Stimulate students’ trust in them.
  • Can be implemented within the curriculum.


  • How to deal with pleasant and unpleasant online experiences;
  • Self-reflection on online activities;
  • In depth knowledge of online identities;
  • Better understanding of their own learning;
  • More co-responsibility for their own learning;
  • New interpersonal & technological skills.


This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.