In simple words, Ludomática strives to change the way learning is looked at, both by educators and their students. It seeks to help children think and act creatively. It wants to help validate all children’s’ right to a high-quality education, along with their right to be active agents of social change.

Ludomática is most unique for the audience it strives to benefit. Founded in 1996, it came about as a way in which to help capture the attention, in education, of children in high-risks groups, mainly those who had been places under the care of “Bienestar Familiar” or “Healthy Families,” where the majority of participants are there because they have committed some time of crime. The majority of children are either street children or belong to families with serious problems. The group consisted of children considered to be mostly hyperactive, easily distracted, and unruly.

Ludomatica does not strive to teach children a better way of learning basic subjects. Rather, it strives to recognize each individual child’s personal circumstances and to help them develop other equally beneficial skills such as curiosity and self-esteem along with knowledge of technology usage.

At the awards ceremony, Ludomatica was touted as a project which has brought forth a brilliant educational perspective to children within the most disadvantaged social conditions, and has opened the path for the use of information technology in schools.

Cynthia Lawson-Jaramillo who was the Software project leader for Ludomática in 1997-1998, describes the project as one who strives to “develop educational tools using technology for low-income children.” It ventures into schools with “educational deficiencies” and comes out shining.

Educators who use Ludomática will incorporate an anthropological view of education focusing on life-long learning, which extends long after the children have completed elementary school. They will also focus on creating playful, creative, collaborative, and interactive learning environments for their pupils. Ludomática hopes that institutions will “re-think their principles and practices, concerning spaces and times for learning, methodologies and means for supporting the process” along with “educational reengineering.”

One of Ludomática’s key objectives is to develop problem posing and solving capacities, along with the ability to be innovative and creative. The project accomplishes its task by using systematic reasoning and creative resource exploration as a way to generate solutions to problems. Basically, Ludomática creates a fun learning environment by creating a microworld in which to develop creativity, creating rules, a challenge, and problems, all of which serve to bring out the potential of problem-solving in children. The project uses fantasy, different aspects of life, putting them into creative play. Ludomática seeks to be interactive using software, workshops, or proposed games within it’s microworld, which it feels will benefit children within the macroworld, the world surrounding them.

Ludomática offers a variety of projects and things of benefit to educators and teachers. Among them are creative workshops, which seek to develop practical thinking along with reflexive reading, virtual and in-person seminars wherein virtual communities are created to communicate about new ways of learning, or to explore a theme. There is also the ability to actually stay at Ludomática, living the day-to-day operations of the project while participating in workshops and research and learning experiences. An advanced degree program is even offered, offering educators the opportunity to develop the potential of becoming self-learners.

Ludomática also offers a project titled Ciudad Fantastica (Fantastic City), a digital multimedia microworld which seeks to motivate the fantasy and creative side of children by offering enigmas and puzzles and seeking to generate action in children, fostering curiosity and experiential learning. It allows for speculating, discovering, learning from trial-and-error and most importantly, fostering the desire to learn.