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Inclusive Design In Scenario-Based Interactive Workplace Learning: Managing Cognitive Load For Neurodivergent Adult Learners



Author(s):


Inclusive Design in Scenario-Based Interactive Workplace Learning: Managing Cognitive Load for Neurodivergent Adult Learners

Scenario-based interactive elements such as branching decision pathways, role-play simulations, and formative feedback loops are increasingly incorporated into digital workplace learning environments and are commonly positioned within game-based learning design (Pimblett et al., 2025). While these features foreground decision-making, consequence, and learner agency, interactivity alone does not ensure accessibility. For adult learners, particularly those who are neurodivergent or managing age-related changes in processing capacity, poorly structured interactive design may increase extraneous cognitive load, reduce sustained motivation, and undermine knowledge retention (Le Cunff et al., 2025; Mayer, 2021; Seufert et al., 2023). Despite growing interest in inclusive serious game design, limited research examines how Cognitive Load Theory (CLT) (Sweller et al., 2011) and Universal Design for Learning (UDL) (CAST, 2024) can inform accessible interactive workplace learning environments.

This study addresses three research questions: How do adult learners experience cognitive load within scenario-based interactive workplace learning? To what extent do branching and role-play elements influence engagement across diverse cognitive profiles? How can CLT and UDL principles be applied to reduce extraneous load while maintaining authentic decision-based interaction? The objectives are to explore how interactive design features shape perceived cognitive effort and motivation, to examine the experiences of neurodivergent and mid-career adult learners within scenario-driven digital learning, and to identify inclusive design principles that support cognitive equity in serious game-informed workplace contexts.

Adopting a qualitative, interpretivist approach, the study draws on quasi-longitudinal semi-structured interviews conducted before, during, and after participation in an asynchronous Articulate-based module incorporating branching, role-play, and quiz-based interaction. These interactive features align with serious game design principles emphasising agency and consequence. Thematic analysis examines evolving perceptions of cognitive strain, engagement, and emotional response. CLT (Sweller et al., 2011) provides the primary analytical lens for interpreting intrinsic and extraneous load, while UDL (CAST, 2024) informs the evaluation of inclusive flexibility in multimodal design. Supporting these insights, a second study (Hardey & Pimblett, 2026) draws on semi-structured interviews with eleven neurodivergent adult professionals across higher education and workplace learning contexts, using reflexive thematic analysis to examine how design friction shapes cognitive, affective, and motivational load.

Findings indicate that while authentic decision-making enhances relevance and agency, dense feedback screens, unclear branching structures, and rapid pacing increase cognitive strain, particularly for learners reporting ADHD traits, dyslexia, or fluctuating concentration. Emotional responses such as frustration and decision fatigue mediate engagement in scenario-based environments. Conversely, structured sequencing, visual clarity, pacing control, and multimodal feedback reduce extraneous load and support sustained motivation. Practical recommendations emerging from the study include modular navigation structures, reduced visual complexity, explicit progress signposting, and flexible pacing controls as concrete strategies for applying CLT and UDL principles within game-based and scenario-driven workplace learning design. Together, these studies contribute evidence-informed principles for inclusive serious game design in adult workplace learning and extends debates in game-based learning by foregrounding cognitive diversity within scenario-driven interactive environments (Sweller et al., 2011; Mayer, 2021; CAST, 2024; Seufert et al., 2023).

References

CAST. (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/more/about-guidelines-3-0/

Hardey, M., & Pimblett, C. (2026). The Canary in the Coal Mine: What Neurodivergent Learners Reveal about Cognitive Sustainability in Education 5.0. Education Innovations: Systems and Future Learning. https://doi.org/10.1108/EISFL-12-2025-0065

Le Cunff, A.-L., Martis, B.-L., Glover, C., Ahmed, E., Ford, R., Giampietro, V., & Dommett, E. J. (2025). Cognitive load and neurodiversity in online education: A preliminary framework for educational research and policy. Frontiers in Education, 9(1437673). https://doi.org/10.3389/feduc.2024.1437673

Mayer, R. E. (2021). Cognitive Theory of Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005

Pimblett, C., Rowe, L., & Fenton, A. (2025). Enhancing workplace e-learning with branching scenarios: an action case study. International Journal of Organization Theory & Behavior, 1-19. https://doi.org/10.1108/IJOTB-04-2025-0103

Seufert, T., Wagner, F., Westphal, L., & Gerjets, P. (2023). The interplay of cognitive load, learners’ resources, and self-regulation: A dynamic perspective on learning processes. Educational Psychology Review, 37(1), 195-224.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4


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Co-Designing An AI-Powered Keyword Learning Game: Supporting Exam Preparation For Students With Additional Educational Needs



Author(s):


Success in high-stakes examinations often depends on students’ ability to recognise and understand subject-specific keywords. However, many students with additional educational needs struggle to acquire and retain this vocabulary, which can significantly limit their ability to interpret exam questions and demonstrate their knowledge. This practitioner presentation describes the development and implementation of an AI-supported keyword learning tool that was co-designed with a post-primary student preparing for Irish state examinations. Teacher feedback indicated that the student needed to strengthen his understanding of key subject terminology across multiple subjects. Rather than relying on traditional revision methods, the student worked collaboratively with the teacher to design an interactive study approach that would feel more engaging and motivating.

Using generative AI, a game-like learning tool was created to help the student practise and revisit keywords. The activities present vocabulary through two modes an easier multiple choice mode and a second more difficult mode where given the definition, the user types the keyword. Immediate feedback and varied formats allow repeated practice while maintaining learner engagement. A distinctive feature of the tool is the use of deliberately exaggerated, student-informed humour and contemporary “Gen Z” style language. This tone was chosen by the student during the design process to make the experience more entertaining and reduce the perceived effort associated with revision tasks.

Although originally developed for one learner, the tool has since been adopted by other students as a study resource. The structure of the activities mirrors elements commonly found in game-based learning environments, including short challenges, immediate feedback, and progression through tasks. The presentation will outline the co-design process, demonstrate examples of the learning interactions, and discuss how generative AI can act as a facilitator of simple game-like learning experiences in mainstream classrooms. The session will also explore how AI-supported tools can support inclusive practice by providing flexible and motivating ways for students to practise essential academic vocabulary.

