3D Serious Game Maker Tool for Cultural Education: Bridging Technology and Heritage

3D Serious Game Maker Tool for Cultural Education: Bridging Technology and Heritage | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article 3D Serious Game Maker Tool for Cultural Education: Bridging Technology and Heritage Mostafa Osama Mostafa Abdulrazic, Mirza Rayana Sanzana, Kher Hui Ng This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6573112/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract Background: Cultural traditions are critical to identity yet face threats of neglect despite preservation efforts. This study introduces a 3D serious game maker tool aimed at educating children aged 12 and above about cultural heritage. Rooted in maker pedagogy and multiliteracies theory, the tool integrates Internet of Things (IoT) and Artificial Intelligence (AI) to foster immersive learning , creativity, and interactive gaming experiences. Intervention: Participants utilized the tool to design educational games and engaged with a pre-designed game focusing on Kristang culture. This dual engagement promoted hands-on learning and cultural appreciation. Methods: An iterative design process guided the tool's development, incorporating user feedback and insights from serious game design literature. Participants included 96 middle school students (ages 12–13), divided into test and control groups. The test group used the 3D tool, while the control group utilized traditional methods such as 2D storyboards and slides. Results: The tool outperformed traditional methods in facilitating cultural education . Participants in the test group demonstrated a higher learning gain (55.21% vs. 49.48%), superior memory retention (90.10% vs. 86.46%), and better knowledge retention (83.85% vs. 75.00%). Additionally, user experience evaluations highlighted improved immersion and engagement, with 86.36% of users rating the tool as intuitive and effective. Limitations: The study focused on Kristang culture, narrowing the scope of generalization. A larger participant sample and expanded cultural content are recommended for future research. Conclusion: This research underscores the potential of digital game-based learning and serious games in education. By blending gaming with cultural preservation, the tool bridges traditional and modern methods, opening pathways for broader applications in cultural and immersive learning . education serious games immersive learning gaming education games educational games digital game-based learning Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 Figure 13 Figure 14 Figure 15 Figure 16 Figure 17 Figure 18 Figure 19 Figure 20 Figure 21 Figure 22 Figure 23 Figure 24 Figure 25 Figure 26 Figure 27 1. Introduction 1.1 Background Culture shapes behaviors, customs, and beliefs, serving as an integral part of identity and lifestyle [1, 2, 3]. While historical documentation preserves cultural heritage, not all legacies receive equal recognition. For instance, Not and Petrelli CITATION Not19 \n \t \l 17417 [4] developed an interactive museum exhibit enabling personalized experiences, but its creation was time-intensive and required extensive teamwork. This underscores the growing influence of technology in shaping cultural narratives globally [5]. Serious games—applied games that combine entertainment and learning—have emerged as an effective medium for education [6]. These games allow players to develop skills and achieve objectives [7]. Guia et al. [8] highlight their ability to captivate users, while Sanzana et al. [9] emphasize their role in sustaining student engagement. The integration of Internet of Things (IoT) technology has further enhanced cultural learning within museums, enabling seamless digital interactions and opening new avenues for game design [10, 11, 12]. Despite these advances, engaging younger generations in cultural learning remains a critical challenge. Studies have shown that games can positively impact cultural education [13, 14]. Younger audiences, being more tech-savvy and familiar with video games, present an ideal demographic for leveraging this medium. Multiliteracies pedagogy, introduced by The New London Group [15], highlights the significance of integrating technology in education. Similarly, maker pedagogy emphasizes interactivity and student-driven exploration, drawing on principles of constructivism (Piaget) and constructionism (Papert) [16, 17]. Serious game authoring tools align with these educational philosophies, fostering creativity, problem-solving, and self-expression [18]. However, the absence of accessible tools for creating 3D serious cultural games poses a significant challenge to cultural preservation and education [19, 20]. To address this issue, there is a pressing need for innovative approaches that harness technology to inspire engagement, enhance learning, and safeguard endangered cultures. This research seeks to investigate the development and effectiveness of a 3D serious game maker tool, aiming to empower younger generations to actively engage in cultural education while bridging the gap between traditional heritage and modern technology. 1.2 Problem Statement This research addresses the need for a serious 3D game maker tool to preserve endangered cultures, focusing on Kristang culture [21]. It explores the development requirements for such a tool, aiming to bridge the gap in cultural learning and foster awareness in the context of globalization and cultural preservation. 1.3 Research Questions The study seeks to answer the following questions: RQ1: What are the prevailing methods utilized in teaching cultural aspects, and in what aspects do they demonstrate limitations or inadequacies? RQ2: How can the deficiency in 3D serious game maker tools tailored for cultural games be effectively addressed? RQ3: What strategies are effective in designing a 3D serious game maker tool that resonates with younger generations, specifically in the context of cultural education? RQ4: What is the user experience and degree of immersion reported by users when utilizing the designed tool? RQ5: What are the educational impacts of employing the designed tool for cultural education, particularly in terms of learning enhancement, memory retention, and knowledge retention? 1.4 Aims and Objectives The aim of this research is to evaluate the potential of a 3D serious game maker tool as an educational platform for the tech-savvy younger generation. By integrating maker and multiliteracies pedagogy, the study seeks to facilitate cultural learning through serious game creation. The research investigates the development, usability, and educational impact of the tool, focusing on its ability to enhance learning outcomes, knowledge retention, and memory retention among its users through iterative trials and assessments.The following objectives aim at answering the research questions: O1: Comprehensive Literature Review : To conduct a comprehensive literature review to analyse existing serious games developed for cultural heritage, identify available tools within this domain, and determine areas of deficiency or limitations. O2: Tool Development : To design and develop a user-friendly 3D serious cultural game maker tool specifically tailored for the younger generation, ensuring it does not necessitate any programming or game development expertise. O3: Expert Feedback : To engage in interviews with a diverse range of experts, educators, and education university students to gather feedback and insights throughout the development stages of the prototype. Synthesize this feedback with existing serious game design guidelines to formulate comprehensive design guidelines for the tool. O4: User Experience Evaluation : To evaluate the user experience and immersion levels of the developed tool through user trials. Gather feedback from participants regarding various aspects of using the tool to create their own serious 3D cultural games. O5: Effectiveness Assessment : Assess the effectiveness of the developed tool in terms of learning gain, memory retention, and knowledge retention among a selected group of participants. Measure these outcomes after participants engage with a demo game created using the tool. This research introduces an innovative educational platform grounded in maker pedagogy and multiliteracies principles, allowing younger audiences to create 3D serious cultural games. Informed by extensive research, interviews, and user feedback, the tool is designed to align with educational frameworks and ensure optimal user experience, establishing the research framework. 2. Literature Research has shown that games are a very effective method of educating students [9]. Boyle et al. [22] discusses the role of psychology in understanding the impact that computer games have on education. They presume that the reason serious games are an effective tool in education is due to the fact that the players are immersed in the game. The learning is taking effect in an active way and the players are constantly focused on the game and trying to solve the problems [23, 24]. This method increases the attention while the learning process is taking place and makes serious games a great tool for education. Sanzana et al. [25] explore the effectiveness of gamified virtual labs in teaching biology and chemistry, highlighting their role in promoting active learning and student engagement. Their study supports the integration of serious games in higher education [26, 25, 9]. Additionally, Sanzana et al. [27] demonstrate how a serious 3D game enhances decision-making skills in TES chiller plant management, showing its effectiveness in training and professional development. Serious cultural games offer immersive storytelling to engage players and convey knowledge [13, 28, 29]. Bekele et al. [30] highlight their ability to make cultural heritage digitally accessible. Games like Icura [31], Roma Nova [32], and Tan and Ng’s [33] app provide interactive cultural experiences. Kingdom Come: Deliverance [34] is historically accurate, with realistic town locations. Its advanced questing system, gripping storylines, and combat mechanics make it both educational and highly engaging for players [35, 36]. Ubisoft's Assassin’s Creed series features various cultures like Egyptian, Greek, Nordic, and Iraqi, showcasing the power of 3D games in cultural storytelling [37, 38, 39, 40]. However, the high cost of such games makes tools like SCRATCH [41] more accessible for creating cultural games, especially for children [42, 43]. The development and use of such cultural games raise an important consideration: the tools used to create these games must align with established design guidelines to ensure the resulting games are both educational and engaging. This connection between tools and their output is critical in bridging the gap between cultural storytelling and accessible game design. When discussing design guidelines for game authoring tools, it is also important to consider the guidelines for the games those tools will produce. This research investigates the development of a tool for creating serious cultural games in first-person mode, which allows users to design their own levels and quests. It explores the design principles necessary for educational games and examines how following these guidelines can ensure the tool produces impactful and effective cultural games. A framework suggested by [44] focuses on three main components: Learning objectives: What the game will eventually teach the user, what impact will it have on the user and how will these objectives be taught to the user. Mechanics, Dynamics and Aesthetics (MDA): MDA of a game are the multiple components that goes under each of these terms but most importantly it describes the entire feel of the game, what the user will feel, experience, and basically do in the game and how it will be done. This is very important because if an educational game includes a lot of violent mechanics in it then it might frighten the younger users. Instructional principles: This component focuses on research-based principles which already exist which provide guidelines to how the instructions in the game should be to guide the user through the learning process like a teacher. In this research, the tool includes a virtual assistant, story archives, and basic control instructions. Four key factors for cultural learning in virtual heritage environments are information design, presentation, navigation, and environment setting [45]. Schofield [46] explored Plural Heritage through design interventions in United Nations Educational, Scientific and Cultural Organization (UNESCO) sites, highlighting the importance of heritage learning in Human-Computer-Interaction (HCI) projects. Ibrahim et al. [45] emphasized reducing cognitive load by incorporating cultural information, showing that virtual environments must include cultural content to effectively teach heritage [45, 47, 46]. Serious games have introduced a new learning method, but there is a lack of proper tools and methodologies, especially for teachers or domain experts. To address this, the Sandbox Serious Game framework was proposed for cultural heritage edutainment applications [48]. Effective cultural heritage (CH) games require well-designed content, graphics, usability, and cross-disciplinary integration [48, 49]. "Papakwaqa," a serious game for Taiwanese history, demonstrated positive learning outcomes [49]. The FRACH design framework was proposed for developing and evaluating immersive, collaborative CH serious games [50]. The framework’s effectiveness was tested in the HippocraticaCivitasGame, where players visited historical sites in Salerno, Italy. Results showed improved knowledge acquisition, increased enjoyment, and positive feedback [50]. Game development tools must be tailored to their specific user base to effectively design and develop video games [51]. While SCRATCH is a versatile platform for 2D games, it lacks the immersion of 3D environments required for cultural games. Similarly, Minecraft [52, 53], though 3D, uses pixelated graphics and does not support realistic, culturally focused game design. Although game developers use commercial engines for serious games, an instructional design is needed for a constructionist environment that fosters conceptual thinking and problem-solving skills. Vahldick et al. [54] discussed a serious game engine with essential elements for cultural learning and enhanced user experience. King [55] proposed the activist-casual framework to integrate serious and casual game designs effectively. Character design, including cultural aspects like clothing and hairstyles, plays a crucial role in conveying cultural information in games. Pozo [56] highlights the importance of linking empathy with character design for participatory design. Tompkins & Martins [57] emphasize diversity-conscious designs that avoid stereotypical categories, ensuring inclusivity. Video games generate cultural meaning, but their development is understudied. Keogh [58] explored video game authoring tools as cultural producers. Abdulrazic et al. [59] emphasize the need for research on design guidelines and integrating interactive technologies for cultural heritage games. The AdLer tool, designed for creating interactive 3D learning environments based on game-based learning principles, allows lecturers to generate virtual experiences for students [60]. Drawing from literature, surveys, and interviews, the research aims to formulate design guidelines for developing serious 3D cultural game authoring tools, with a focus on educational and cultural impacts. The review sets the stage for exploring such tools, including case studies and empirical analyses on their development, implementation, and effectiveness. 