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AUTHOR(S): Dessislava Vassileva, Nikolay Penchev
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TITLE An Online Metadata-Driven Editor for Rich Maze Video Games for Education |
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ABSTRACT In recent years, video games have become increasingly popular and used not only for entertainment but also in the form of serious games in the process of education and vocational training, in advertising campaigns, etc. However, serious games still cannot be used widely by teachers and instructors mainly because of their high-cost development and difficulties in maintaining educational content and integration of different pedagogical strategies in the game depending on training goals. Therefore, there is a need for software platforms for design and generation of video games for educational purposes from trainers and pedagogues. In this article, we present an open software platform that allows non-IT professionals like teachers, pedagogues, and educationalists to construct and generate rich educational video maze games. The platform is under development in the scope of the APOGEE (smArt adaPtive videO GamEs for Education) research project and includes an online, metadata-driven editor for design of rich educational maze games. The designed games can be exported in the form of an XML document including the semantic structure of game, didactic content and audio-visual interiors of maze halls. The editor is controlled by a predefined XSD schema which is used for user-input validation. The editor's purpose is to remove the complexity for non-technical people and to allow them easily to build an XML document of maze configuration that will be imported into the Unity 3D environment. Hereby, non-IT professionals will be able easily to create and generate new rich educational maze games incorporating targeted educational content and pedagogical strategies. |
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KEYWORDS educational games, editor, XSD-driven, survey, APOGEE |
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Cite this paper Dessislava Vassileva, Nikolay Penchev. (2019) An Online Metadata-Driven Editor for Rich Maze Video Games for Education. International Journal of Education and Learning Systems, 4, 7-13 |
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