Participants will gain practical insights into how teachers can design similar AI-based learning challenges to support exam preparation, engagement, and independent study without requiring advanced technical skills.


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Game On: From Numbers To Student Engagement – Gamifying Accounting Education



Author(s):


Game On: From Numbers to Student Engagement – Gamifying Accounting Education

Research Questions

  • Q1. Does gamification increase student engagement during accounting and finance teaching sessions?
  • Q2. How do student-centered and interactive game elements influence students’ motivation and engagement?

Keywords: Game-Based Learning, Gamification, Student Engagement, Accounting and Finance

Relevance to Conference

Maintaining student motivation and engagement during classroom teaching remains an ongoing challenge in higher education, particularly in highly theoretical subjects like accounting and finance. It is often, therefore, that students regard these subjects as boring and uninteresting (Moncada and Moncada, 2014; Lázaro-Gutiérrez, Barainca-Vicinay and Bilbao-Goyoaga, 2017; Ariff et al., 2022; Karlsson and Noela, 2022).

To enhance student engagement, motivation, and overall learning experience, lecturers increasingly draw on a range of pedagogical strategies and theoretical frameworks designed to stimulate intrinsic motivation and encourage active participation in the learning process. In particular, theories like the Self-Determination Theory (Deci and Ryan, 1985), which links autonomy, competence and relatedness to intrinsic motivation; the Theory of Student Engagement, which encourages “Student-Staff” partnership in shaping and enhancing learning developments (Lowe and El Hakim, 2020) and Kolb’s Experiential Learning Model, which establishes learning as continuous process “grounded in experience” (Kolb, 2015), provide essential framework for understanding how interactive and student-centered activities could support deeper student engagement.

Gamification as Potential Solution

Gamification and game-based learning have been used in education for a while now, with numerous studies supporting the view that they increase student engagement and motivation when applied effectively (da Rocha Seixas, Gomes and de Melo Filho, 2016; Poondej and Lerdpornkulrat, 2016; Ahma and Kadriu, 2025; Nurhayati and Fathurrohman, 2025). Building on this theoretical foundation, our study examines whether the gamified “fun-factor” activities impact upon increased student engagement in accounting and finance subjects.

Session Aim

To examine the practical effect of gamified activities on the motivation and engagement of students in accounting and finance classes.

Approach, Outcomes and Key Takeaways

A range of gamified activities was embedded within the seminar teaching across several undergraduate accounting and finance modules (Year 1-3), as well as within outreach activities with prospective students, including interactive games such as risk and reward basketball activity, Lego-based budgeting activity, an IFRS treasure hunt, risk-based roulette activity, balance sheet battles, and a Monopoly-based financial accounting revision activity.

Feedback was collected through a short questionnaire consisting of three Likert-Scale questions and one open-ended qualitative question, allowing for both quantitative measurement and qualitative insight into student experience. The questionnaire was completed by over 100 participants across the academic year of 2025-26.

Our findings indicate that gamification had a positive impact on student engagement and motivation. In particular, the competitive and interactive elements were consistently identified as enhancing interest and participation, with over 99% of participants agreeing that gamified activities helped maintain engagement and support the development of accounting and finance knowledge. Qualitative responses further reinforced these findings, with students describing the sessions as “engaging”, “fun”, “insightful”, “beneficial”, and “memorable”, highlighting the value of game-based approaches in promoting active learning.

During the conference, our presentation will take participants on a gamification journey, offering practical insights into the approaches implemented, lessons learned from their application, and strategies used to enhance student engagement. The session will also reflect on practical challenges we encountered such as time constraints, and balancing competitiveness and inclusivity when implementing gamified activities.

References

Ahma, G. and Kadriu, A. (2025) “Exploring the Impact of Gamification Strategies on Student Engagement and Learning Outcomes in Education,” 2025 20th Annual System of Systems Engineering Conference (SoSE). Tirana, Albania: IEEE, pp. 1–6. Available at: https://doi.org/10.1109/SoSE66311.2025.11083792.

Ariff, M.I.M. et al. (2022) “Developing mobile game application for introduction to financial accounting,” Indonesian Journal of Electrical Engineering and Computer Science, 27(3), p. 1721. Available at: https://doi.org/10.11591/ijeecs.v27.i3.pp1721-1728.

Deci, E.L. and Ryan, R.M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY, UNITED STATES: Springer. Available at: http://ebookcentral.proquest.com/lib/sunderland/detail.action?docID=3086782 (Accessed: March 16, 2026).

Karlsson, P. and Noela, M. (2022) “Beliefs influencing students’ career choices in Sweden and reasons for not choosing the accounting profession,” Journal of Accounting Education, 58, p. 100756. Available at: https://doi.org/10.1016/j.jaccedu.2021.100756.

Kolb, D.A. (2015) The Process of Experiential Learning. Second Edition. Available at: https://learning.oreilly.com/library/view/experiential-learning-experience/9780133892512/ch02.html (Accessed: March 16, 2026).

Lázaro-Gutiérrez, N., Barainca-Vicinay, I. and Bilbao-Goyoaga, A. (2017) “Who Said Accounting Was Boring? Let´s Play Cards. The DAC Project,” European Financial and Accounting Journal, 12(2), pp. 55–72. Available at: https://doi.org/10.18267/j.efaj.181.

Lowe, T. and El Hakim, Y. (2020) A Handbook for Student Engagement in Higher Education: Theory into Practice. Oxford, UNITED KINGDOM: Taylor & Francis Group. Available at: http://ebookcentral.proquest.com/lib/sunderland/detail.action?docID=6143728 (Accessed: March 16, 2026).

Moncada, S.M. and Moncada, T.P. (2014) “Gamification of Learning in Accounting Education,” Journal of Higher Education Theory & Practice, 14(3), pp. 9–20.

Nurhayati, N. and Fathurrohman, F. (2025) “Gamification in School Education: A Systematic Review of Its Effectiveness in Improving Student Motivation and Academic Outcomes,” AL-ISHLAH: Jurnal Pendidikan, 17(2), pp. 2356–2368. Available at: https://doi.org/10.35445/alishlah.v17i2.6516.

