CONTACT
🕐 Madrid (CET) · online
Not an official Minecraft Education product. Not approved by or associated with Mojang or Microsoft. LEGO® is a trademark of the LEGO Group, which does not sponsor or endorse this site.
🛡 Children's data is protected (GDPR). Photos and names of students are published only with parental consent. Nicknames are used on the site.
© LVLBOX 2026 · lvlbox.eu
Portfolio
Our students' work
Real projects created by students aged 6–12 in lessons: games, quests, 3D models, a world for learning to code, a book on sale. Each project lists what the student built and which skills it developed. Students appear under nicknames. Some game interfaces are in English, some in Russian.
PORTFOLIO
"The Secret of Bruno": a game where every choice changes the story
The player decides what to do next, and the story follows one of several paths. All of this was invented and built by the student herself: the plot, the hero, the forks and the transitions between scenes.
How the game was made.
First, Eclipse made a map of the plot and scenes in Canva: where the fork is and where each choice leads. Then, with the help of AI, she created the main hero, Bruno the dog with unusual abilities, and a single visual style. Finally, she put everything together in Tilda: choice buttons, transitions, scene logic.
Why this is not easy.
An ordinary story has one road; a non-linear one has several, and each must make sense and lead to an ending. The child has to think like a screenwriter and a game designer at the same time: hold the whole map in mind and check that no branch has broken off.
What this gives the child:
the ability to look at their own product through another person's eyes, work with AI as a tool rather than a magic button, and the experience of carrying a big idea through to the end independently.
Play on a computer: https://lvlbox.eu/start-bruno
First, Eclipse made a map of the plot and scenes in Canva: where the fork is and where each choice leads. Then, with the help of AI, she created the main hero, Bruno the dog with unusual abilities, and a single visual style. Finally, she put everything together in Tilda: choice buttons, transitions, scene logic.
Why this is not easy.
An ordinary story has one road; a non-linear one has several, and each must make sense and lead to an ending. The child has to think like a screenwriter and a game designer at the same time: hold the whole map in mind and check that no branch has broken off.
What this gives the child:
the ability to look at their own product through another person's eyes, work with AI as a tool rather than a magic button, and the experience of carrying a big idea through to the end independently.
Play on a computer: https://lvlbox.eu/start-bruno
PORTFOLIO
Not one game, but a whole game platform
ToMAtoo3000 conceived a website with a series of logic games of his own invention and with a game economy, like in real apps: you earn coins and buy clothes and accessories for your robot.
How the work is going.
First the characters: he drew them in Canva and refined them with AI, learning to direct the neural network instead of taking the first result that came up. Then the architecture of the site in Tilda: which sections are needed and how they are connected. Then the page design. Now he is designing the games themselves and the reward system: points, upgrades, a shop.
Why this is impressive.
Most children's projects consist of one finished thing. Here the child holds in mind a system of many parts and works on it lesson after lesson. This is exactly how game designers and app makers think.
What this gives the child:
systems thinking, perseverance over a long distance, and an understanding of how games and apps are built from the inside, not only from the outside.
🚧 Project in development, follow the updates.
First the characters: he drew them in Canva and refined them with AI, learning to direct the neural network instead of taking the first result that came up. Then the architecture of the site in Tilda: which sections are needed and how they are connected. Then the page design. Now he is designing the games themselves and the reward system: points, upgrades, a shop.
Why this is impressive.
Most children's projects consist of one finished thing. Here the child holds in mind a system of many parts and works on it lesson after lesson. This is exactly how game designers and app makers think.
What this gives the child:
systems thinking, perseverance over a long distance, and an understanding of how games and apps are built from the inside, not only from the outside.
🚧 Project in development, follow the updates.
PORTFOLIO
From an AI lesson to a book on Amazon
It all started with one lesson. And it ended with a real book that anyone in the world can buy.
Where it started.
In LVLBOX lessons, the children learned to work with a neural network seriously: to write prompts, choose the best options from the generated ones and put together their own story from them. This is how Codog wrote the fairy tale "Waffle and Pirate Cupcake: The Battle for Candy World", and it won a competition among LVLBOX students.
What happened next.
The author did not stop. The fairy tale grew into a book, "The Sweet Kingdom" (watch the trailer), and with the support of his family CODOG took it all the way to sale on Amazon.
The main point.
AI did not write this book for the child. The idea, the plot, and the choice of what to keep and what to cut belong to the author. The neural network was a tool, and the child was the author. This is what we teach: AI helps to bring ideas to life, but does not replace them.