3. Methodology This section explains the methodologies used in this research in detail. It demonstrates all the different stages that were required to complete this research and the workflow between those different stages. The key stages of this research are: Reviewing learning theories, serious games literature and getting initial feedback Designing and developing the tool Evaluating the impact of using the finalized tool on cultural heritage 3.1 Research Framework The research framework of this study is grounded in the learning theories that guide its development. Both maker pedagogy and multiliteracies pedagogy were fundamental to shaping the tool. Three key aspects from these pedagogies were integrated into the tool's design: Learner-Centered Approach : The tool prioritizes the learner by giving them control over their learning process, in line with maker pedagogy [61]. Users have the freedom to explore the design space and create their own games to teach others. Experiential Learning : Emphasizing "learning by doing," a core principle of maker pedagogy, the tool enables users to design and play serious games, fostering active participation and immersive learning. Personalized Learning : Inspired by multiliteracies pedagogy, the tool caters to diverse learning styles by offering customizable 3D assets and personalized experiences. It incorporates a virtual assistant, ChatGPT, to guide learners and ensure adaptable educational experience. Based on these pedagogical aspects, the research framework was developed, highlighting key points from the learning theories and their integration into the tool’s main features. This framework is illustrated alongside the hypothesis in Figure 1. H1 : There is a positive impact on the learning process when users are actively engaged. This is supported by existing literature in Section 2 and further examined in the tool’s user trial in Section 4.3.2, where descriptive analysis revealed positive outcomes from the measured metrics. H2 : Experiential learning through game-based activities is more effective than traditional methods. While Section 5.2 discusses the benefits of experiential learning, the user trial results in Section 4.3.2 did not show a significant difference compared to traditional methods. H3 : Personalized learning through custom game tools and options enhances the user experience. Section 4.2 explores the improvements in user satisfaction when personalized learning is implemented, reflected in positive feedback from the second and final trials in Sections 4.2 and 4.3. 3.2 Population and Sampling The participants in this research were recruited by the professional networks of the researchers with experts, teachers, university students, and local schools. They were contacted mostly using emails and for schools, the parents were contacted for consent for each student. The study received ethical approval from the researcher’s Institutional Review Board. The participants were informed about the study's objectives, the voluntary nature of their participation, and the confidentiality of their responses. Participants were assured that their identity would remain confidential in the analysis and reporting of the results. 3.3 Requirements gathering This section discusses all the steps that were taken to acquire the requirements that defined the design and development of the game authoring tool. This includes initial research into learning theories and serious games, and gathering further requirements after interviewing experts, teachers, and education students after viewing the initial prototype of this game authoring tool. The three main teaching methods derived from the learning theories mentioned above are: Learner-centered learning where the learner is the main focus, and the educational tool would focus on giving control to the learner to lead their own learning journey. Experiential learning which is a cornerstone when it comes to teaching with games as the learner is actively learning by doing. Personalized learning which is crucial in the tool as it will offer the freedom to design games and create stories in various forms and using different design assets. Formulative evaluation was used through interviews involving the early prototype to help determine the direction of development with museum and cultural organisation professionals, teachers and education students involving 8 participants. The expert participants are denoted by an E followed by the participant number, teachers are denoted by a T and students are denoted by an S. The details of the participants can be viewed in APPENDIX: Interviewee Details. Each of the interviewees was made to watch a short video demonstrating the first feature of the tool which is the level design feature. They were then asked different questions asking them about their opinion on the tool as they have seen it, what could be improved, how can it be used, etc. The feedback was positive overall with a few main key points: The tool has the potential to be able to communicate better with the younger generation as it speaks more to them. The tool cannot replace the traditional teaching methods but would be best as a supporting tool to enforce the learning material. A detailed learning plan will be required in order to integrate the tool into classrooms. It is very crucial for the tool to have accurate 3D models of a specific culture to allow the users to create real immersive realistic games. The tool has a user-friendly interface and is easy to navigate and understand. The tool should help in guiding the users and assist them in designing their games. It would be useful if the tool allows the users to upload their own materials, in the form of audio, images, models, etc. 3.4 Design Guidelines This research adopted a participatory design approach, with design guidelines continually updated based on feedback and trials. This section outlines the guidelines used to develop the tool, incorporating insights from interviews and trials. The guidelines discussed in Section 5.2 reflect the best practices, learning theories, and research feedback, though some could not be fully implemented due to financial and development constraints. The tool needs to have easy to use, flexible buildings tools to design levels The tool should highlight the important cultural assets that the user can use The tool needs to provide robust logic tools to allow the users to add the cultural information easily The assets, especially the cultural assets used in the tool need to be of high-quality rendering The tool should contain several audio elements, like background noises, music to enhance immersion The tool should be personalized, allowing the users to edit existing assets by changing their names, colours, or shapes 3.5 Tool Features The tool is developed with the Unity game engine. All the codes in the tool are written using the C# programming language. The assets in the tool are retrieved from multiple sources, some paid and some are free. Due to the scale of the development, the work was divided into three main stages: Level designing features : This feature includes adding different game objects on the scene, scaling them, rotating them, deleting them, changing their location and when applicable changing their colour or texture. Unlike most game authoring tools, this tool allows the user to be a part of the game while it is being designed, navigating the environment with their very own first-person character having a crosshair to decide where to place new objects.’ Game logic features : This feature allows the users to add quests to their games and complete their games. The users can create all their quests from a simple interface and choose form three different quest templates and link the story flow to create their games. Enhancing features and QoL (Quality-of-Life) additions : These are the features that would enhance the accessibility of the tool and provide a better user experience. These include adding RFID input support by allowing the users to connect a Raspberry Pi with an RFID sensor and mapping the card input to specific action in their games. This also includes adding ChatGPT as a virtual assistant to help the users come up with their game’s stories. Finally, it includes adding a story archive with historical stories about Kristang; the culture target for this study, so that the users can always refer back to them and get inspired for their stories. Figures 2 show some screenshots of the level designing features showcasing the different interfaces used to design the game scene. 3.5.1 Logic Features The tool allows the users to use simple UI elements like text fields, dropdown lists, and radio buttons to create quests and assign them to NPCs. They can also link quests together to form a story and simple measures are implemented to ensure the user does not break the game’s logic by deleting game objects being used in quests as shown in Figure 2. 3.5.2 IoT Integration The IoT integration in this tool is implemented through a Unity plugin prototype developed by [11] and demonstrated on a card game. The Unity plugin in question works using two major steps: Python code installed on a Raspberry Pi runs and reads sensor data, which is then sent over the local network to the plugged computer using WebSockets. A Unity plugin connects to the Pi and retrieves the sensor data read by the Pi. Figure 3 demonstrates the IoT sensor reading process, and the users can assign RFID cards to certain actions within the tool as shown in Figure 2. 3.5.3 Artificial Intelligence Integration For this research, the most common and widely popular natural language model ChatGPT [62] was used. Since it is already a very extensively trained model and gives accurate answers most of the time, it was a suitable solution. To integrate ChatGPT into the tool, an API key from OpenAI, the developer of ChatGPT, was required. There is no specific code required to communicate with ChatGPT, and instead traditional HTTP request methods were used. 4. Results and Analysis This section will discuss the results and analysis from the three user trials conducted, starting with interviews, the second user trial to assess the user experience and get feedback to improve the tool further, and the third and final user trial to evaluate the learning impact of the tool as well as the final user experience and immersion. 4.1 Interviews (First Evaluation Trial) Validation ensured the interviews captured participants' perspectives on the tool’s prototype, focusing on topic coverage, relevance, and content validity. Feedback from cultural and educational experts confirmed its appropriateness. Thematic analysis ensured consistency and reliability, aligning with research objectives. The interviews, with eight participants (cultural experts, teachers, and university students), were recorded, reviewed, and transcribed. Key points were categorized into general, cultural, and educational feedback. This process provided meaningful insights from experts after they saw a demo of the tool, with their analysis summarized below. Experts Two experts, E1 (founder of cultural museum) and E2 (a Kristang community leader), provided feedback after viewing the prototype. Both highlighted the tool’s potential to engage younger audiences, particularly through games, with E1 stating, “It is a language that speaks to the younger generation,” and E2 affirming that games are an effective cultural communication tool. However, content quality is critical. E1 emphasized the need for accurate historical facts and the inclusion of intangible assets, such as language and stories, to deepen the experience. Both experts stressed that varied cultural elements, like diverse characters and old photographs, would enhance the tool’s realism. E2 underscored preserving language, regional history, and traditions, while E1 identified the challenge of passing down information generationally, suggesting storytelling features. Regarding education, E1 proposed integrating the tool into classrooms with teacher guidance but also encouraged its use for creative learning outside formal settings. E1 stressed the importance of engagement through interactive and entertaining features, potentially augmented by IoT. Teachers Three educators (T1, T2, T3) praised the tool’s potential to teach culture interactively. T2 highlighted its innovative design and relevance to IoT and gaming, while T3 saw gamification as a way to make historical content engaging for students. All agreed on the necessity of contextual guidance, with T1 and T2 suggesting teacher manuals and alignment with syllabi. T2 proposed intercultural collaboration as a feature, along with VR for immersion. T1 and T3 emphasized grounding game design in historical contexts, suggesting the inclusion of authentic cultural artifacts. They also noted the tool’s adaptability for teaching other subjects like geography and mathematics. Students Three students (S1, S2, S3) found the tool immersive and user-friendly, appreciating its customizable and realistic design. S1 and S2 suggested adding quest lists and embedding multimedia for enhanced engagement, while S3 proposed greater personalization options. S1 and S2 viewed the tool as useful beyond classrooms, while S3 identified its alignment with social constructivism and active learning, emphasizing its potential for collaborative and incremental learning experiences. 