Poondej, C. and Lerdpornkulrat, T. (2016) “The development of gamified learning activities to increase student engagement in learning,” Australian Educational Computing, 31(2). Available at: https://journal.acce.edu.au/index.php/AEC/article/view/110 (Accessed: December 16, 2025).

da Rocha Seixas, L., Gomes, A.S. and de Melo Filho, I.J. (2016) “Effectiveness of gamification in the engagement of students,” Computers in Human Behavior, 58, pp. 48–63. Available at: https://doi.org/10.1016/j.chb.2015.11.021.


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How Sound And Music In Experiential Games Can Deepen Caregiver Understanding Of Alzheimer’s Disease



Author(s):


Abstract: How Sound and Music in Experiential Games Can Deepen Caregiver Understanding of Alzheimer’s Disease

Name: Florian Smidt
Affiliation: B.Sc. Graduate in Game Design at Mediadesign Hochschule

Alzheimer’s disease profoundly affects not only those living with the condition, but also the informal caregivers, most often family members, who support them daily.

Understanding the behavioral and emotional responses of someone with Alzheimer’s can be deeply challenging for caregivers, contributing to significant stress, difficulties in the relationship between caregiver and patient, and reduced quality of life.

While a small number of games and interactive experiences already address Alzheimer’s caregiving, these tend to center visual and narrative elements. A clinically significant yet underrepresented dimension is auditory perception: the way the condition progressively distorts how patients experience sound and their environment.

The aim of this thesis is to explore how sound and music can contribute to caregiver understanding and empathy, by incorporating it into an experiential first-person representation in a game, with informal caregivers as the target audience.

The central research question of the thesis reads as follows:

How can sound and music in games depicting Alzheimer’s disease increase understanding and empathy of the condition for informal caregivers?

Multiple approaches were used in the paper to answer this question. Firstly, a content analysis on existing games has been held, to get a better understanding of what methods were used by other game developers when it comes to the depiction of Alzheimer’s.

The analysis highlights that most existing games use sound for atmosphere or narrative, not for a clinically accurate representation of Alzheimer’s auditory changes.

Then, the game “5 Days Until Winter”, that was created prior to this research, was modified by implementing sound and music mechanics informed by clinical research, without drifting towards a narrative depiction. The focus here lies on a phenomenon called “music aversion”, where familiar music can become irritating and emotionally distressing for Alzheimer’s patients.

After that, a pilot study was held, in which the participants played the game, to then describe their experience and understanding after playing.

The results show that players reported increased awareness and understanding of Alzheimer’s-related behaviors, with sound and music being frequently identified as key contributors to emotional impact. Participants reflected on caregiver challenges with environmental stimuli.

Based on the mentioned findings, this paper argues for greater attention to sound design as a core dimension of games-based learning in caregiving education.

Relevant References

  • Barbosa, M. G., De Macedo, M. A. C. F., Da Mata, F. A. F., Ramos, A. A., De Oliveira Júnior, H. A., Bertola, L., & Ferri, C. P. (2024). Factors associated with dementia caregiver burden across multiple Brazilian regions. Alzheimer’s & Dementia, 20(S4), e092373. https://doi.org/10.1002/alz.092373
  • Brandão, T., Brites, R., Hipólito, J., Nunes, O., & Tomé Pires, C. (2024). Emotion Regulation in Dementia Caregiving: The Role of Neuropsychiatric Symptoms and Attachment Orientation. Journal of Geriatric Psychiatry and Neurology, 37(2), 146–156. https://doi.org/10.1177/08919887231195228
  • Fauth, E. B., Femia, E. E., & Zarit, S. H. (2016). Resistiveness to care during assistance with activities of daily living in non-institutionalized persons with dementia: Associations with informal caregivers’ stress and well-being. Aging & Mental Health, 20(9), 888–898. https://doi.org/10.1080/13607863.2015.1049114
  • Fletcher, P. D., Downey, L. E., Golden, H. L., Clark, C. N., Slattery, C. F., Paterson, R. W., Schott, J. M., Rohrer, J. D., Rossor, M. N., & Warren, J. D. (2015). Auditory hedonic phenotypes in dementia: A behavioural and neuroanatomical analysis. Cortex, 67, 95–105. https://doi.org/10.1016/j.cortex.2015.03.021
  • García-Navarro, E. B., Buzón-Pérez, A., & Cabillas-Romero, M. (2022). Effect of Music Therapy as a Non-Pharmacological Measure Applied to Alzheimer’s Disease Patients: A Systematic Review. Nursing Reports, 12(4), 775–790. https://doi.org/10.3390/nursrep12040076
  • Lin, P.-H., Chen, H.-H., Chen, N.-C., Chang, W.-N., Huang, C.-W., Chang, Y.-T., Hsu, S.-W., Hsu, C.-W., & Chang, C.-C. (2016). Anatomical Correlates of Non-Verbal Perception in Dementia Patients. Frontiers in Aging Neuroscience, 8. https://doi.org/10.3389/fnagi.2016.00207
  • Navarro-Martos, R., & Nieto-Escamez, F. (2022). A Proposal of Cognitive Intervention in Patients with Alzheimer’s Disease through an Assembling Game: A Pilot Study. Journal of Clinical Medicine, 11(13), 3907. https://doi.org/10.3390/jcm11133907
  • Paredes-Otero, G. (2024). The Representation of Alzheimer’s in Serious Games: Inner Ashes Video Game Case Study. Transactions of the Digital Games Research Association, 7(2), 122–141. https://doi.org/10.26503/todigra.v7i2.2397
  • Pratte, S., Tang, A., & Oehlberg, L. (2021). Evoking Empathy: A Framework for Describing Empathy Tools. Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction, 1–15. https://doi.org/10.1145/3430524.3440644
  • Tamplin, J., Clark, I. N., Lee, Y.-E. C., & Baker, F. A. (2018). Remini-Sing: A Feasibility Study of Therapeutic Group Singing to Support Relationship Quality and Wellbeing for Community-Dwelling People Living With Dementia and Their Family Caregivers. Frontiers in Medicine, 5, 245. https://doi.org/10.3389/fmed.2018.00245
  • Teixeira, A. L., Kim, Y., Cordeiro, T. M., De Erausquin, G. A., & Rocha, N. P. (2025). Agitation in Alzheimer’s disease: From assessment to therapeutics. World Journal of Psychiatry, 15(11). https://doi.org/10.5498/wjp.v15.i11.109581


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Playing Across Contexts: Reflections On Game-Based Learning At Three Levels Of University Education



Author(s):


Relevance to the Conference

This practitioner submission speaks directly to the integration of games into higher education curricula, the motivational dimensions of game-based learning (GBL), and the pedagogical challenges of introducing games to students across vastly different disciplinary backgrounds. It offers a reflective, experience-grounded perspective on what it means to implement GBL across multiple roles and audiences at both American and South Korean universities.

