CONTEXTThe internet has become an integral part of children and young people’s lives. However, the increased time spent online is prompting questions about whether they are in control of their Internet use and if they are aware of the side effects and the causes of the maladaptive behaviours related to excessive Internet use. Even if youngsters are not addicted, recent European research analysis has shown that it is not always or not only the time spent online that makes Internet use problematic and ‘excessive’, but the impact of Internet use on what might be called a ‘balanced life’. Excessive online exposure may affect physical health, children’s ability to stay focused leading to poor school or academic performance, negatively impacts their emotional well-being and it may also be related to lower empathy and social well-being or abstention from physical and offline social interactions. OBJECTIVEON-OFF4youngsters aimed at producing approaches and tools to help teachers and educators to support children to adopt a balanced approach to technology use by gaining a deeper understanding and interpretation of causes, risks, and effects of constant online commitment and by identifying and reacting to addictive formulas related mainly to online gaming and social media use. PARTICIPANTSThe partnership consisted of a company offering bespoke software development services to governmental agencies and private companies (P1-CIVIC), a university (NTU) specialising in Internet Addiction related problems, a technical and training consulting SME (P3-AKNOW), 2 schools (P5-AD and P6-32 School) and a training centre (P4-Emphasis). ACTIVITIESThe main activities of the project included:- Distribution of surveys to understand the needs of the target group- Elaboration of a report assessing the educational potential of the Augmented Reality.- Elaboration and validation of a didactical approach and training material to train children on the identification and interpretation of causes, risks and effects of constant online commitment. - Design and development of an Augmented Reality game based on the didactical approach which will be used by educators to train children to identify addictive formulas of Internet applications (i.e. social media rewarding system activates the hedonistic dopamine system).- Elaboration of a detailed guide for teachers on how to integrate the AR into their classes- Reaching out to schools with the aim of increasing smart and thoughtful and focused use of technology METHODOLOGYAn iterative methodology under which three versions of results were produced in three iterations. After each iteration the results were validated in workshops with teachers and children and based on the conclusions the next iteration was planned. RESULTS - A report on the educational potential of AR technology. - A curriculum that includes training material that aims to improve the quality of teaching and learning with regards excessive online media use and negative impacts to their well-being (EN, EL, RO, BG). - An educational AR Game about understanding addictive formulas of Internet applications and learning how to establish a healthier relation with the Internet. - Online Resources under creative commons license. - Publications, multiplier events, promotional videos, and online campaigns. TARGET GROUPThe target groups comprise professionals (teachers, social workers) working with children of 12 – 16 years. Apart from these direct target groups, the beneficiaries comprise also indirect target groups such as schools, parents, children's associations and organisations, policy makers and educational stakeholders deciding about subjects covered by school curricula, parents, children’s curriculum developers, etc. After the life of the project and subject to the delivery of concrete results, more target groups become relevant, such as commercial organisations producing serious games and AR games for educational purposes, universities with pedagogical departments. BENEFITSEmbracing a balanced approach to media and technology by youngsters includes thoughtful and intentional uses of media and technology, prioritisation of focusing on a single task and not multitasking in educational, work, or social contexts, and recognition of the importance of face-to-face communication, in addition to online communication, in supporting rich social relationships.