4.2 Second Evaluation Trial The second evaluation trial tested the tool after implementing logic features. Twenty-two students (ages 11–13, 18 males and 4 females) designed game scenes, integrating Kristang cultural elements using an archive feature. They created and played games, evaluated aspects like movement, GUI, and saving. Supervised sessions included a demo game for consistency. A 14-question Likert scale survey assessed their experiences, detailed in Appendix. 4.2.1 Instrument Validation Analysis To ensure the reliability of the questionnaire, an internal consistency analysis using Cronbach’s Alpha in SPSS was conducted. By analyzing the responses from the Likert scale items, Cronbach’s Alpha coefficient was calculated, which measures the degree to which items within a scale are consistent in their measurement of the underlying construct. A Cronbach’s Alpha with a value of 0.893 indicates acceptable reliability, confirming that the instrument consistently measures the intended construct. To establish discriminant validity for the instrument used in the study, an Exploratory Factor Analysis (EFA) was conducted following standard procedures. Initially, the Kaiser-Meyer-Olkin (KMO) measure and Bartlett's test of sphericity were computed to assess the suitability of the data for factor analysis. The KMO measure was found to be 0.731, indicating good sampling adequacy, while Bartlett's test was significant (p < 0.001), confirming that the correlations between items were appropriate for factor analysis. During the preliminary analysis, several questions exhibiting high inter-item correlations (above 0.9) were identified and removed to address potential multicollinearity and ensure a clearer factor structure. The rotated component matrix revealed three components (Figure 4), all related to user experience. Component 1 focused on feature usefulness (Questions 5–10, 14), Component 2 on opinion-based questions (Questions 1–3, 13), and Component 3 on ease of use (Questions 4, 11). Overlapping constructs highlight questionnaire design improvements, particularly wording clarity. 4.2.2 Descriptive Analysis The evaluation study provided valuable insights into the tool’s performance and areas for improvement. Most participants (86.36%) found the tool easy to navigate, with positive feedback on camera control and the archive feature aiding story creation. However, only 50% rated GUI as user-friendly, highlighting the need for improvements. The design workspace was sufficient for most users, though controls required simplification. Participants generally found the saving and loading features effective (86.36%) and appreciated the built-in quest system’s guidance. While the GUI of games received better ratings than the design interface, asset limitations and restricted quest options were significant drawbacks. Most participants (72.72%) agreed that the tool has potential for cultural education, provided it includes more assets. Negative feedback focused on the lack of 3D objects for game design and limited quest types. Addressing these issues would require resources for professional 3D modeling or leveraging generative AI to create assets. Despite developmental limitations, the study highlighted the tool’s potential, offering guidance for its refinement. Visual data summarizing these findings is presented in Figures 5-7. 4.3 Third and Final Evaluation Trial The final evaluation trial involved 96 middle school students, aged 12–13, with 66.67% males and 33.33% females. Participants were divided into two groups: one designed Kristang cultural games using the tool, while the other played games created with it. Control groups provided comparisons—designers used a digital storyboarding tool, and learners used traditional passive slides. Questionnaires assessed user experience, immersion for the designers and three knowledge questionnaires were given for testing cultural knowledge before, immediately after, and five days later. None of the participants had prior knowledge of the tool or Kristang culture, ensuring unbiased results about the tool’s effectiveness in cultural learning and game creation. Questionnaires are in APPENDIX: Questionnaire 4a and 4b. 4.3.1 Instrument Validation Analysis A reliability analysis of the user experience questionnaire revealed a Cronbach’s alpha of 0.739, indicating moderate to strong internal consistency. Exploratory Factor Analysis (EFA) identified four components: cultural immersion, user-friendliness, ease of use, and reward experience. Excluded questions assessed behavior or tool preferences. A KMO value of 0.715 confirmed data suitability for factor analysis. For the knowledge-based questionnaire, learning metrics like gain, memory, and knowledge retention were used, based on prior research, with questions progressively increasing in difficulty. Statistical limitations due to sample size were acknowledged, and Figure 8 shows the rotated component matrix. 4.3.2 Descriptive Analysis The evaluation compared a 3D game design tool with a 2D storyboarding control in terms of user experience, immersion, and visual appeal. Participants designed a game story based on reading material, with the tool facilitating serious cultural games and the storyboard offering general assets. Males rated the tool higher, reflecting greater familiarity with video games. The test group scored significantly higher for cultural expression (Q5), immersion (Q9-Q11), and visual appeal (Q15-Q17), indicating the tool’s strength in these areas. While the control group slightly outscored the test group on interest (Q20), usability differences were minimal. Overall, the 3D tool was more engaging and effective in conveying culture, with both groups finding the experience rewarding (Q18-Q19). Descriptive statistics in Figures 9-11 for the test group, Figures 12-14 for the control group, and Figures 15-17 for both groups combined provide further details of the analysis. Figure 12 presents a combined chart with clustered column bars for mean, minimum, and maximum values, alongside a line graph for median values. Error bars indicate response deviations, with Q1 showing the highest deviation. Figure 14 summarizes Figures 12 and 13, highlighting that the difference between maximum and minimum values is generally larger in the control group, with less consistent medians and longer error bars. Figure 17 presents the visual results of the descriptive analysis, showing greater deviation in error bars for half the questions. The median starts inconsistent but stabilizes in the last five questions. The second main objective of the final trial was to measure the learning impact of the tool compared to traditional passive methods, such as reading from slides. The group was divided into two: one using the tool and one acting as the control group using slides. The researcher developed an example game to teach basic Kristang culture information. Participants were surveyed three times—before, immediately after, and five days post-trial. Learning impact was assessed through learning gain, memory retention, and knowledge retention metrics. Learning gain calculated the immediate knowledge increase, memory retention checked if participants recalled post-trial answers after five days, and knowledge retention measured if the correct answers were retained. The results showed that the test group consistently outperformed the control group, especially in learning gain and knowledge retention. The test group had a higher total learning gain (55.21%), memory retention (90.10%), and knowledge retention (83.85%) compared to the control group’s 49.48%, 86.46%, and 75.00%, respectively. Figure 18 illustrates these comparisons, highlighting the test group’s superior performance. 4.3.3 Inferential Analysis To further understand the data, inferential analysis was conducted on the user experience and immersion group. Pearson Correlation revealed a significant correlation between Q3 and Q5 (r = 0.387, p = 0.007) and Q4 and Q5 (r = 0.399, p = 0.005), suggesting that the easier participants found the tool, the easier it was for them to incorporate Kristang culture into their stories. Figure 19 displays the correlation analysis. Further correlation analysis shows that immersion questions (Q9-Q20) are mostly correlated. For example, Q9 is positively correlated with Q10, Q11, Q15, and Q17, but negatively correlated with Q12. Figure 20 shows these correlations. Increased immersion leads to greater appeal. Questions 15 and 16 were statistically significantly correlated with Q19 which can indicate that the way the users perceived the interface and appeal of the tool could influence how rewarding the experience was. Further correlation values between Q15-Q20 are shown in Figure 21. Q1 was included to assess if video game familiarity influenced the trial. Strong negative correlations were found between Q1 and Q12/Q13, indicating less frustration with the tool for more familiar participants. Figures 22 and 23 show these results. A multivariate analysis of variance was conducted to identify significant differences between the two groups using the tool as a fixed factor. The significance value was initially set at 0.05 and further corrected using the Bonferroni correction method to 0.003. Any p-value under 0.003 would be considered a significant difference. Figure 24 displays the analysis table. As seen from the table, not all questions showed significant differences between the two groups. The questions with the most significant differences were Q5, Q9, Q10, Q11, and Q17. Q15 had a p-value of 0.09, just above the threshold, so it was not considered significant. These questions primarily highlighted differences in the representation of Kristang culture, the tool's immersion level, and its sensory appeal. Positive feedback on these questions suggests that the tool was more immersive, target-specific with Kristang-specific assets, and more engaging for the senses, which likely contributed to better immersion compared to the storyboarding tool. Although the storyboarding tool remained effective, the new tool appeared to enhance the user experience. A Mann-Whitney U test was performed on responses from Q3 to Q20, excluding Q7 and Q8, revealing significant differences between the test and control groups. The results are shown in Figure 25 (Questions 3 to 10) and Figure 26 (Questions 11 to 20). As seen in Figure 25-26, the Mann-Whitney U test revealed significant differences between the two groups for some questions. For Q11 and Q17, the p-values were less than 0.001, indicating significant differences. Q12, Q13, Q14, Q16, Q18, Q19, and Q20 showed no significant differences with p-values greater than 0.05. For Q15 and Q16, while the p-values were below 0.05, they did not indicate a significant difference after correction. These results offer valuable insights into how the tool's impact on designing and creating a serious cultural game about the Kristang culture differed from the storyboarding tool. Specifically, questions like Q11 and Q17 highlighted aspects where the new tool demonstrated significant improvements in user experience, engagement, and cultural representation. To measure the learning impact of the tool compared to the control group, three key metrics—learning gain, memory retention, and knowledge retention—were analyzed. The Chi-Square test was used to compare nominal data, determining if differences between the groups were statistically significant. Survey responses, categorized as “Yes” or “No,” indicated participants' learning gain, memory, or knowledge retention. This analysis was based on three surveys completed per participant. The test produced two values: the Chi-Square value, showing the degree of observed versus expected differences, and the p-value, indicating significance. A p-value below 0.1 or 0.05 signified meaningful group differences. In conclusion, the Chi-Square analysis revealed no statistically significant differences between the test and control groups (Figure 27). This result may stem from the test's limited sensitivity compared to alternatives like the Mann-Whitney test. Additionally, the small sample size of 48 participants and several entries with fewer than five counts likely influenced the outcomes. The Chi-Square test requires a minimum count of five per label, and violations of this assumption could compromise accuracy. To draw more robust conclusions, further analysis with a larger sample size and a more sophisticated survey design is recommended. 5. Discussion 5.1 Research Objectives and Achievements This research set out to achieve five objectives, all of which were successfully met during the study. The first objective involved conducting a comprehensive literature review to analyze existing serious games for cultural heritage and identify gaps in 3D game-making tools for cultural applications. This review highlighted the need for accessible tools that cater to diverse users. The second objective focused on tool development, leading to the design and creation of a user-friendly 3D serious cultural game-making tool tailored for young users. Importantly, this tool required no programming skills and was developed based on feedback from experts to ensure its practicality and effectiveness. The third objective centered on gathering insights from experts, educators, and students to refine the tool. These contributions helped establish design guidelines aligned with serious game principles. The fourth objective aimed at evaluating user experience through trials, which confirmed the tool’s immersive and satisfactory nature. Finally, the fifth objective assessed the tool’s effectiveness in achieving learning outcomes. While the results showed a positive impact, the differences were not statistically significant, indicating room for further research and refinement. 