Issue or Challenge Addressed

The central question motivating this presentation is not whether games work in university settings—evidence increasingly suggests they do—but how students at different stages and from different disciplinary backgrounds perceive, engage with, and assign academic legitimacy to game-based approaches.

When students do not recognize an activity as “work,” what does that mean for learning? Is it a problem to be solved, an advantage to be leveraged, or something more complex that deserves careful attention on its own terms?

Settings Where GBL Was Used

I engaged with GBL across three distinct university contexts:

  • First, at the University of California, Irvine as a graduate student experiencing game-based pedagogy from the learner’s perspective (class size of 4–10).
  • Second, as an instructor at the same institution working with Game Design and Interactive Media students (class size of 60–85), for whom games already constitute a disciplinary framework and professional identity.
  • Third, as an instructor introducing GBL to undergraduate students at Pusan National University in South Korea with little to no prior engagement with games as a learning medium (class size of 50–60).

These three positions offer a rare and comparative lens on how audience, prior experience, and disciplinary culture shape the reception and effectiveness of game-based approaches.

Results

Games proved valuable across all three contexts. However, a consistent and underexplored observation emerged: students outside games-oriented disciplines frequently did not perceive GBL activities as “real work.”

On the surface, this reads as neutral — neither clearly beneficial nor harmful. But neutrality, on closer examination, is not a stable condition. When students detach an activity from academic seriousness, it can affect how deeply they process and transfer learning. Simultaneously, the feeling of play can reduce anxiety, lower resistance, and open cognitive engagement that traditional formats foreclose.

The challenge, then, is to treat this “it doesn’t feel like work” response not as a failure of rigor, but as a pedagogical signal—one that educators should actively interpret and design around rather than ignore.

Key Takeaways

Participants will leave with a practical framework for thinking about student perception of GBL legitimacy across disciplinary contexts, including:

  • How disciplinary identity shapes the reception of game-based approaches.
  • Why the play/work distinction has real consequences for learning outcomes.
  • Strategies for framing GBL activities that preserve the motivational benefits of play while reinforcing academic intentionality.

This session will be especially relevant for educators introducing GBL into non-games disciplines.


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Does Platform Matter? Immersion, Engagement, And Learning In Language Education Games



Author(s):


Does Platform Matter? Immersion, Engagement, and Learning in Language Education Games

Game-based language learning (GBLL) has been increasingly explored across different technological platforms, with virtual reality (VR) often positioned as a more immersive and potentially more effective alternative to traditional platforms, such as personal computer (PC)-based environments (Chen et al., 2022; Lai & Chen, 2023; Zhang et al., 2025). However, such comparisons frequently rely on simplified platform-based distinctions, overlooking how differences in game design, interaction mechanics, and genre may shape both learning outcomes and learner experience.

This study seeks to move beyond binary comparisons of VR and PC by examining how platform and design features jointly influence second language learning in higher education contexts. It adopts a mixed-methods approach to evaluate the effectiveness of VR and PC games designed for second language learning.

A randomized study (N = 126) was conducted with adults who had no or minimal prior knowledge of Portuguese. After consent, participants completed a pretest assessing their vocabulary knowledge and prior gaming experience and then played one video game for 30 minutes. Participants were randomly assigned to one of five games (2 PC, 3 VR) co-developed with computer science undergraduates to assist in second language vocabulary practice. Each game targeted the same 20 Portuguese terms.

Then they completed a posttest assessing the same vocabulary knowledge and gameplay experience consisting of items from Phan et al. (2016), and a semi-structured interview consisting of researcher-developed items.

Quantitative results from the pre- and post-tests indicate that both VR and PC environments support measurable immediate language learning gains, with PC-based games demonstrating stronger overall performance than VR.

However, qualitative findings complicate the straightforward platform-based interpretation. While VR environments were consistently associated with heightened immersion, engagement, and a sense of presence, they also introduced challenges related to navigation, control, physical interaction, and cognitive load, which at times detracted from language-focused attention.

In contrast, participants perceived PC-based games as more accessible and easier to control, allowing participants to focus on word-image association. The PC games’ visual feedback structure (such as correct match) provided implicit corrective scaffolding. But the variation observed across individual games suggests that differences in learning outcomes and learner experience cannot be attributed to platform alone.

Even within the same platform condition, participants identified design-specific barriers that undermined their learning experience. Certain design elements emerged as both strengths and challenges consistently across VR and PC conditions, such as background music.

This study argues for a more nuanced understanding of how technological affordances across platforms interact with game design to support different dimensions of learning. By reframing platform comparison as a question of design and interaction, this study contributes to ongoing discussions in GBLL and provides practical implications for the development of educational games across diverse technological platforms.

References

Chen, B., Wang, Y., & Wang, L. (2022). The Effects of Virtual Reality-Assisted Language Learning: A Meta-Analysis. Sustainability, 14(6), 3147. https://doi.org/10.3390/su14063147

Lai, K.-W. K., & Chen, H.-J. H. (2023). A comparative study on the effects of a VR and PC visual novel game on vocabulary learning. Computer Assisted Language Learning, 36(3), 312–345. https://doi.org/10.1080/09588221.2021.1928226

Phan, M. H., Keebler, J. R., & Chaparro, B. S. (2016). The Development and Validation of the Game User Experience Satisfaction Scale (GUESS). Human Factors: The Journal of the Human Factors and Ergonomics Society, 58(8), 1217–1247. https://doi.org/10.1177/0018720816669646

Zhang, M. M., Hashim, H., & Yunus, M. M. (2025). Analyzing and comparing augmented reality and virtual reality assisted vocabulary learning: A systematic review. Frontiers in Virtual Reality, 6. https://doi.org/10.3389/frvir.2025.1522380


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Social Strengthening By Game-based Activities



Author(s):


