GAMEHEARTS will seek to maximise the value of the European videogame industry ecosystems (hereafter, EVGIE) within a wider social context of the creative and cultural industries (hereafter, CCI). This will consider the importance of the EVGIE in contributing to economic growth, job creation, physical and mental wellbeing, and social and cultural cohesion, by particularly focusing on, how a stronger and closer working relationship between more the traditional and emergent cultural sectors, can work better to create more inclusive and socially responsible cultural experiences. The consortium will offer policy recommendations and roadmaps setting out how the EVGIE can and should develop, and where it could act as a driver for sustained innovation and economic growth. It will utilise an evidence-based approach that focuses not just on videogame development, but rather adopts a holistic ecosystem approach, utilising both established and more innovative methodologies, to consider the competitiveness and development of the EVGIE, and how videogame know-how and technologies could drive innovation in the wider CCI. In doing so, GAMEHEARTS will develop ‘ludic experiences’, to explore possibilities of more inclusive, engaging, and empowering cultural experiences. Working across seven work packages the universities of Salford (UK), Tampere (Finland), Vienna (Austria), Breda University of Applied Sciences (Netherlands), and Wroclaw University of Economics and Business (Poland) will work in parentship with Ubisoft (France) and other major videogame partners and associations (including the ISFE & EGDF) to explore current and future trends in the EVGIE. Beyond this, we will work with certain cultural case studies partners to consider how game-related technologies and practices are and could be used to increased access to heritage, the arts, and sport.

LSO Discovery - the education and community programme of the London Symphony Orchestra - has long held the objective of making its work available to audiences who aren’t physically or geographically positioned to engage with it. Technology is a mediating form in this scenario, but UK formal education - particularly at Key Stage 3 level and below - seemingly has a wide variation in the provision of resources. In order to ensure relevance and to map the technological evolution currently affecting teaching practice, the LSO plans to complete a programme of research into current and future contexts. The outcomes of this research will help inform the strategic development of digital education resources, and help to ensure that the widest range of participants are given access to them.