5.2 Design Guidelines for Cultural Game-Making Tools This study also established critical guidelines for designing effective cultural game-making tools by integrating insights from existing literature and expert interviews. Flexible level design tools emerged as a priority, as level design significantly influences players' experiences and their ability to learn cultural concepts. Drawing from research by Andreoli et al. [50], the study highlighted the importance of iterative scene design, supported by tools that are user-friendly and aligned with learner-centered approaches. Another key guideline emphasized the need to highlight cultural assets within the game environment. Techniques such as using visual effects and special lighting proved effective in enhancing user engagement and knowledge acquisition, as supported by the findings of Raptis et al. [35] and corroborated by input from educators and experts. Additionally, robust logic tools were deemed essential for the seamless integration of cultural information. This approach allows users to focus on the quality of content while tailoring the experience to personalized learning needs, a concept supported by Ibrahim et al. [45]. High-quality asset rendering was also identified as a critical factor for creating immersive experiences. Feedback from participants, including teachers and experts, underscored the importance of superior visual fidelity in maintaining users' attention and enhancing experiential learning. Similarly, audio elements such as background music and user-uploaded audio were highlighted as vital for sensory engagement. Research by Schofield et al. [46] and feedback from educators supported the inclusion of conversational audio to make cultural elements more relatable and impactful. Guided content creation tools were recommended to assist users in designing interactive conversations, such as character-based puzzles and questions. This feature, inspired by research from Ibrahim and Ali [47], enhances engagement and reinforces learning through interactive delivery methods. Ease of navigation was also prioritized, with features like maps and intuitive interfaces improving user experience and supporting learning outcomes. Finally, personalization of assets, such as modifying names, colors, or adding new elements, was emphasized as a way to foster creativity and align with learner-centered strategies. 5.3 Advantages, Limitations, and Future Directions The development of this 3D cultural serious game-making tool revealed several advantages and limitations, along with opportunities for improvement. Among its strengths, the tool’s reliance on computers rather than Raspberry Pi reduced issues like computational lag and data loss. Its immersive interface captured users’ attention effectively, as noted by educators, experts, and students. Additionally, the inclusion of a virtual assistant tailored to creating Kristang-themed stories made the tool particularly valuable for cultural education, surpassing generalist tools like Scratch. Users reported improved learning outcomes, memory retention, and knowledge acquisition, further affirming its potential in educational settings. However, the tool also faced notable limitations. Its accessibility was restricted to offline PC use, unlike web-compatible alternatives. The lack of accurate and diverse cultural assets limited user creativity, and classroom implementation required extensive lesson planning. Furthermore, new users unfamiliar with video game mechanics found the tool challenging at first. The study’s small sample size and simplistic questionnaires limited the ability to comprehensively evaluate learning impacts, and the observed learning outcomes were only marginally better than traditional methods. To address these challenges, future iterations of the tool should incorporate a broader range of high-quality cultural assets, develop a web-compatible version, and enable users to upload custom assets such as audio and images. Additionally, introducing cross-input options and accessibility features would broaden inclusivity. Expanding user trials to include diverse age groups and educational backgrounds, along with more challenging assessments, would provide deeper insights into the tool’s educational impact. 5.4 Final Tool Impact and Technical Contributions The overall user experience with the tool was positive, with participants navigating its interface and controls effectively. Familiarity with video games appeared to enhance usability, reflecting the growing tech-savviness of younger generations. The tool supported learning by teaching and learning by doing, promoting engagement and reinforcing educational outcomes. The integration of IoT features, such as RFID cards, and AI technologies like ChatGPT further enriched the user experience without compromising usability. While the tool demonstrated a positive learning impact compared to traditional methods, the differences were not statistically significant. This result suggests the need for larger participant groups and more complex assessments in future studies. As a supplementary educational aid, the tool excels in fostering collaborative learning, allowing students to design and play games that reinforce cultural knowledge. However, its effectiveness relies on prior foundational knowledge and the oversight of teachers or supervisors to ensure accuracy and relevance. This research contributes to the field by developing an innovative tool that enables users with no coding experience to create 3D serious cultural games. Focusing on Kristang culture, the tool draws inspiration from successful platforms like Minecraft, employing a first-person design approach to enhance immersion. By integrating IoT and AI technologies, the tool demonstrates the potential of these advancements in improving educational software and supporting cultural education. This contribution aligns with the maker movement, offering a supportive and engaging learning experience that bridges traditional education with modern technological innovations. 5.5 Future Work This study built on existing methods and concepts, evolving through user feedback. Unlike works such as Huang et al. [11], Panzoli [32], and Tan & Ng [33], which focused solely on creating cultural serious games, this research addresses the gap in game-making tools for cultural heritage. While tools like Unreal Engine and Unity cater to developers, and Minecraft Education lacks cultural focus, this tool allows users to create and play serious cultural games. Future work should enhance quest variations, cultural assets, and trial designs with diverse participants, addressing complex visualization topics to better assess serious games’ learning potential. 6. Conclusion This section concludes the research and highlights the main research questions and how they were achieved. The research focused on cultural heritage and on developing an innovative solution that provides a new learning tool that is more immersive, speaks to younger generations and has a positive impact when it comes to cultural learning. The research questions and their answers are as follows: What are the prevailing methods utilized in teaching cultural aspects, and in what aspects do they demonstrate limitations or inadequacies? Through a comprehensive literature review, various methods and tools for cultural education were analyzed, including interactive exhibitions and serious games. Learning pedagogies such as maker pedagogy and multiliteracies pedagogy were identified as ideal for this research. A notable gap in 3D serious cultural game-making tools was evident, and this research sought to address it. How can the deficiency in 3D serious game maker tools tailored for cultural games be effectively addressed? The research developed an educational tool to integrate maker pedagogy into cultural education. This tool allows users to design and play cultural serious games. Features were designed to implement suitable learning theories, incorporating expert and user feedback to ensure usability and effectiveness. What strategies are effective in designing a 3D serious game maker tool that resonates with younger generations, specifically in the context of cultural education? To design a 3D serious game maker tool that resonates with younger generations, the research integrated the maker pedagogy, encouraging learning through creation. The tool allows users to design cultural games, promoting creativity and engagement. Feedback from users and experts ensured the tool was intuitive and user-friendly. The design incorporated familiar game features, such as 3D elements and first-person perspectives, enhancing immersion. The tool also prioritized cultural relevance, offering flexibility to include diverse cultural narratives and educational content. What is the user experience and degree of immersion reported by users when utilizing the designed tool? User trials showed mostly positive feedback, with statistically significant improvements in user experience and immersion due to the tool. What are the educational impacts of employing the designed tool for cultural education, particularly in terms of learning enhancement, memory retention, and knowledge retention? User trials indicated better learning outcomes numerically, though inferential analysis showed no statistically significant difference, likely due to the small sample size. Improved trial designs and participant diversity are recommended for future research. Declarations Funding statement This research received no external funding. Ethics statement This study was approved by the University of Nottingham Malaysia Research Ethics Committee, Application ID MOMA191222. Ethical Guidelines Authors confirm that all methods were carried out in accordance with relevant guidelines and regulations. All procedures involving human participants were conducted in accordance with institutional ethical standards and relevant international guidelines, including the 1964 Declaration of Helsinki and its later amendments, where applicable. Dual Publication The results presented here have not been previously published and are not under consideration elsewhere. Authorship Confirmation The corresponding author confirms on behalf of all authors that they meet the journal’s authorship criteria and that no other persons meeting the criteria have been omitted. Declaration of Competing Interests Authors have declared that they do not have any conflict of interest. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6573112","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":465007781,"identity":"2e43cb5d-f561-44c6-a8c9-712c67d27fb6","order_by":0,"name":"Mostafa Osama Mostafa Abdulrazic","email":"","orcid":"","institution":"University of Nottingham Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Mostafa","middleName":"Osama Mostafa","lastName":"Abdulrazic","suffix":""},{"id":465007782,"identity":"d9e93248-6ef2-4b1c-8a19-d80d0b7394ad","order_by":1,"name":"Mirza Rayana 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16:08:05","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6573112/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6573112/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83894892,"identity":"ab501556-9ac2-43ba-8691-540377071ec5","added_by":"auto","created_at":"2025-06-04 08:39:22","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":66041,"visible":true,"origin":"","legend":"\u003cp\u003eResearch Framework diagram\u003c/p\u003e","description":"","filename":"image1.png","url":"https://assets-eu.researchsquare.com/files/rs-6573112/v1/d65b0dcdd825805df828b199.png"},{"id":83894886,"identity":"af9d8bf7-cefb-4eb3-91e3-ac674ee1fb48","added_by":"auto","created_at":"2025-06-04 08:39:22","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":9219530,"visible":true,"origin":"","legend":"\u003cp\u003eOverview of the Game Authoring 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18","display":"","copyAsset":false,"role":"figure","size":66035,"visible":true,"origin":"","legend":"\u003cp\u003eA bar plot comparing the performance between the test group and control group when using the game maker tool to learn about the Kristang culture\u003c/p\u003e","description":"","filename":"image18.png","url":"https://assets-eu.researchsquare.com/files/rs-6573112/v1/990a43d6fe878248f68507b4.png"},{"id":83895650,"identity":"408e64b9-6b5d-4134-b13e-cc8f261be87f","added_by":"auto","created_at":"2025-06-04 08:47:24","extension":"png","order_by":19,"title":"Figure 19","display":"","copyAsset":false,"role":"figure","size":18132,"visible":true,"origin":"","legend":"\u003cp\u003eCorrelation analysis between Q3,4, and 5 for the user experience and immersion 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Q7 and Q8) for the user experience and immersion group\u003c/p\u003e","description":"","filename":"image25.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6573112/v1/8f5323da7fadf86185a2ef5b.jpg"},{"id":83894914,"identity":"8a425ebf-80fe-48fb-9672-3963df588b3b","added_by":"auto","created_at":"2025-06-04 08:39:24","extension":"jpg","order_by":26,"title":"Figure 26","display":"","copyAsset":false,"role":"figure","size":55914,"visible":true,"origin":"","legend":"\u003cp\u003eThe Mann-Whitney U Test results for Questions 11 to 20 for the user experience and immersion group\u003c/p\u003e","description":"","filename":"image26.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6573112/v1/8b126aa4225e7eefdc6426f0.jpg"},{"id":83895652,"identity":"0769271b-ed42-44bd-8e1d-4dfff8ef99a2","added_by":"auto","created_at":"2025-06-04 08:47:26","extension":"png","order_by":27,"title":"Figure 27","display":"","copyAsset":false,"role":"figure","size":170147,"visible":true,"origin":"","legend":"\u003cp\u003eChi-Square Analysis of Learning Impact between Test and Control Groups\u003c/p\u003e","description":"","filename":"image27.png","url":"https://assets-eu.researchsquare.com/files/rs-6573112/v1/43292726333fa0e82c359f63.png"},{"id":83897130,"identity":"18ff50bd-7f87-48d6-bf00-10aedb67613d","added_by":"auto","created_at":"2025-06-04 08:55:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":4700730,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6573112/v1/84fb3dd5-db5a-4c18-8193-35d33cf94181.pdf"},{"id":83894915,"identity":"10431a34-8f88-4c61-8aef-5a46a698ab41","added_by":"auto","created_at":"2025-06-04 08:39:24","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":24803,"visible":true,"origin":"","legend":"","description":"","filename":"APPENDIX.docx","url":"https://assets-eu.researchsquare.com/files/rs-6573112/v1/0f7c3cd66977c16c69d8a87a.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"3D Serious Game Maker Tool for Cultural Education: Bridging Technology and Heritage","fulltext":[{"header":"1. Introduction","content":"\u003ch2\u003e1.1 Background\u003c/h2\u003e\n\u003cp\u003eCulture shapes behaviors, customs, and beliefs, serving as an integral part of identity and lifestyle [1, 2, 3]. While historical documentation preserves cultural heritage, not all legacies receive equal recognition. For instance, Not and Petrelli \u003c!--[if supportFields]\u003e\u003cspan style='mso-element: field-begin'\u003e\u003c/span\u003e\u003cspan lang=EN-MY style='mso-ansi-language:EN-MY'\u003eCITATION Not19 \\n\u0026nbsp;\u0026nbsp;\\t\u0026nbsp;\u0026nbsp;\\l 17417 \u003c/span\u003e\u003cspan style='mso-element: field-separator'\u003e\u003c/span\u003e\u003c![endif]--\u003e\u003cspan lang=\"EN-MY\"\u003e[4]\u003c/span\u003e\u003c!