The GameON – project (4/2024-6/2026) aims to support unemployed individuals and those outside the workforce, aged 16 to 54, in finding pathways back to employment and improving their overall well-being through game-based activities. The Project is funded by the European Social Fund (ESF+). Within the project, we brought together people who are interested in gaming and who want to play together, while reflecting on their future. Some participants had experienced long periods of social withdrawal and “staying at home” for several years, while others had faced shorter periods of unemployment. Despite these differences, all participants shared a strong interest in gaming and a need for face-to-face interaction. Many participants spent a significant amount of time playing games alone at home, but through group-based gaming they were able to connect with like-minded people and spend time together in a meaningful way. Different forms of shared play, such as cooperative digital games and tabletop role-playing games, proved to be effective ways to lower social barriers, build trust, and strengthen interaction within the group.
During the project, several methods were further developed with the goal of enhancing participants’ well-being and social functioning. One key tool was the Game Story method—a personal timeline of games that individuals consider meaningful—which proved to be an effective icebreaker, conversation starter, and group-forming tool.
Role-playing games played a particularly important role in strengthening social interaction. By encouraging communication, collaboration, and shared problem-solving toward a common goal, role-playing games enabled participants to engage with others while expressing themselves through different characters and roles in a safe and supportive environment.
The project also included individual guidance sessions, during which participants had the opportunity to discuss their life situations and personal goals. In these sessions, participants received practical support and information on how to move forward, such as guidance on applying for study places, writing CVs, and seeking employment.
Activities were carried out in small groups, each lasting approximately five months. Toward the end of the group period, a light “work-life component” was introduced. This included practicing digital skills such as WordPress website creation, 3D-modeling and -printing, and introductory game development using Unity.
In addition, external visitors, including representatives from game companies and educational institutions—were invited to present their work and share information about career paths and study opportunities.


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Socratic Cards: A Breakthrough In Real-world Learning



Author(s):


Socratic Cards is a discussion-based game in which players ask each other Socratic questions drawn from a deck of 50 cards: “Does your calling in life change? How?” “What are three things every community needs?” “Can you innovate without ownership?”
Players commit to quick-take answers and then discuss them more deeply together. After each round, every player awards a point (or callout) to the most insightful or compelling contribution (the bon mot). Sessions can range from a single question to extended multi-round play.
The core game design—the element that makes the experience engaging and replayable—lies in the questions themselves. Each question is carefully constructed to generate energy, encourage reflection, strengthen interpersonal connection within a group, and remain broadly relevant. Socratic Cards can be played socially among friends or used professionally as an icebreaker, classroom activity, workshop opener, or meeting kickoff.
The experience develops skills including active listening, critical thinking, empathy, communication, and facilitation. Just as importantly, players become more effective at leading and participating in Socratic dialogues. Socratic Cards also includes a Pro Edition designed for longer-term developmental play. Each of the 100 cards in the Pro deck contains two aligned Socratic questions and one optional real-world challenge. Challenges are organized by leadership topic and difficulty level, allowing players to progress through increasingly demanding experiences while developing practical leadership capabilities. Players ultimately advance toward the highest level of mentor.
This pedagogy combines game mechanics, reflection, choice, peer review, and real-world action to enable sustained personal growth and experiential leadership development on one’s own terms, well beyond the play session itself


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Coding For Care: Teaching Environmental Justice And Indigenous Ways Of Knowing Through Game-Based Learning



Author(s):


This presentation introduces a design-based research project centered on Land of the Three Fires, an educational game developed to teach introductory coding concepts alongside environmental justice and Indigenous ways of knowing.

The project responds to a critical gap in contemporary education: coding is frequently taught as a decontextualized technical skill, while environmental issues are presented without meaningful pathways for action. This work explores how game design can bring these domains together, positioning coding as a tool for understanding, engaging with, and responding to environmental challenges grounded in community knowledge and lived experience.

In Land of the Three Fires, players navigate a narrative world shaped by ecological change and community resilience. Through gameplay, they encounter scenarios that foreground environmental justice concerns, including resource distribution, land stewardship, and the long-term impacts of human intervention. The game uses Indigenous perspectives as a narrative framework that emphasizes relationality, responsibility, and respect for the land, offering an alternative to extractive and purely instrumental approaches to environmental problem-solving.

Coding is embedded directly into the progression of the game. Players engage with fundamental programming concepts such as logic structures, conditions, and sequencing through interactive challenges that require them to make decisions affecting the world around them. Rather than isolating coding as a technical exercise, the game frames it as a meaningful practice connected to care, responsibility, and consequence.

Methodologically, the project follows a design-based research approach, combining iterative development with classroom-based playtesting. Data collection includes observations, student reflections, and analysis of how learners connect coding practices with broader environmental and social contexts.

Findings from early implementations suggest that students begin to see coding not only as a technical skill but as a way to engage with real-world issues. Players demonstrate increased awareness of environmental justice and show sensitivity to perspectives that emphasize interconnected relationships between people, land, and technology.

The presentation will share key design strategies, including:

  • Embedding coding within narrative and ethical decision-making contexts
  • Integrating environmental justice themes into core gameplay mechanics
  • Focusing on Indigenous ways of knowing to shape worldbuilding and player experience
  • Designing interdisciplinary learning experiences that connect technical and humanities domains

Participants will leave with an understanding of practical approaches for designing game-based learning experiences that connect coding education with environmental responsibility and diverse knowledge systems.

paper 13 Land of the Three Fires: Teaching Environmental Systems Through Narrative-Driven Game Design Game Demonstrations (300-500 words) Land of the Three Fires is a singleplayer, interdisciplinary educational game designed to support systems thinking, environmental literacy, and introductory coding skills through narrative-driven play. Developed through a design-based research approach, the game situates players within interconnected ecological and community systems inspired by regional, Indigenous stories of resilience and environmental change.

Targeted toward middle and early high school learners, the game invites players to explore a dynamic world where environmental conditions, community wellbeing, and ecological interventions are deeply interdependent. Through a series of interactive scenarios, players engage with challenges such as resource management, ecological balance, and long-term sustainability. Core mechanics emphasize cause-and-effect relationships, encouraging players to understand how local actions produce broader systemic consequences, including extractionist and colonial outcomes. A distinguishing feature of the project is its integration of coding concepts (e.g., C++ logic structures) within narrative progression. Rather than presenting coding as an isolated technical skill, the game embeds it within meaningful decision-making contexts, allowing learners to see programming as a tool for shaping systems and responding to environmental challenges. The game has been developed for accessibility and classroom adaptability. It is available as a web build on itch.io, designed to function within diverse educational settings, including those with limited technical resources. Early playtesting in classroom contexts has focused on student engagement and interdisciplinary learning connections across STEM and humanities.