Link to the book on Amazon: https://a.co/d/aLofNu7
In LVLBOX lessons, the children learned to work with a neural network seriously: to write prompts, choose the best options from the generated ones and put together their own story from them. This is how Codog wrote the fairy tale "Waffle and Pirate Cupcake: The Battle for Candy World", and it won a competition among LVLBOX students.
What happened next.
The author did not stop. The fairy tale grew into a book, "The Sweet Kingdom" (watch the trailer), and with the support of his family CODOG took it all the way to sale on Amazon.
The main point.
AI did not write this book for the child. The idea, the plot, and the choice of what to keep and what to cut belong to the author. The neural network was a tool, and the child was the author. This is what we teach: AI helps to bring ideas to life, but does not replace them.
Link to the book on Amazon: https://a.co/d/aLofNu7
PORTFOLIO
"The Bread Run": an adventure where the road is fixed with code
Mom asks to go and get some bread. But behind the door is an unfamiliar place, and all the teleports are broken. There is only one way to reach the shop: fix them with programming.
What the author came up with.
Gorecoder created the plot, the tasks and the design of the world himself. The player programs the Agent, looks for chests, activates hidden mechanisms and builds algorithms with a repeat loop in order to reach the goal step by step.
Why this is not easy.
To make a teaching game you need to understand the topic better than the player. The author has to come up with a task where a loop is really needed, solve it himself, test it and find the places where the player may get stuck. Solving ready-made tasks does not give that kind of understanding.
What this gives the child:
algorithmic thinking, the ability to design levels, and the habit of testing and fixing mistakes. And Minecraft turns from "just a game" into a tool.
DOWNLOAD THE WORLD FOR MINECRAFT EDUCATION
DOWNLOAD SOLUTIONS.
Gorecoder created the plot, the tasks and the design of the world himself. The player programs the Agent, looks for chests, activates hidden mechanisms and builds algorithms with a repeat loop in order to reach the goal step by step.
Why this is not easy.
To make a teaching game you need to understand the topic better than the player. The author has to come up with a task where a loop is really needed, solve it himself, test it and find the places where the player may get stuck. Solving ready-made tasks does not give that kind of understanding.
What this gives the child:
algorithmic thinking, the ability to design levels, and the habit of testing and fixing mistakes. And Minecraft turns from "just a game" into a tool.
DOWNLOAD THE WORLD FOR MINECRAFT EDUCATION
DOWNLOAD SOLUTIONS.
PORTFOLIO
From a tablet drawing to a real game
MEDO drew the heroes of this game herself, by hand, on a tablet. Then, with the help of a neural network, she turned them into characters of a magical Halloween adventure.
What the game is about.
The little witch needs to gather rare herbs and brew a potion before the mysterious figures in red robes catch her. MEDO came up with the story, the mechanics, the level logic and a visual style in which a hand drawing is combined with a digital one.
The main point.
AI did not replace the child's drawing here, but helped to develop it. The game is based on the author's own style and own idea. When a child sees their drawing come alive in a game that other people play, an important feeling appears: "I can."
What this gives the child:
independence, project thinking and the ability to combine creativity with technology.
Try the game yourself and feel the atmosphere of a magical Halloween:
https://lvlbox.eu/halloween-medo-game.
DOWNLOAD SOLUTIONS
The little witch needs to gather rare herbs and brew a potion before the mysterious figures in red robes catch her. MEDO came up with the story, the mechanics, the level logic and a visual style in which a hand drawing is combined with a digital one.
The main point.
AI did not replace the child's drawing here, but helped to develop it. The game is based on the author's own style and own idea. When a child sees their drawing come alive in a game that other people play, an important feeling appears: "I can."
What this gives the child:
independence, project thinking and the ability to combine creativity with technology.
Try the game yourself and feel the atmosphere of a magical Halloween:
https://lvlbox.eu/halloween-medo-game.
DOWNLOAD SOLUTIONS
PORTFOLIO
A piano built from another child's plan
One student designed a miniature piano in the program, and another built it from real LEGO bricks, using only the instructions and never having seen the original. The piano turned out well.
What is created.
In Studio 2.0 the students work in both directions: they bring ready-made figures into the computer, invent models from scratch and design objects to be built by hand. Among the works are an Easter egg and a bunny, a transformer that exists both digitally and in bricks, and that very piano.
Why this is not easy.
You need to see the object in volume, break a complex shape into simple parts and assemble them so that the structure holds. And writing instructions for another person is a separate skill: to explain so clearly that you are understood without words.
What this gives the child:
spatial and engineering thinking, attention to detail and a result that you can hold in your hands and show.