--[if supportFields]\u003e\u003cspan style='mso-element:field-end'\u003e\u003c/span\u003e\u003c![endif]--\u003e developed an interactive museum exhibit enabling personalized experiences, but its creation was time-intensive and required extensive teamwork. This underscores the growing influence of technology in shaping cultural narratives globally [5].\u003c/p\u003e\n\u003cp\u003eSerious games\u0026mdash;applied games that combine entertainment and learning\u0026mdash;have emerged as an effective medium for education [6]. These games allow players to develop skills and achieve objectives [7]. Guia et al. [8] highlight their ability to captivate users, while Sanzana et al. [9] emphasize their role in sustaining student engagement. The integration of Internet of Things (IoT) technology has further enhanced cultural learning within museums, enabling seamless digital interactions and opening new avenues for game design [10, 11, 12].\u003c/p\u003e\n\u003cp\u003eDespite these advances, engaging younger generations in cultural learning remains a critical challenge. Studies have shown that games can positively impact cultural education [13, 14]. Younger audiences, being more tech-savvy and familiar with video games, present an ideal demographic for leveraging this medium. Multiliteracies pedagogy, introduced by The New London Group [15], highlights the significance of integrating technology in education. Similarly, maker pedagogy emphasizes interactivity and student-driven exploration, drawing on principles of constructivism (Piaget) and constructionism (Papert) [16, 17]. Serious game authoring tools align with these educational philosophies, fostering creativity, problem-solving, and self-expression [18].\u003c/p\u003e\n\u003cp id=\"_Toc173941823\"\u003eHowever, the absence of accessible tools for creating 3D serious cultural games poses a significant challenge to cultural preservation and education\u0026nbsp;[19, 20]. To address this issue, there is a pressing need for innovative approaches that harness technology to inspire engagement, enhance learning, and safeguard endangered cultures. This research seeks to investigate the development and effectiveness of a 3D serious game maker tool, aiming to empower younger generations to actively engage in cultural education while bridging the gap between traditional heritage and modern technology.\u003c/p\u003e\n\u003ch2\u003e1.2 Problem Statement\u003c/h2\u003e\n\u003cp\u003eThis research addresses the need for a serious 3D game maker tool to preserve endangered cultures, focusing on Kristang culture [21]. It explores the development requirements for such a tool, aiming to bridge the gap in cultural learning and foster awareness in the context of globalization and cultural preservation.\u0026nbsp;\u003c/p\u003e\n\u003ch2 id=\"_Toc173941824\"\u003e1.3 Research Questions\u003c/h2\u003e\n\u003cp\u003eThe study seeks to answer the following questions:\u003c/p\u003e\n\u003cp\u003eRQ1: What are the prevailing methods utilized in teaching cultural aspects, and in what aspects do they demonstrate limitations or inadequacies?\u003c/p\u003e\n\u003cp\u003eRQ2: How can the deficiency in 3D serious game maker tools tailored for cultural games be effectively addressed?\u003c/p\u003e\n\u003cp\u003eRQ3: What strategies are effective in designing a 3D serious game maker tool that resonates with younger generations, specifically in the context of cultural education?\u003c/p\u003e\n\u003cp\u003eRQ4: What is the user experience and degree of immersion reported by users when utilizing the designed tool?\u003c/p\u003e\n\u003cp\u003eRQ5: What are the educational impacts of employing the designed tool for cultural education, particularly in terms of learning enhancement, memory retention, and knowledge retention?\u003c/p\u003e\n\u003ch2 id=\"_Toc173941825\"\u003e1.4 Aims and Objectives\u003c/h2\u003e\n\u003cp\u003eThe aim of this research is to evaluate the potential of a 3D serious game maker tool as an educational platform for the tech-savvy younger generation. By integrating maker and multiliteracies pedagogy, the study seeks to facilitate cultural learning through serious game creation. The research investigates the development, usability, and educational impact of the tool, focusing on its ability to enhance learning outcomes, knowledge retention, and memory retention among its users through iterative trials and assessments.The following objectives aim at answering the research questions:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eO1: Comprehensive Literature Review\u003c/strong\u003e: To conduct a comprehensive literature review to analyse existing serious games developed for cultural heritage, identify available tools within this domain, and determine areas of deficiency or limitations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eO2: Tool Development\u003c/strong\u003e: To design and develop a user-friendly 3D serious cultural game maker tool specifically tailored for the younger generation, ensuring it does not necessitate any programming or game development expertise.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eO3: Expert Feedback\u003c/strong\u003e: To engage in interviews with a diverse range of experts, educators, and education university students to gather feedback and insights throughout the development stages of the prototype. Synthesize this feedback with existing serious game design guidelines to formulate comprehensive design guidelines for the tool.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eO4: User Experience Evaluation\u003c/strong\u003e: To evaluate the user experience and immersion levels of the developed tool through user trials. Gather feedback from participants regarding various aspects of using the tool to create their own serious 3D cultural games.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eO5: Effectiveness Assessment\u003c/strong\u003e: Assess the effectiveness of the developed tool in terms of learning gain, memory retention, and knowledge retention among a selected group of participants. Measure these outcomes after participants engage with a demo game created using the tool.\u003c/p\u003e\n\u003cp\u003eThis research introduces an innovative educational platform grounded in maker pedagogy and multiliteracies principles, allowing younger audiences to create 3D serious cultural games. Informed by extensive research, interviews, and user feedback, the tool is designed to align with educational frameworks and ensure optimal user experience, establishing the research framework.\u003c/p\u003e"},{"header":"2. Literature","content":"\u003cp\u003eResearch has shown that games are a very effective method of educating students [9]. Boyle et al. [22] discusses the role of psychology in understanding the impact that computer games have on education. They presume that the reason serious games are an effective tool in education is due to the fact that the players are immersed in the game. The learning is taking effect in an active way and the players are constantly focused on the game and trying to solve the problems [23, 24]. This method increases the attention while the learning process is taking place and makes serious games a great tool for education. Sanzana et al. [25] explore the effectiveness of gamified virtual labs in teaching biology and chemistry, highlighting their role in promoting active learning and student engagement. Their study supports the integration of serious games in higher education [26, 25, 9]. Additionally, Sanzana et al. [27] demonstrate how a serious 3D game enhances decision-making skills in TES chiller plant management, showing its effectiveness in training and professional development.\u003c/p\u003e\n\u003cp\u003eSerious cultural games offer immersive storytelling to engage players and convey knowledge [13, 28, 29]. Bekele et al. [30] highlight their ability to make cultural heritage digitally accessible. Games like Icura [31], Roma Nova [32], and Tan and Ng\u0026rsquo;s [33] app provide interactive cultural experiences. Kingdom Come: Deliverance [34] is historically accurate, with realistic town locations. Its advanced questing system, gripping storylines, and combat mechanics make it both educational and highly engaging for players [35, 36].\u0026nbsp;Ubisoft\u0026apos;s Assassin\u0026rsquo;s Creed series features various cultures like Egyptian, Greek, Nordic, and Iraqi, showcasing the power of 3D games in cultural storytelling \u0026nbsp;[37, 38, 39, 40]. However, the high cost of such games makes tools like SCRATCH [41] more accessible for creating cultural games, especially for children [42, 43].\u003c/p\u003e\n\u003cp\u003eThe development and use of such cultural games raise an important consideration: the tools used to create these games must align with established design guidelines to ensure the resulting games are both educational and engaging. This connection between tools and their output is critical in bridging the gap between cultural storytelling and accessible game design.\u003c/p\u003e\n\u003cp\u003eWhen discussing design guidelines for game authoring tools, it is also important to consider the guidelines for the games those tools will produce. This research investigates the development of a tool for creating serious cultural games in first-person mode, which allows users to design their own levels and quests. It explores the design principles necessary for educational games and examines how following these guidelines can ensure the tool produces impactful and effective cultural games.\u003c/p\u003e\n\u003cp\u003eA framework suggested by [44]\u0026nbsp; focuses on three main components:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eLearning objectives: What the game will eventually teach the user, what impact will it have on the user and how will these objectives be taught to the user.\u003c/li\u003e\n \u003cli\u003eMechanics, Dynamics and Aesthetics (MDA): \u0026nbsp;MDA of a game are the multiple components that goes under each of these terms but most importantly it describes the entire feel of the game, what the user will feel, experience, and basically do in the game and how it will be done. \u0026nbsp; This is very important because if an educational game includes a lot of violent mechanics in it then it might frighten the younger users.\u003c/li\u003e\n \u003cli\u003eInstructional principles: This component focuses on research-based principles which already exist which provide guidelines to how the instructions in the game should be to guide the user through the learning process like a teacher. In this research, the tool includes a virtual assistant, story archives, and basic control instructions.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eFour key factors for cultural learning in virtual heritage environments are information design, presentation, navigation, and environment setting [45]. Schofield [46] explored Plural Heritage through design interventions in United Nations Educational, Scientific and Cultural Organization (UNESCO) sites, highlighting the importance of heritage learning in Human-Computer-Interaction (HCI) projects. Ibrahim et al. [45] emphasized reducing cognitive load by incorporating cultural information, showing that virtual environments must include cultural content to effectively teach heritage [45, 47, 46].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSerious games have introduced a new learning method, but there is a lack of proper tools and methodologies, especially for teachers or domain experts. To address this, the Sandbox Serious Game framework was proposed for cultural heritage edutainment applications [48]. Effective cultural heritage (CH) games require well-designed content, graphics, usability, and cross-disciplinary integration [48, 49]. \u0026quot;Papakwaqa,\u0026quot; a serious game for Taiwanese history, demonstrated positive learning outcomes [49].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe FRACH design framework was proposed for developing and evaluating immersive, collaborative CH serious games [50]. The framework\u0026rsquo;s effectiveness was tested in the HippocraticaCivitasGame, where players visited historical sites in Salerno, Italy. Results showed improved knowledge acquisition, increased enjoyment, and positive feedback [50].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eGame development tools must be tailored to their specific user base to effectively design and develop video games [51]. While SCRATCH is a versatile platform for 2D games, it lacks the immersion of 3D environments required for cultural games. Similarly, Minecraft [52, 53], though 3D, uses pixelated graphics and does not support realistic, culturally focused game design.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAlthough game developers use commercial engines for serious games, an instructional design is needed for a constructionist environment that fosters conceptual thinking and problem-solving skills. Vahldick et al. [54] discussed a serious game engine with essential elements for cultural learning and enhanced user experience. King [55] proposed the activist-casual framework to integrate serious and casual game designs effectively.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCharacter design, including cultural aspects like clothing and hairstyles, plays a crucial role in conveying cultural information in games. Pozo [56] highlights the importance of linking empathy with character design for participatory design. Tompkins \u0026amp; Martins [57] emphasize diversity-conscious designs that avoid stereotypical categories, ensuring inclusivity.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eVideo games generate cultural meaning, but their development is understudied. Keogh [58] explored video game authoring tools as cultural producers. Abdulrazic et al. [59] emphasize the need for research on design guidelines and integrating interactive technologies for cultural heritage games.\u003c/p\u003e\n\u003cp\u003eThe AdLer tool, designed for creating interactive 3D learning environments based on game-based learning principles, allows lecturers to generate virtual experiences for students [60]. Drawing from literature, surveys, and interviews, the research aims to formulate design guidelines for developing serious 3D cultural game authoring tools, with a focus on educational and cultural impacts. The review sets the stage for exploring such tools, including case studies and empirical analyses on their development, implementation, and effectiveness.\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThis section explains the methodologies used in this research in detail. It demonstrates all the different stages that were required to complete this research and the workflow between those different stages.