This demonstration will allow participants to experience selected segments of the game and explore its design framework. Attendees will gain insight into how narrative, mechanics, and pedagogy are aligned to support learning outcomes, as well as how the game can be integrated into classroom environments as a flexible teaching tool.

Format: Web / standalone executable
Gameplay Time: 3-5 hours
Platform: PC (Windows/Web)
Engine: Godot


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Land Of The Three Fires: Teaching Environmental Systems Through Narrative-Driven Game Design



Author(s):


Land of the Three Fires is a singleplayer, interdisciplinary educational game designed to support systems thinking, environmental literacy, and introductory coding skills through narrative-driven play. Developed through a design-based research approach, the game situates players within interconnected ecological and community systems inspired by regional, Indigenous stories of resilience and environmental change.

Targeted toward middle and early high school learners, the game invites players to explore a dynamic world where environmental conditions, community wellbeing, and ecological interventions are deeply interdependent. Through a series of interactive scenarios, players engage with challenges such as resource management, ecological balance, and long-term sustainability. Core mechanics emphasize cause-and-effect relationships, encouraging players to understand how local actions produce broader systemic consequences, including extractionist and colonial outcomes. A distinguishing feature of the project is its integration of coding concepts (e.g., C++ logic structures) within narrative progression. Rather than presenting coding as an isolated technical skill, the game embeds it within meaningful decision-making contexts, allowing learners to see programming as a tool for shaping systems and responding to environmental challenges. The game has been developed for accessibility and classroom adaptability. It is available as a web build on itch.io, designed to function within diverse educational settings, including those with limited technical resources. Early playtesting in classroom contexts has focused on student engagement and interdisciplinary learning connections across STEM and humanities.

This demonstration will allow participants to experience selected segments of the game and explore its design framework. Attendees will gain insight into how narrative, mechanics, and pedagogy are aligned to support learning outcomes, as well as how the game can be integrated into classroom environments as a flexible teaching tool.

Format: Web / standalone executable
Gameplay Time: 3-5 hours
Platform: PC (Windows/Web)
Engine: Godot


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SYNCHRONICITY: A Postmortem



Author(s):


Key Areas of Interest:

  • Pedagogy, Educational and Social Issues
  • Gamification and Serious Games
  • Creative Issues in Game Development

How do you create meaning and encourage critical thinking through game design?

This was the problem I set myself for my Final Major Project in Indie Game Development. The answer became Synchronicity: a first-person parkour puzzle game in which the player explores an abandoned research facility, solving environmental puzzles to progress. Its core educational purpose is to develop critical thinking and problem-solving through active exploration rather than direct instruction or gamification.

After initial face-to-face research with teachers in UK schools, the design settled on driving engagement through solving and spatial curiosity: “What’s around the corner?” and “How do I get there?”. Puzzles were designed to be challenging but, through art direction, visual clues, and prior experience, solvable with thought and exploration. Nothing was hidden, but it sometimes required looking around.

Limited time meant the world was never intended to be ultra-realistic, but intentionally simplified. This allows players’ imagination to join their own dots and actually feel more genuinely immersed. Light, sightlines, colour, and form were critical tools for setting the tone of each space without jarring the player out of immersion. Only the avatar was edited externally. Otherwise, every environmental element in the final build sent for assessment was made in-engine, with bespoke decals hand-produced in Photoshop.

The narrative was kept deliberately light and progressed through the environment itself. The story arc develops in the player’s mind as they make associations, explore, and encounter visual cues; sound, colour, and a few Easter Eggs nudging them forward. This structure was designed to encourage self-efficacy and metacognitive engagement (Sparks, 2016), from parkour puzzle, through exploration, to a third act that breaks the fourth wall and speaks directly to the player about game design ideas.

Key decisions were grounded in Flow Theory (Csikszentmihalyi and LeFevre, 1989), Piaget’s Theory of Schema (1952), directly referenced in-game, and Gardner’s Theory of Multiple Intelligences (1983). A cognitive schema, as Kirschner (2024) describes it, is “a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning.” It struck me that this is also rather a neat definition of a video game.

Synchronicity is an allegory for learning, about the journey of acquiring knowledge, the hurdles faced, and the meaning ultimately constructed by the player. Like Portal and The Stanley Parable, from which it takes considerable inspiration, it is rooted in traditional gameplay and problem-solving, while asking whether that approach might offer a route towards genuine adaptive learning.

In my presentation, I will use gameplay footage and a post-mortem of specific design decisions to discuss how I attempted to answer the brief, and the challenges inherent in designing serious games.

  • Created in Unreal Engine 5
  • Approx. 30–45 minutes of gameplay
  • No AI assets or assistance used in creating the game

Links

A game designed to encourage critical thinking, receptivity to learning, and problem solving in the form of a first-person parkour puzzler.

The game is presented as submitted for my Final Major Project at Falmouth University, April 2025.

Note: The game is fully playable but contains known lighting and texture errors resulting from development mock-ups and my initial inexperience with proper level design formatting in Unreal Engine.


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A Culturally Grounded Hybrid Game For Online Safety And Computational Thinking



Author(s):


Problem Statement

The rapid adoption of digital tools has transformed how children engage with both local and global technological systems, making them active participants rather than passive consumers of digital products and services. In many households, children assist with technical support for their elders, curate content, and sometimes take on teaching roles to help others navigate digital platforms. However, their agency and intermediary roles are also a double-edged sword, as they often navigate the digital environment without adequate guidance, making them increasingly susceptible to mental health challenges, including anxiety, self-harm, and suicidal thoughts (UNICEF, 2025). Additionally, a gap exists between technical training and the broader competencies needed for meaningful engagement in the digital world (Esfandiari et al., 2025).

Against this backdrop, there is a growing need for educational approaches that integrate both computational thinking and online safety to support children’s informed and responsible participation in digital environments. However, the implementation of such integrated approaches exposes a significant gap, as observed by Injini (2025), with the digital divide continuing to widen between well-resourced schools and those in resource-constrained environments.