In Studio 2.0 the students work in both directions: they bring ready-made figures into the computer, invent models from scratch and design objects to be built by hand. Among the works are an Easter egg and a bunny, a transformer that exists both digitally and in bricks, and that very piano.
Why this is not easy.
You need to see the object in volume, break a complex shape into simple parts and assemble them so that the structure holds. And writing instructions for another person is a separate skill: to explain so clearly that you are understood without words.
What this gives the child:
spatial and engineering thinking, attention to detail and a result that you can hold in your hands and show.
PORTFOLIO
"Hedgehog and Capybara": a game where you need to think
To get through Alex's game you will have to switch your brain on: the right answer depends on attentiveness and analysis, not on luck.
How the game was made.
Alex came up with the plot himself, chose the heroes, the hedgehog and the capybara, and worked out the sequence of events and the logic of play in Canva. Then he moved everything to Tilda and turned the slides into a working interactive game.
Why this is not easy.
To come up with a good puzzle you need to think a step ahead of the player: where they might make a mistake, what they must notice, which hint will be fair. This trains thinking more than solving other people's tasks.
What this gives the child:
logical thinking, the ability to build causes and effects, and the first full cycle "idea → working product".
Play on a computer: https://lvlbox.eu/ezhik-kapibara-start
Alex came up with the plot himself, chose the heroes, the hedgehog and the capybara, and worked out the sequence of events and the logic of play in Canva. Then he moved everything to Tilda and turned the slides into a working interactive game.
Why this is not easy.
To come up with a good puzzle you need to think a step ahead of the player: where they might make a mistake, what they must notice, which hint will be fair. This trains thinking more than solving other people's tasks.
What this gives the child:
logical thinking, the ability to build causes and effects, and the first full cycle "idea → working product".
Play on a computer: https://lvlbox.eu/ezhik-kapibara-start
PORTFOLIO
A game where the answer has to be programmed
In Milka's game it is not enough to choose the right option. You need to put together a sequence of commands that leads to the goal, and if there is a mistake in the algorithm, find it.
How the game was made.
Milka drew the characters, game elements and styling herself in Canva, and then put together an interactive game from them in Tilda.
Why this is not easy.
Whoever creates an algorithm task must understand it more deeply than the one who solves it. On top of that, Milka combined in one project two things that are usually studied separately: design and programming.
What this gives the child: structured thinking, an understanding of the order of actions, the ability to build algorithms and to look for mistakes in them.
Play on a computer: https://lvlbox.eu/fish-code-start
Milka drew the characters, game elements and styling herself in Canva, and then put together an interactive game from them in Tilda.
Why this is not easy.
Whoever creates an algorithm task must understand it more deeply than the one who solves it. On top of that, Milka combined in one project two things that are usually studied separately: design and programming.
What this gives the child: structured thinking, an understanding of the order of actions, the ability to build algorithms and to look for mistakes in them.
Play on a computer: https://lvlbox.eu/fish-code-start
PORTFOLIO
From a squared-paper drawing to a 3D balloon with a café inside
First there was a drawing on squared paper. In the end there was a three-dimensional hot-air balloon in Minecraft, with a café inside that you can walk into.
How it went.
The students drew a scheme on paper and moved it into Minecraft Education as a flat base. Then each of them added their own drawing to the surface. After that, code turned the flat figure into a three-dimensional one, and a café appeared inside the balloon.
The competition.
Each student presented their own version of the balloon. The other kids chose LVL17's work as the best and gave it the audience award.
Why this is not easy.
The step from flat to three-dimensional is one of the hardest tasks for spatial thinking. And code lets you build what would take a very long time by hand. So the child sees in practice why programming is needed at all.
What this gives the child: planning, spatial thinking, programming and the experience of presenting their work to others.
The students drew a scheme on paper and moved it into Minecraft Education as a flat base. Then each of them added their own drawing to the surface. After that, code turned the flat figure into a three-dimensional one, and a café appeared inside the balloon.
The competition.
Each student presented their own version of the balloon. The other kids chose LVL17's work as the best and gave it the audience award.
Why this is not easy.
The step from flat to three-dimensional is one of the hardest tasks for spatial thinking. And code lets you build what would take a very long time by hand. So the child sees in practice why programming is needed at all.
What this gives the child: planning, spatial thinking, programming and the experience of presenting their work to others.
CONTACT
🕐 Madrid (CET) · online
Not an official Minecraft Education product. Not approved by or associated with Mojang or Microsoft. LEGO® is a trademark of the LEGO Group, which does not sponsor or endorse this site.
🛡 Children's data is protected (GDPR). Photos and names of students are published only with parental consent. Nicknames are used on the site.
© LVLBOX 2026 · lvlbox.eu
