Impact Stories

In year 2012 we started working on our product CoBELS (Competency Based Experiential Learning Solution), using games to teach. CoBELS stood for “cobbles” and hence reminding us of the famous childhood game of stones that we used to play.

There are some impact stories to share……..

The beginning

slum school

We came up with our first prototype with 7 games on maps that started with a basic competency of knowing directions and went up the competency ladder to introduce the political map of India, the states and it boundaries. We took this first set of games to an informal school in one of the slums of Delhi. There were around 20 children and 5 laptops. The children were all Hindi speaking, they knew what a computer was but had never touched one in their lives. The age of the kids was between 6-10 years. With some initial hesitation in operating the computer, once facilitated by us, they started using the computer well and in no time were playing the games. Efficiently.

What was most encouraging was the engagement level of the children. A group which had never been to school and not very keen on studying, remained engaged for a couple of hours without any issues.

Impact Study at Parikrma


Our first formal impact assessment was conducted at Parikrma Centers Of Learning in Bangalore. The kids were in grades 3-4. A detailed pre test was conducted on application-based questions on concepts ranging from maps, digestive system, angles, balanced diet etc. Then were given access to specific games related to these topics. We conducted a post-test after 3 months with similar kind of questions.

Improvement in Learning outcomes after using CoBELS:

    • Grade 3 Grade 4
      Sample Size 30 28
      % Learners that showed Improvement 92% 74%
      Average % improvement in scores 31% %

Parikrma: 1 year after

CoBELS helped this school teacher’s students score 15% over the previous batch

“It’s like the release of a new film”, says Latha Selvan, a junior school math teacher, describing the rush of students outside the computer lab once every week. Bengaluru’s Parikrama Humanity Foundation school happens to be a customer of CoBELS.

Selvan says her students are more attentive in class and do their homework because otherwise they don’t get to play. The games reinforce classroom learning. So instead of merely learning about fractions on paper, the students experiment with the concept online: Pour water in a bucket, fill it to three-fourths, empty the bucket a little, fill some, let the water spill. The games encourage the students to try, make mistakes, and correct themselves.

“I don’t have to shout or monitor them. They now listen intently. That’s saving 90% of my energy,” said the 44-year-old teacher, adding that the animated games helped her students score 15% over the previous batch.

Pratham felt the impact too!

Pratham has done a pilot using our games (and some of theirs) in schools in Rajasthan. They observed significant improvement in student engagement and has encouraged them to use games in their efforts.

Reaching out to the differently abled



Our solution has been deployed at the Amar Jyoti Charitable Trust, Delhi. The school has mixed group of learners with some of them having hear and speech impairment. It was the first time we tried a facilitator driven projector based model. The engagement remained high and infact the teacher commented that it was the first time the children were seen so animated and excited. The most memorable impact has been when we tried the solution with a class of hearing impaired learners. Being the first time, we quickly found out games that could be played by them. Their engagement was no less and they were more than eager to play and answer. The next day the same class entered their computer lab and one kid started prodding, when we asked him to write on the board, the first thing he wrote –”GAMES”. They wanted another class of games – so what if they were educational! 6 months down the line, the solution is actively being used in the school. There is also an improvement in learning as reported by the teacher incharge.