In response to these challenges, gamified learning, including both plugged and unplugged approaches, has gained momentum as a strategy for equipping learners with 21st century digital skills, particularly in coding and robotics. Gamification refers to the use of game design elements, gameplay mechanics, aesthetics, and game thinking in non-game contexts to motivate learners, incorporating features such as storytelling, badges, points, leaderboards, and avatars (Kalogiannakis et al., 2021).

The gamified unplugged approach, described by Greyling (2023) as offline, hands-on activities using tangible materials such as paper and markers, offers a practical alternative in resource-constrained schools where access to computing infrastructure is limited or unreliable. Notably, African Indigenous games such as Oware, Morabaraba, Bao, Moruba, and Omweso, together with riddles from oral traditions, represent long-standing playful practices that cultivate arithmetic, spatial reasoning, strategic thinking, social interaction, and ethical problem solving (Bayeck, 2018; Krige & Krige, 1943; Matsekoleng et al., 2024). These African pedagogies embody the principles of game-based learning and unplugged computational thinking, as they engage learners in rule-based reasoning, pattern recognition, decision making, and logic without reliance on digital technologies.

Research Questions

  1. How can culturally grounded pedagogical principles inform the design of collaborative, game-based learning experiences that integrate online safety and computational thinking?
  2. What forms of learner engagement, reasoning, and ethical decision making emerge during tangible, scenario-based gameplay focused on online safety?

Objectives

This work-in-progress study aims to:

  • Design a hybrid game-based learning system that integrates online safety with computational thinking.
  • Explore how African knowledge practices, specifically Letšema (collaborative work) and Mandhwane (learning by doing), can inform culturally grounded gamified learning methodologies.

Approach and Methodology

The study adopts a participatory design-based research approach situated in a rural South African context. The development of the hybrid board game and digital application emerged through a learner-inspired online safety outreach programme conducted across seven schools and targeted at learners in Grades 4 to 7.

The programme generated more than two hundred learner submissions, including essays and visual artefacts. The essays revealed that while many learners have basic awareness of online safety and some have already encountered digital harms, they lack deeper knowledge of evolving online risks and practical strategies for protection. This prompted an exploration of how to teach online safety in a tangible and culturally grounded way that also supports the development of computational skills.

Through iterative cycles of co-design involving learners, teachers, and community parents, these insights were translated into a multimodal learning system that integrates tangible gameplay with digital interaction.

As an ongoing work in progress currently in the piloting phase, data collection involves observations of learner participation during gameplay, facilitated reflective discussions, and analysis of learner-generated designs produced through the beading app and subsequently translated into tangible beaded artefacts.

The study contributes to game-based learning research by demonstrating how hybrid systems that combine board games and digital tools can effectively integrate online safety and computational thinking.

References


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Collaborative Cognition In Hybrid Learning: Scaffolding Transdisciplinary Team Synthesis



Author(s):


This paper examines how immersive and game-based learning environments can support shared decision making and shared meaning making in novice hybrid transdisciplinary teams, drawing on insights from the authors’ PhD research with the CHARM-EU M.Sc. in Global Challenges for Sustainability.

Shared decision making, the alignment of team members’ choices and actions, and shared meaning making, the co-construction of understanding across diverse disciplinary perspectives, are critical for effective collaboration and transdisciplinary team synthesis in hybrid learning contexts. While immersive and game-based environments such as XR and game-like web-based collaborative platforms have been proposed as tools for enhancing team-based learning, empirical studies linking these affordances to design-oriented heuristics, team cognition processes, and collective decision- and meaning-making remain limited.

The paper synthesizes a set of socio-technical heuristics derived and refined during the PhD study across three design-based research (DBR) cycles. The first two cycles identified the intervention needs of novice transdisciplinary teams and established a framework of heuristic supports informed by landmark teamwork theories, Distributed Cognition theory (DCog), and Distributed Cognition of Teams (DiCoT) theory.

The third cycle evaluated these heuristics via the Transdisciplinary Teamwork Tool (TTT), a hybrid web-based platform inspired by XR principles and conceptualised as a structured, rule-based collaborative environment analogous to game-based learning systems, in an authentic team learning environment.

To test the heuristics and analyse how teams negotiated shared decision and meaning-making, Cultural-Historical Activity Theory (CHAT) was operationalised using the Activity-Oriented Design Method (AODM), augmented with elements of the Change Laboratory Toolkit. Data included participant observation, focus groups, interviews, system usage logs, and student-generated artifacts.

Participants consistently reported improved alignment of understanding, alongside greater empathy for, and perspective taking of teammates, as well as support for a more coherent transdisciplinary synthesis. Findings indicate that purposeful scaffolding of hybrid team discussions may be useful in supporting students in group decision making.

This research contributes both theoretically and practically. Theoretically, it integrates landmark teamwork theories with shared mental models, DCog, and DiCoT frameworks to explain how teams negotiate meaning, reconcile disciplinary perspectives, and align decisions in technology-mediated environments.

Practically, it provides a set of design heuristics and methodological guidance that educators and developers can apply to scaffold distributed, hybrid, immersive, and game-based transdisciplinary team learning.

This paper reframes these findings for immersive and game-based learning contexts by demonstrating how socio-technical heuristics can be used to structure interaction, coordination, and sense making in hybrid environments. The findings provide evidence that immersive and game-based learning environments can support collective knowledge building, aligned decision-making, and shared understanding in complex educational contexts, with potential applications for the design of collaborative mechanics in multiplayer and team-based learning games.

Keywords

Shared Decision Making, Shared Meaning Making, Team Cognition, Distributed Cognition, DiCoT, Design-Based Research, Immersive Learning, Game-Based Learning, XR, Hybrid Transdisciplinary Teams, Educational Technology

References

  • Hutchins, E. (1995). Cognition in the Wild. MIT Press.
  • Blandford, A., & Furniss, D. (2006). DiCoT: A Methodology for Applying Distributed Cognition to the Design of Teamworking Systems. Springer, pp. 26–38.
  • Mohammed, S., Ferzandi, L., & Hamilton, K. (2010). Metaphor or Theory? The Role of Shared Mental Models in Understanding Team Cognition. Journal of Management, 36(4), 1192–1222.
  • Engeström, Y. (2000). “Activity theory as a framework for analyzing and redesigning work.” Ergonomics, 43(7), 960–974.
  • Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.