\u003c/p\u003e\n\u003cp\u003eThe key stages of this research are:\u003c/p\u003e\n\u003col class=\"decimal_type\"\u003e\n \u003cli\u003eReviewing learning theories, serious games literature and getting initial feedback\u003c/li\u003e\n \u003cli\u003eDesigning and developing the tool\u003c/li\u003e\n \u003cli\u003eEvaluating the impact of using the finalized tool on cultural heritage\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch2 id=\"_Toc173941851\"\u003e3.1 Research Framework\u003c/h2\u003e\n\u003cp\u003eThe research framework of this study is grounded in the learning theories that guide its development. Both maker pedagogy and multiliteracies pedagogy were fundamental to shaping the tool. Three key aspects from these pedagogies were integrated into the tool\u0026apos;s design:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003e\u003cstrong\u003eLearner-Centered Approach\u003c/strong\u003e: The tool prioritizes the learner by giving them control over their learning process, in line with maker pedagogy [61]. Users have the freedom to explore the design space and create their own games to teach others.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eExperiential Learning\u003c/strong\u003e: Emphasizing \u0026quot;learning by doing,\u0026quot; a core principle of maker pedagogy, the tool enables users to design and play serious games, fostering active participation and immersive learning.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003ePersonalized Learning\u003c/strong\u003e: Inspired by multiliteracies pedagogy, the tool caters to diverse learning styles by offering customizable 3D assets and personalized experiences. It incorporates a virtual assistant, ChatGPT, to guide learners and ensure adaptable educational experience.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eBased on these pedagogical aspects, the research framework was developed, highlighting key points from the learning theories and their integration into the tool\u0026rsquo;s main features. This framework is illustrated alongside the hypothesis in Figure 1.\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003e\u003cstrong\u003eH1\u003c/strong\u003e: There is a positive impact on the learning process when users are actively engaged. This is supported by existing literature in Section 2 and further examined in the tool\u0026rsquo;s user trial in Section 4.3.2, where descriptive analysis revealed positive outcomes from the measured metrics.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eH2\u003c/strong\u003e: Experiential learning through game-based activities is more effective than traditional methods. While Section 5.2 discusses the benefits of experiential learning, the user trial results in Section 4.3.2 did not show a significant difference compared to traditional methods.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eH3\u003c/strong\u003e: Personalized learning through custom game tools and options enhances the user experience. Section 4.2 explores the improvements in user satisfaction when personalized learning is implemented, reflected in positive feedback from the second and final trials in Sections 4.2 and 4.3.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"_Toc173941853\"\u003e3.2 Population and Sampling\u003c/h2\u003e\n\u003cp\u003eThe participants in this research were recruited by the professional networks of the researchers with experts, teachers, university students, and local schools. They were contacted mostly using emails and for schools, the parents were contacted for consent for each student.\u003c/p\u003e\n\u003cp\u003eThe study received ethical approval from the researcher\u0026rsquo;s Institutional Review Board. The participants were informed about the study\u0026apos;s objectives, the voluntary nature of their participation, and the confidentiality of their responses. Participants were assured that their identity would remain confidential in the analysis and reporting of the results.\u003c/p\u003e\n\u003ch2 id=\"_Toc173941859\"\u003e3.3 Requirements gathering\u003c/h2\u003e\n\u003cp\u003eThis section discusses all the steps that were taken to acquire the requirements that defined the design and development of the game authoring tool. This includes initial research into learning theories and serious games, and gathering further requirements after interviewing experts, teachers, and education students after viewing the initial prototype of this game authoring tool.\u003c/p\u003e\n\u003cp\u003eThe three main teaching methods derived from the learning theories mentioned above are:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eLearner-centered learning where the learner is the main focus, and the educational tool would focus on giving control to the learner to lead their own learning journey.\u003c/li\u003e\n \u003cli\u003eExperiential learning which is a cornerstone when it comes to teaching with games as the learner is actively learning by doing.\u003c/li\u003e\n \u003cli\u003ePersonalized learning which is crucial in the tool as it will offer the freedom to design games and create stories in various forms and using different design assets.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eFormulative evaluation was used through interviews involving the early prototype to help determine the direction of development with museum and cultural organisation professionals, teachers and education students involving 8 participants. The expert participants are denoted by an E followed by the participant number, teachers are denoted by a T and students are denoted by an S. The details of the participants can be viewed in APPENDIX: Interviewee Details.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEach of the interviewees was made to watch a short video demonstrating the first feature of the tool which is the level design feature. They were then asked different questions asking them about their opinion on the tool as they have seen it, what could be improved, how can it be used, etc. The feedback was positive overall with a few main key points:\u003c/p\u003e\n\u003cul class=\"decimal_type\"\u003e\n \u003cli\u003eThe tool has the potential to be able to communicate better with the younger generation as it speaks more to them.\u003c/li\u003e\n \u003cli\u003eThe tool cannot replace the traditional teaching methods but would be best as a supporting tool to enforce the learning material.\u003c/li\u003e\n \u003cli\u003eA detailed learning plan will be required in order to integrate the tool into classrooms.\u003c/li\u003e\n \u003cli\u003eIt is very crucial for the tool to have accurate 3D models of a specific culture to allow the users to create real immersive realistic games.\u003c/li\u003e\n \u003cli\u003eThe tool has a user-friendly interface and is easy to navigate and understand.\u003c/li\u003e\n \u003cli\u003eThe tool should help in guiding the users and assist them in designing their games.\u003c/li\u003e\n \u003cli\u003eIt would be useful if the tool allows the users to upload their own materials, in the form of audio, images, models, etc.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch2 id=\"_Toc173941865\"\u003e3.4 Design Guidelines\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eThis research adopted a participatory design approach, with design guidelines continually updated based on feedback and trials. This section outlines the guidelines used to develop the tool, incorporating insights from interviews and trials. The guidelines discussed in Section 5.2 reflect the best practices, learning theories, and research feedback, though some could not be fully implemented due to financial and development constraints.\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eThe tool needs to have easy to use, flexible buildings tools to design levels\u003c/li\u003e\n \u003cli\u003eThe tool should highlight the important cultural assets that the user can use\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eThe tool needs to provide robust logic tools to allow the users to add the cultural information easily\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eThe assets, especially the cultural assets used in the tool need to be of high-quality rendering\u003c/li\u003e\n \u003cli\u003eThe tool should contain several audio elements, like background noises, music to enhance immersion\u003c/li\u003e\n \u003cli\u003eThe tool should be personalized, allowing the users to edit existing assets by changing their names, colours, or shapes\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch2 id=\"_Toc173941867\"\u003e3.5 Tool Features\u003c/h2\u003e\n\u003cp\u003eThe tool is developed with the Unity game engine. All the codes in the tool are written using the C# programming language. The assets in the tool are retrieved from multiple sources, some paid and some are free. Due to the scale of the development, the work was divided into three main stages:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003e\u003cstrong\u003eLevel designing features\u003c/strong\u003e: This feature includes adding different game objects on the scene, scaling them, rotating them, deleting them, changing their location and when applicable changing their colour or texture. Unlike most game authoring tools, this tool allows the user to be a part of the game while it is being designed, navigating the environment with their very own first-person character having a crosshair to decide where to place new objects.\u0026rsquo;\u003c/li\u003e\n\u003c/ol\u003e\n\u003col class=\"decimal_type\" start=\"2\"\u003e\n \u003cli\u003e\u003cstrong\u003eGame logic features\u003c/strong\u003e: This feature allows the users to add quests to their games and complete their games. The users can create all their quests from a simple interface and choose form three different quest templates and link the story flow to create their games.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eEnhancing features and QoL (Quality-of-Life) additions\u003c/strong\u003e: These are the features that would enhance the accessibility of the tool and provide a better user experience. These include adding RFID input support by allowing the users to connect a Raspberry Pi with an RFID sensor and mapping the card input to specific action in their games. This also includes adding ChatGPT as a virtual assistant to help the users come up with their game\u0026rsquo;s stories. Finally, it includes adding a story archive with historical stories about Kristang; the culture target for this study, so that the users can always refer back to them and get inspired for their stories. Figures 2 show some screenshots of the level designing features showcasing the different interfaces used to design the game scene.\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch3 id=\"_Toc173941872\"\u003e3.5.1 Logic Features\u003c/h3\u003e\n\u003cp\u003eThe tool allows the users to use simple UI elements like text fields, dropdown lists, and radio buttons to create quests and assign them to NPCs. They can also link quests together to form a story and simple measures are implemented to ensure the user does not break the game\u0026rsquo;s logic by deleting game objects being used in quests as shown in Figure 2.\u003c/p\u003e\n\u003ch3 id=\"_Toc173941874\"\u003e3.5.2 IoT Integration\u003c/h3\u003e\n\u003cp\u003eThe IoT integration in this tool is implemented through a Unity plugin prototype developed by \u0026nbsp;[11] and demonstrated on a card game. The Unity plugin in question works using two major steps:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003ePython code installed on a Raspberry Pi runs and reads sensor data, which is then sent over the local network to the plugged computer using WebSockets.\u003c/li\u003e\n \u003cli\u003eA Unity plugin connects to the Pi and retrieves the sensor data read by the Pi.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eFigure 3 demonstrates the IoT sensor reading process, and the users can assign RFID cards to certain actions within the tool as shown in Figure 2.\u003c/p\u003e\n\u003ch3 id=\"_Toc173941875\"\u003e3.5.3 Artificial Intelligence Integration\u003c/h3\u003e\n\u003cp\u003eFor this research, the most common and widely popular natural language model ChatGPT [62] was used. Since it is already a very extensively trained model and gives accurate answers most of the time, it was a suitable solution. To integrate ChatGPT into the tool, an API key from OpenAI, the developer of ChatGPT, was required. There is no specific code required to communicate with ChatGPT, and instead traditional HTTP request methods were used.\u0026nbsp;\u003c/p\u003e"},{"header":"4.\tResults and Analysis","content":"\u003cp\u003eThis section will discuss the results and analysis from the three user trials conducted, starting with interviews, the second user trial to assess the user experience and get feedback to improve the tool further, and the third and final user trial to evaluate the learning impact of the tool as well as the final user experience and immersion.\u003c/p\u003e\n\u003ch2\u003e4.1\u0026nbsp;Interviews (First Evaluation Trial)\u003c/h2\u003e\n\u003cp\u003eValidation ensured the interviews captured participants\u0026apos; perspectives on the tool\u0026rsquo;s prototype, focusing on topic coverage, relevance, and content validity. Feedback from cultural and educational experts confirmed its appropriateness. Thematic analysis ensured consistency and reliability, aligning with research objectives. The interviews, with eight participants (cultural experts, teachers, and university students), were recorded, reviewed, and transcribed. Key points were categorized into general, cultural, and educational feedback. This process provided meaningful insights from experts after they saw a demo of the tool, with their analysis summarized below.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eExperts\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTwo experts, E1 (founder of cultural museum) and E2 (a Kristang community leader), provided feedback after viewing the prototype. Both highlighted the tool\u0026rsquo;s potential to engage younger audiences, particularly through games, with E1 stating, \u0026ldquo;It is a language that speaks to the younger generation,\u0026rdquo; and E2 affirming that games are an effective cultural communication tool.\u003c/p\u003e\n\u003cp\u003eHowever, content quality is critical. E1 emphasized the need for accurate historical facts and the inclusion of intangible assets, such as language and stories, to deepen the experience. Both experts stressed that varied cultural elements, like diverse characters and old photographs, would enhance the tool\u0026rsquo;s realism. E2 underscored preserving language, regional history, and traditions, while E1 identified the challenge of passing down information generationally, suggesting storytelling features.