Erasmus+ program
“Reverse the Odds”:
Youth Awareness of Gambling Prevention
Kallithea, Greece 11.06.2026. As part of the Erasmus+ project “Reverse the Odds”, which focuses on developing digital skills, online safety, and mental resilience among young people, an innovative and interactive workshop was held with fifth-grade (5th) grade of elementary school. The goal of the activity was to open an honest dialogue about the world of video games (gaming), analyzing how the element of “luck” and reward mechanisms can foster addictive behaviors from a very young age.
The class began as an open forum, where students shared their personal experiences. Through questions and answers, their relationship with technology was mapped out: “Which games do they prefer, do they play, and how many hours do they spend in front of a screen each day?”
The discussion went beyond mere data collection and served as a catalyst for exploring healthy alternatives. Together with the children, we sought ways to reduce the time spent on mobile phones. The students themselves suggested returning to physical activities as an “antidote,” such as spending more quality time with their classmates outside of school or playing ball in the neighborhood, recognizing the importance of face-to-face socialization. One of the most interesting moments of the activity was the hypothetical scenario presented to the children: “How would you feel if, while you were trying to win, the game suddenly gave your opponent a ‘legendary item’ by chance and you lost?”
This question sparked a deep discussion about managing emotions in the digital world. The need for composure, friendly competition, and acceptance of defeat was emphasized, as it became clear that the outcome of a game often does not reflect the player’s skills, but rather random algorithms.
The discussion then delved into a mechanism that directly links gaming to gambling: digital loot boxes and the purchase of “skins” (decorative items). Students were asked to analyze their feelings during their first purchase of such an item and compare them with how they felt a short time later.
The vicious cycle of “artificial need” was analyzed: how the fleeting joy of the reward quickly fades, leading to a desire for repeated purchases. Through this process, the children understood how the element of chance in the treasure chests can lead to a form of economic and psychological dependence, similar to that of gambling.
The final part of the activity focused on the nature of the digital environment itself. It was emphasized that the online world does not always reflect reality and that “chance” also determines the kinds of people we will encounter there.
Particular emphasis was placed on the issue of identification and
personal data. Students were taught that the ability to join a game without
providing real personal information means that anyone can assume any identity
behind the screen. Therefore, protecting privacy and being wary of strangers
are essential tools for digital defense. This activity demonstrated that
fifth-grade students possess a high level of awareness and are ready to
critically examine their digital habits, provided they are given the right
guidance. Through the Erasmus program, we continue to invest in experiential
methods that shield future European citizens from the invisible dangers of the
digital world, transforming gaming from a potential trap of addiction into a
safe space for fun and learning.
Disclaim
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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