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From Code To Creativity: Designing Serious Games To Teach Programming In Arts And Multimedia Education



Author(s):


This paper presents a research-based exploration of serious games designed to support the learning of introductory programming concepts among students in arts and multimedia disciplines. Framed within the track “Games to Teach Arts, Science, or Business,” the study aims to investigate how serious games can facilitate programming learning for creative students and which design principles are most effective for this specific educational context. The work adopts a qualitative, literature-driven methodology, grounded in a structured review of studies on game-based learning, serious games, and programming education for non-technical audiences. The analysis addresses two main research questions: how serious games can support the learning of programming concepts among arts and multimedia students, and which game design elements best align with their learning preferences and creative practices.

The literature reviewed indicates that students in creative disciplines often struggle with traditional approaches to programming instruction, which are commonly perceived as abstract, rigid, and disconnected from artistic practices. In contrast, serious games provide interactive, visually engaging, and contextually rich environments that can improve motivation and support computational thinking skills. Findings also indicate that effective serious games for programming education frequently incorporate narrative-driven experiences, immediate feedback, progressively challenging tasks, and opportunities for experimentation and creative expression.

Based on these findings, the paper proposes a set of design guidelines for developing a serious game tailored to arts and multimedia students. These guidelines include integrating storytelling elements inspired by creative industries, using visual metaphors to represent programming logic, and incorporating activities that simulate real-world creative workflows, such as animation, interactive media, and digital storytelling. The framework also emphasizes balancing gameplay and educational objectives to ensure meaningful learning experiences.

Additionally, the study discusses key challenges identified in the literature, including balancing adaptive difficulty, cognitive overload, and alignment with curricular goals. These aspects inform future development pathways, particularly iterative design processes involving user testing and feedback from both students and educators.

This paper contributes to current discussions on interdisciplinary education by synthesizing recent literature and outlining practical directions for designing serious games in programming education for creative learners. As part of a broader research project, future work will focus on prototyping and evaluating the proposed game in real educational settings in order to validate its effectiveness.


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{PhysiVerse – Leveraging Virtual Reality For Enhanced Physics Education



Author(s):


The goal of this research project is to examine the influence of virtual reality (VR) technology on the student experience in an experimental physics course at the university level, with a particular focus on aspects related to interaction, learning and accessibility. The course considered has specific requirements due to the laboratory-based nature of its activities and the abstract concepts it encompasses. These requirements include a careful step-by-step approach that must be followed (the need for specialized environments) and a challenging learning process. A further issue is that some educational physics experiments cannot be replicated outside the laboratory classroom, necessitating the use of costly and scarce equipment. These complications have been further accentuated by the advent of the COVID-19 pandemic. Consequently, in the event of a device breakdown, replacement is challenging and the financial cost is considerable.To assess the effectiveness of VR experiences in facilitating knowledge acquisition and retention of topics of practical physics experiments, two virtual reality experiences with gamified elements are being proposed, and the results of post-experience questionnaires will be compared to the results of traditional methods.

  • D. R. Bicalho, J. M. N. Piedade, and J. F. de Lacerda Matos, “The use of immersive virtual reality in educational practices in higher education: A systematic review,”” in 2023 International Symposium on Computers in Education (SIIE), IEEE, 2023, pp. 1–5.
  • X. Xiaoning, M. Yunus, and K. M. Rafiq, “Use of vr in higher education: A systematic review (2014- 2023),”” International Journal of Academic Research in Progressive Education and Development, vol. 13, Feb. 2024. DOI: 10.6007/IJARPED/v13-i1/20659.
  • W. Tarng and M.-C. Pei, “Application of virtual reality in learning quantum mechanics,” Applied Sciences, vol. 13, no. 19, p. 10 618, 2023.
  • D. Bogusevschi, C. Muntean, and G.M. Muntean, “Teaching and learning physics using 3d virtual learning environment: A case study of combined virtual reality and virtual laboratory in secondary school,” Journal of Computers in Mathematics and Science Teaching, vol. 39, no. 1, pp. 5–18, 2020.


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Visual Scripting Novel Engine: Simplifying Development Of Dynamic Narratives & Dialogue



Author(s):


Visual novels (VNs) are narrative-driven interactive games that combine visual storytelling, graphics, audio, and player-driven choices to create dynamic, immersive narrative experiences. Beyond entertainment, VNs are increasingly developed as narrative-based learning tools and scenario-driven simulations in education that support engagement with complex concepts and decision-making processes. As a result, the choice of development becomes an important consideration, as it can directly influence both the learning experience and the outcomes of student work.

Game engines can be used to develop VNs in educational contexts, but each comes with trade-offs. Different engines have their own scripting model and workflow, which often means a significant portion of early development is spent simply getting comfortable with the environment rather than focusing on design or learning objectives. Ren’Py is a great starting point for developing VNs, as its simple structure allows users to focus on narrative design without feeling overwhelmed. As projects expand, they can start to feel limiting, especially when more advanced features need to be implemented for dynamic interactivity. General-purpose engines, such as Unity and Unreal, offer flexibility and support for complex narrative design. However, these engines require more technical expertise and system resources, which can slow development and pose barriers for less-experienced users.

This work introduces the Visual Scripting Novel Engine (VSNE), a lightweight game engine that simplifies VN development in a writer-centric approach and a visual scripting system. Building on concepts and architecture from modern engines, VSNE promotes creators to craft dynamic narratives without any programming knowledge. Inspired by Unreal Engine’s blueprint system, the visual scripting system uses unique nodes to organize visuals, trigger audio cues, and call narrative logic. Each unique node will have an ID and functionality for experienced developers to call systems such as dynamic branching, resource manipulation, and memory management. Narrative data can also be compiled in a JSON-like format for documentation and text editing, further simplifying VN development.

VSNE aims to reach broader audiences interested in narrative design and interactive storytelling, including narrative designers, scriptwriters, and other creative roles. Its architecture enables easier experimentation with narrative ideas, scenes, and sequences, fostering curiosity and creative freedom. A diverse audience will evaluate the engine to assess its usability and effectiveness to identify potential features. VSNE will bridge the gap in game development between light and heavy tools by lowering technical barriers and supporting dynamic narrative design. The engine offers ease of use for a diverse range of creators by providing a flexible, efficient, and user-friendly solution for complex, dynamic interactive VNs.


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