It is always good to hear feedback from those using our mysteries. As well as being a boost to hear great things, it helps us develop further, as we find out which bits are the most useful or how the activities are actually used.

If you have used Digital Mysteries, let us know what you think. What's your favourite feature? If you could add to it, what would you do? Send us an email at info@reflectivethinking.com.

I was really pleased with the big increase in student motivation levels and the amount of time they were ‘on task’." Learning Support English, Teacher "The playback feature allowed the pupils to reflect on their learning. It was a brilliant way to show the areas in which they are struggling, or taking more time, as well as showing areas where they did well." Teaching Assistant "

I love how kids can discuss and work through the problem of determining what happened and how. I think it’s a great independent, pair and group activity." Anastasia Anderson, St Luke's College, Australia "

The discussion and collaboration between the students was very good, generating some interesting dialogue. They also appreciated the fact they could use the software to go back over resources and find out more about the mystery they were investigating. All in all it is a resource/learning strategy I would very much like to continue to be involved with." Jon Foley, Head of Geography, Longbenton Community College "

I have witnessed some higher level thinking, and been impressed by the connections and statements made. I also think it has helped with collaboration and discussion in most instances. We have seen some excellent teamwork. The tool's ability to check and review progress during the lesson is exactly what Ofsted would be happy to see. The feature which allows the addition and development of students' own ideas and statements is also good from the point of view of 'customised' resources and learning." Elizabeth Doyle, English Teacher, St. Thomas More Catholic School, Gateshead "

When students engage with a Digital Mystery, there are numerous opportunities for students to develop independent learning skills, not only in terms of working without the intervention of the teacher, but in relation to learning with and from peers about decision making and self-assessment. There is a strong literacy element, too, which reinforces Ofsted guidelines. Personally, I would like to give my students the option of completing a Digital Mystery as part of each unit of study (one per half term), whether it was part of my core teaching, as an aspect of differentiation, or students' learning at home." Anna Reid, secondary school teacher "

I can see Digital Mysteries being used in a cross curricula way and would work in all areas of education. It creates discussion and compromise, group work and independent thinking as well as high level thinking making a student analyse the aspects that are needed to come to a conclusion." Candy Mellor, teacher, Marden High School, Cullercoats

To watch a 60 second clip of two primary school students talking about solving one of our mysteries, watch the video above.

Below are some quotes from a few students who have worked with Digital Mysteries:

"I thought that it was a bit different to any other game. In a good way."

"I like it in little groups because you concentrate better."

"It was new."

"I liked it because I never knew you could do, like, this type of stuff on it."

"It helps you to talk about ideas."

"Feeling more confident."

"Easier to understand information."

"Putting stuff together and finding things out."