\u003c/p\u003e\n\u003cp\u003eRegarding education, E1 proposed integrating the tool into classrooms with teacher guidance but also encouraged its use for creative learning outside formal settings. E1 stressed the importance of engagement through interactive and entertaining features, potentially augmented by IoT.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTeachers\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThree educators (T1, T2, T3) praised the tool\u0026rsquo;s potential to teach culture interactively. T2 highlighted its innovative design and relevance to IoT and gaming, while T3 saw gamification as a way to make historical content engaging for students. All agreed on the necessity of contextual guidance, with T1 and T2 suggesting teacher manuals and alignment with syllabi.\u003c/p\u003e\n\u003cp\u003eT2 proposed intercultural collaboration as a feature, along with VR for immersion. T1 and T3 emphasized grounding game design in historical contexts, suggesting the inclusion of authentic cultural artifacts. They also noted the tool\u0026rsquo;s adaptability for teaching other subjects like geography and mathematics.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudents\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThree students (S1, S2, S3) found the tool immersive and user-friendly, appreciating its customizable and realistic design. S1 and S2 suggested adding quest lists and embedding multimedia for enhanced engagement, while S3 proposed greater personalization options.\u003c/p\u003e\n\u003cp\u003eS1 and S2 viewed the tool as useful beyond classrooms, while S3 identified its alignment with social constructivism and active learning, emphasizing its potential for collaborative and incremental learning experiences.\u003c/p\u003e\n\u003ch2 id=\"_Toc173941900\"\u003e4.2 Second Evaluation Trial\u003c/h2\u003e\n\u003cp\u003eThe second evaluation trial tested the tool after implementing logic features. Twenty-two students (ages 11\u0026ndash;13, 18 males and 4 females) designed game scenes, integrating Kristang cultural elements using an archive feature. They created and played games, evaluated aspects like movement, GUI, and saving. Supervised sessions included a demo game for consistency. A 14-question Likert scale survey assessed their experiences, detailed in Appendix.\u003c/p\u003e\n\u003ch3 id=\"_Toc173941902\"\u003e4.2.1 Instrument Validation Analysis\u003c/h3\u003e\n\u003cp\u003eTo ensure the reliability of the questionnaire, an internal consistency analysis using Cronbach\u0026rsquo;s Alpha in SPSS was conducted. By analyzing the responses from the Likert scale items, Cronbach\u0026rsquo;s Alpha coefficient was calculated, which measures the degree to which items within a scale are consistent in their measurement of the underlying construct. A Cronbach\u0026rsquo;s Alpha with a value of 0.893 indicates acceptable reliability, confirming that the instrument consistently measures the intended construct.\u003c/p\u003e\n\u003cp\u003eTo establish discriminant validity for the instrument used in the study, an Exploratory Factor Analysis (EFA) was conducted following standard procedures. Initially, the Kaiser-Meyer-Olkin (KMO) measure and Bartlett\u0026apos;s test of sphericity were computed to assess the suitability of the data for factor analysis. The KMO measure was found to be 0.731, indicating good sampling adequacy, while Bartlett\u0026apos;s test was significant (p \u0026lt; 0.001), confirming that the correlations between items were appropriate for factor analysis. During the preliminary analysis, several questions exhibiting high inter-item correlations (above 0.9) were identified and removed to address potential multicollinearity and ensure a clearer factor structure.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe rotated component matrix revealed three components (Figure 4), all related to user experience. Component 1 focused on feature usefulness (Questions 5\u0026ndash;10, 14), Component 2 on opinion-based questions (Questions 1\u0026ndash;3, 13), and Component 3 on ease of use (Questions 4, 11). Overlapping constructs highlight questionnaire design improvements, particularly wording clarity.\u003c/p\u003e\n\u003ch3 id=\"_Toc173941904\"\u003e4.2.2 Descriptive Analysis\u003c/h3\u003e\n\u003cp\u003eThe evaluation study provided valuable insights into the tool\u0026rsquo;s performance and areas for improvement. Most participants (86.36%) found the tool easy to navigate, with positive feedback on camera control and the archive feature aiding story creation. However, only 50% rated GUI as user-friendly, highlighting the need for improvements. The design workspace was sufficient for most users, though controls required simplification.\u003c/p\u003e\n\u003cp\u003eParticipants generally found the saving and loading features effective (86.36%) and appreciated the built-in quest system\u0026rsquo;s guidance. While the GUI of games received better ratings than the design interface, asset limitations and restricted quest options were significant drawbacks. Most participants (72.72%) agreed that the tool has potential for cultural education, provided it includes more assets.\u003c/p\u003e\n\u003cp\u003eNegative feedback focused on the lack of 3D objects for game design and limited quest types. Addressing these issues would require resources for professional 3D modeling or leveraging generative AI to create assets. Despite developmental limitations, the study highlighted the tool\u0026rsquo;s potential, offering guidance for its refinement. Visual data summarizing these findings is presented in Figures 5-7.\u003c/p\u003e\n\u003ch2 id=\"_Toc173941905\"\u003e4.3 Third and Final Evaluation Trial\u003c/h2\u003e\n\u003cp\u003eThe final evaluation trial involved 96 middle school students, aged 12\u0026ndash;13, with 66.67% males and 33.33% females. Participants were divided into two groups: one designed Kristang cultural games using the tool, while the other played games created with it. Control groups provided comparisons\u0026mdash;designers used a digital storyboarding tool, and learners used traditional passive slides. Questionnaires assessed user experience, immersion for the designers and \u0026nbsp;three knowledge questionnaires were given for testing cultural knowledge before, immediately after, and five days later. None of the participants had prior knowledge of the tool or Kristang culture, ensuring unbiased results about the tool\u0026rsquo;s effectiveness in cultural learning and game creation. Questionnaires are in APPENDIX: Questionnaire 4a and 4b.\u003c/p\u003e\n\u003ch3 id=\"_Toc173941907\"\u003e4.3.1 Instrument Validation Analysis\u003c/h3\u003e\n\u003cp\u003eA reliability analysis of the user experience questionnaire revealed a Cronbach\u0026rsquo;s alpha of 0.739, indicating moderate to strong internal consistency. Exploratory Factor Analysis (EFA) identified four components: cultural immersion, user-friendliness, ease of use, and reward experience. Excluded questions assessed behavior or tool preferences. A KMO value of 0.715 confirmed data suitability for factor analysis. For the knowledge-based questionnaire, learning metrics like gain, memory, and knowledge retention were used, based on prior research, with questions progressively increasing in difficulty. Statistical limitations due to sample size were acknowledged, and Figure 8 shows the rotated component matrix.\u003c/p\u003e\n\u003ch3 id=\"_Toc173941909\"\u003e4.3.2 Descriptive Analysis\u003c/h3\u003e\n\u003cp\u003eThe evaluation compared a 3D game design tool with a 2D storyboarding control in terms of user experience, immersion, and visual appeal. Participants designed a game story based on reading material, with the tool facilitating serious cultural games and the storyboard offering general assets. Males rated the tool higher, reflecting greater familiarity with video games. The test group scored significantly higher for cultural expression (Q5), immersion (Q9-Q11), and visual appeal (Q15-Q17), indicating the tool\u0026rsquo;s strength in these areas. While the control group slightly outscored the test group on interest (Q20), usability differences were minimal. Overall, the 3D tool was more engaging and effective in conveying culture, with both groups finding the experience rewarding (Q18-Q19). Descriptive statistics in Figures 9-11 for the test group, Figures 12-14 for the control group, and Figures 15-17 for both groups combined provide further details of the analysis.\u003c/p\u003e\n\u003cp\u003eFigure 12 presents a combined chart with clustered column bars for mean, minimum, and maximum values, alongside a line graph for median values. Error bars indicate response deviations, with Q1 showing the highest deviation.\u003c/p\u003e\n\u003cp\u003eFigure 14 summarizes Figures 12 and 13, highlighting that the difference between maximum and minimum values is generally larger in the control group, with less consistent medians and longer error bars.\u003c/p\u003e\n\u003cp\u003eFigure 17 presents the visual results of the descriptive analysis, showing greater deviation in error bars for half the questions. The median starts inconsistent but stabilizes in the last five questions.\u003c/p\u003e\n\u003cp\u003eThe second main objective of the final trial was to measure the learning impact of the tool compared to traditional passive methods, such as reading from slides. The group was divided into two: one using the tool and one acting as the control group using slides. The researcher developed an example game to teach basic Kristang culture information. Participants were surveyed three times\u0026mdash;before, immediately after, and five days post-trial. Learning impact was assessed through learning gain, memory retention, and knowledge retention metrics. Learning gain calculated the immediate knowledge increase, memory retention checked if participants recalled post-trial answers after five days, and knowledge retention measured if the correct answers were retained. The results showed that the test group consistently outperformed the control group, especially in learning gain and knowledge retention. The test group had a higher total learning gain (55.21%), memory retention (90.10%), and knowledge retention (83.85%) compared to the control group\u0026rsquo;s 49.48%, 86.46%, and 75.00%, respectively. Figure 18 illustrates these comparisons, highlighting the test group\u0026rsquo;s superior performance.\u003c/p\u003e\n\u003ch3 id=\"_Toc173941910\"\u003e4.3.3 Inferential Analysis\u003c/h3\u003e\n\u003cp\u003eTo further understand the data, inferential analysis was conducted on the user experience and immersion group. Pearson Correlation revealed a significant correlation between Q3 and Q5 (r = 0.387, p = 0.007) and Q4 and Q5 (r = 0.399, p = 0.005), suggesting that the easier participants found the tool, the easier it was for them to incorporate Kristang culture into their stories. Figure 19 displays the correlation analysis. Further correlation analysis shows that immersion questions (Q9-Q20) are mostly correlated. For example, Q9 is positively correlated with Q10, Q11, Q15, and Q17, but negatively correlated with Q12. Figure 20 shows these correlations. Increased immersion leads to greater appeal.\u003c/p\u003e\n\u003cp\u003eQuestions 15 and 16 were statistically significantly correlated with Q19 which can indicate that the way the users perceived the interface and appeal of the tool could influence how rewarding the experience was. Further correlation values between Q15-Q20 are shown in Figure 21.\u003c/p\u003e\n\u003cp\u003eQ1 was included to assess if video game familiarity influenced the trial. Strong negative correlations were found between Q1 and Q12/Q13, indicating less frustration with the tool for more familiar participants. Figures 22 and 23 show these results.\u003c/p\u003e\n\u003cp\u003eA multivariate analysis of variance was conducted to identify significant differences between the two groups using the tool as a fixed factor. The significance value was initially set at 0.05 and further corrected using the Bonferroni correction method to 0.003. Any p-value under 0.003 would be considered a significant difference. Figure 24 displays the analysis table.\u003c/p\u003e\n\u003cp\u003eAs seen from the table, not all questions showed significant differences between the two groups. The questions with the most significant differences were Q5, Q9, Q10, Q11, and Q17. Q15 had a p-value of 0.09, just above the threshold, so it was not considered significant. These questions primarily highlighted differences in the representation of Kristang culture, the tool\u0026apos;s immersion level, and its sensory appeal. Positive feedback on these questions suggests that the tool was more immersive, target-specific with Kristang-specific assets, and more engaging for the senses, which likely contributed to better immersion compared to the storyboarding tool. Although the storyboarding tool remained effective, the new tool appeared to enhance the user experience. A Mann-Whitney U test was performed on responses from Q3 to Q20, excluding Q7 and Q8, revealing significant differences between the test and control groups. The results are shown in Figure 25 (Questions 3 to 10) and Figure 26 (Questions 11 to 20).\u003c/p\u003e\n\u003cp\u003eAs seen in Figure 25-26, the Mann-Whitney U test revealed significant differences between the two groups for some questions. For Q11 and Q17, the p-values were less than 0.001, indicating significant differences. Q12, Q13, Q14, Q16, Q18, Q19, and Q20 showed no significant differences with p-values greater than 0.05. For Q15 and Q16, while the p-values were below 0.05, they did not indicate a significant difference after correction. These results offer valuable insights into how the tool\u0026apos;s impact on designing and creating a serious cultural game about the Kristang culture differed from the storyboarding tool. Specifically, questions like Q11 and Q17 highlighted aspects where the new tool demonstrated significant improvements in user experience, engagement, and cultural representation.\u003c/p\u003e\n\u003cp\u003eTo measure the learning impact of the tool compared to the control group, three key metrics\u0026mdash;learning gain, memory retention, and knowledge retention\u0026mdash;were analyzed. The Chi-Square test was used to compare nominal data, determining if differences between the groups were statistically significant. Survey responses, categorized as \u0026ldquo;Yes\u0026rdquo; or \u0026ldquo;No,\u0026rdquo; indicated participants\u0026apos; learning gain, memory, or knowledge retention. This analysis was based on three surveys completed per participant. The test produced two values: the Chi-Square value, showing the degree of observed versus expected differences, and the p-value, indicating significance. A p-value below 0.1 or 0.05 signified meaningful group differences.