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Abstract: Research argues that digital educational games have the potential to make learning more interesting and more effective, creating unmatched learner engagement. However, creating captivating game-based learning experiences remains challenging. Designing and developing games to support learning is still a costly and time-consuming experience that require a multitude of skills. An easy-to-play game does not equate with an easy-to-create design and development process. Creating game-based experiences is more complex than designing a linear lecture or a static online learning module. Moreover, game customization remains limited, making it difficult for teachers to adapt a game to specific learner needs and subjects. To address these challenges, the authors present the game authoring pipeline of the Beaconing Platform that enables the construction of location-based metagames by non-programmers. In the context of this work, a metagame is defined as the component that provides the overarching narrative experience for players. The paper describes the construction and implementation of two such metagames for two different cities - Targoviste, Romania and Coventry, UK. The location of the device is used to enhance the user experience and to customize the content that is made available to the learners. The metagames integrate quizzes into location-based challenges to create more flexible and more engaging learning experiences that blend virtual and real worlds. In these metagames, participants have to find a real world Point of Interest (POI), defined through GPS coordinates, or a series of them, through indirect clues and complete an activity (e.g. Minigame) there to further the narrative (or unlock the next clue/POI).
Keywords: minigame; context-aware; authoring pipeline; BEACONING.
I.INTRODUCTION
Most of us have experienced rather boring online courses at some point of our lives. Regardless of the supporting technology that is used, digital learning experiences might not be as engaging and interesting as expected, even if their commercial counterparts are popular and successful among diverse categories of users. Games represent such an example. According to [1] games have the capacity to create interactivity in learning delivery; to overcome disengagement; to provide opportunities for reflection; to change behaviours; and to provide context for authentic practice. Employing games in education usually comes with the promise of effortless, fun-driven learning. However, constructing interactive play-leam experiences remain expensive and time-consuming process.
The BEACONING Project has addressed...