\u003c/p\u003e\n\u003cp\u003eIn conclusion, the Chi-Square analysis revealed no statistically significant differences between the test and control groups (Figure 27). This result may stem from the test\u0026apos;s limited sensitivity compared to alternatives like the Mann-Whitney test. Additionally, the small sample size of 48 participants and several entries with fewer than five counts likely influenced the outcomes. The Chi-Square test requires a minimum count of five per label, and violations of this assumption could compromise accuracy. To draw more robust conclusions, further analysis with a larger sample size and a more sophisticated survey design is recommended.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Research Objectives and Achievements\u003c/h2\u003e \u003cp\u003eThis research set out to achieve five objectives, all of which were successfully met during the study. The first objective involved conducting a comprehensive literature review to analyze existing serious games for cultural heritage and identify gaps in 3D game-making tools for cultural applications. This review highlighted the need for accessible tools that cater to diverse users. The second objective focused on tool development, leading to the design and creation of a user-friendly 3D serious cultural game-making tool tailored for young users. Importantly, this tool required no programming skills and was developed based on feedback from experts to ensure its practicality and effectiveness.\u003c/p\u003e \u003cp\u003eThe third objective centered on gathering insights from experts, educators, and students to refine the tool. These contributions helped establish design guidelines aligned with serious game principles. The fourth objective aimed at evaluating user experience through trials, which confirmed the tool\u0026rsquo;s immersive and satisfactory nature. Finally, the fifth objective assessed the tool\u0026rsquo;s effectiveness in achieving learning outcomes. While the results showed a positive impact, the differences were not statistically significant, indicating room for further research and refinement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Design Guidelines for Cultural Game-Making Tools\u003c/h2\u003e \u003cp\u003e This study also established critical guidelines for designing effective cultural game-making tools by integrating insights from existing literature and expert interviews. Flexible level design tools emerged as a priority, as level design significantly influences players' experiences and their ability to learn cultural concepts. Drawing from research by Andreoli et al. [50], the study highlighted the importance of iterative scene design, supported by tools that are user-friendly and aligned with learner-centered approaches.\u003c/p\u003e \u003cp\u003e Another key guideline emphasized the need to highlight cultural assets within the game environment. Techniques such as using visual effects and special lighting proved effective in enhancing user engagement and knowledge acquisition, as supported by the findings of Raptis et al. [35] and corroborated by input from educators and experts. Additionally, robust logic tools were deemed essential for the seamless integration of cultural information. This approach allows users to focus on the quality of content while tailoring the experience to personalized learning needs, a concept supported by Ibrahim et al. [45].\u003c/p\u003e \u003cp\u003eHigh-quality asset rendering was also identified as a critical factor for creating immersive experiences. Feedback from participants, including teachers and experts, underscored the importance of superior visual fidelity in maintaining users' attention and enhancing experiential learning. Similarly, audio elements such as background music and user-uploaded audio were highlighted as vital for sensory engagement. Research by Schofield et al. [46] and feedback from educators supported the inclusion of conversational audio to make cultural elements more relatable and impactful.\u003c/p\u003e \u003cp\u003eGuided content creation tools were recommended to assist users in designing interactive conversations, such as character-based puzzles and questions. This feature, inspired by research from Ibrahim and Ali [47], enhances engagement and reinforces learning through interactive delivery methods. Ease of navigation was also prioritized, with features like maps and intuitive interfaces improving user experience and supporting learning outcomes. Finally, personalization of assets, such as modifying names, colors, or adding new elements, was emphasized as a way to foster creativity and align with learner-centered strategies.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec25\" class=\"Section2\"\u003e \u003ch2\u003e5.3 Advantages, Limitations, and Future Directions\u003c/h2\u003e \u003cp\u003eThe development of this 3D cultural serious game-making tool revealed several advantages and limitations, along with opportunities for improvement. Among its strengths, the tool\u0026rsquo;s reliance on computers rather than Raspberry Pi reduced issues like computational lag and data loss. Its immersive interface captured users\u0026rsquo; attention effectively, as noted by educators, experts, and students. Additionally, the inclusion of a virtual assistant tailored to creating Kristang-themed stories made the tool particularly valuable for cultural education, surpassing generalist tools like Scratch. Users reported improved learning outcomes, memory retention, and knowledge acquisition, further affirming its potential in educational settings.\u003c/p\u003e \u003cp\u003eHowever, the tool also faced notable limitations. Its accessibility was restricted to offline PC use, unlike web-compatible alternatives. The lack of accurate and diverse cultural assets limited user creativity, and classroom implementation required extensive lesson planning. Furthermore, new users unfamiliar with video game mechanics found the tool challenging at first. The study\u0026rsquo;s small sample size and simplistic questionnaires limited the ability to comprehensively evaluate learning impacts, and the observed learning outcomes were only marginally better than traditional methods.\u003c/p\u003e \u003cp\u003eTo address these challenges, future iterations of the tool should incorporate a broader range of high-quality cultural assets, develop a web-compatible version, and enable users to upload custom assets such as audio and images. Additionally, introducing cross-input options and accessibility features would broaden inclusivity. Expanding user trials to include diverse age groups and educational backgrounds, along with more challenging assessments, would provide deeper insights into the tool\u0026rsquo;s educational impact.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e5.4 Final Tool Impact and Technical Contributions\u003c/h2\u003e \u003cp\u003eThe overall user experience with the tool was positive, with participants navigating its interface and controls effectively. Familiarity with video games appeared to enhance usability, reflecting the growing tech-savviness of younger generations. The tool supported learning by teaching and learning by doing, promoting engagement and reinforcing educational outcomes. The integration of IoT features, such as RFID cards, and AI technologies like ChatGPT further enriched the user experience without compromising usability.\u003c/p\u003e \u003cp\u003eWhile the tool demonstrated a positive learning impact compared to traditional methods, the differences were not statistically significant. This result suggests the need for larger participant groups and more complex assessments in future studies. As a supplementary educational aid, the tool excels in fostering collaborative learning, allowing students to design and play games that reinforce cultural knowledge. However, its effectiveness relies on prior foundational knowledge and the oversight of teachers or supervisors to ensure accuracy and relevance.\u003c/p\u003e \u003cp\u003eThis research contributes to the field by developing an innovative tool that enables users with no coding experience to create 3D serious cultural games. Focusing on Kristang culture, the tool draws inspiration from successful platforms like Minecraft, employing a first-person design approach to enhance immersion. By integrating IoT and AI technologies, the tool demonstrates the potential of these advancements in improving educational software and supporting cultural education. This contribution aligns with the maker movement, offering a supportive and engaging learning experience that bridges traditional education with modern technological innovations.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section2\"\u003e \u003ch2\u003e5.5 Future Work\u003c/h2\u003e \u003cp\u003eThis study built on existing methods and concepts, evolving through user feedback. Unlike works such as Huang et al. [11], Panzoli [32], and Tan \u0026amp; Ng [33], which focused solely on creating cultural serious games, this research addresses the gap in game-making tools for cultural heritage. While tools like Unreal Engine and Unity cater to developers, and Minecraft Education lacks cultural focus, this tool allows users to create and play serious cultural games. Future work should enhance quest variations, cultural assets, and trial designs with diverse participants, addressing complex visualization topics to better assess serious games\u0026rsquo; learning potential.\u003c/p\u003e \u003c/div\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eThis section concludes the research and highlights the main research questions and how they were achieved. The research focused on cultural heritage and on developing an innovative solution that provides a new learning tool that is more immersive, speaks to younger generations and has a positive impact when it comes to cultural learning.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe research questions and their answers are as follows:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003e\u003cstrong\u003eWhat are the prevailing methods utilized in teaching cultural aspects, and in what aspects do they demonstrate limitations or inadequacies?\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThrough a comprehensive literature review, various methods and tools for cultural education were analyzed, including interactive exhibitions and serious games. Learning pedagogies such as maker pedagogy and multiliteracies pedagogy were identified as ideal for this research. A notable gap in 3D serious cultural game-making tools was evident, and this research sought to address it.\u0026nbsp;\u003c/p\u003e\n\u003col start=\"2\"\u003e\n \u003cli\u003e\u003cstrong\u003eHow can the deficiency in 3D serious game maker tools tailored for cultural games be effectively addressed?\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThe research developed an educational tool to integrate maker pedagogy into cultural education. This tool allows users to design and play cultural serious games. Features were designed to implement suitable learning theories, incorporating expert and user feedback to ensure usability and effectiveness.\u003c/p\u003e\n\u003col start=\"3\"\u003e\n \u003cli\u003e\u003cstrong\u003eWhat strategies are effective in designing a 3D serious game maker tool that resonates with younger generations, specifically in the context of cultural education?\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eTo design a 3D serious game maker tool that resonates with younger generations, the research integrated the maker pedagogy, encouraging learning through creation. The tool allows users to design cultural games, promoting creativity and engagement. Feedback from users and experts ensured the tool was intuitive and user-friendly. The design incorporated familiar game features, such as 3D elements and first-person perspectives, enhancing immersion. The tool also prioritized cultural relevance, offering flexibility to include diverse cultural narratives and educational content.\u003c/p\u003e\n\u003col start=\"4\"\u003e\n \u003cli\u003e\u003cstrong\u003eWhat is the user experience and degree of immersion reported by users when utilizing the designed tool?\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eUser trials showed mostly positive feedback, with statistically significant improvements in user experience and immersion due to the tool.\u003c/p\u003e\n\u003col start=\"5\"\u003e\n \u003cli\u003e\u003cstrong\u003eWhat are the educational impacts of employing the designed tool for cultural education, particularly in terms of learning enhancement, memory retention, and knowledge retention?\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eUser trials indicated better learning outcomes numerically, though inferential analysis showed no statistically significant difference, likely due to the small sample size. Improved trial designs and participant diversity are recommended for future research.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003e\u003cstrong\u003eFunding statement\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThis research received no external funding.\u003c/p\u003e\n\u003ch2\u003eEthics statement\u003c/h2\u003e\n\u003cp\u003eThis study was approved by the University of Nottingham Malaysia Research Ethics Committee, Application ID MOMA191222.\u003c/p\u003e\n\u003ch2\u003eEthical Guidelines\u003c/h2\u003e\n\u003cp\u003eAuthors confirm that all methods were carried out in accordance with relevant guidelines and regulations. All procedures involving human participants were conducted in accordance with institutional ethical standards and relevant international guidelines, including the 1964 Declaration of Helsinki and its later amendments, where applicable.\u003c/p\u003e\n\u003ch2\u003eDual Publication\u003c/h2\u003e\n\u003cp\u003eThe results presented here have not been previously published and are not under consideration elsewhere.\u003c/p\u003e\n\u003ch2\u003eAuthorship Confirmation\u003c/h2\u003e\n\u003cp\u003eThe corresponding author confirms on behalf of all authors that they meet the journal\u0026rsquo;s authorship criteria and that no other persons meeting the criteria have been omitted.\u003c/p\u003e\n\u003ch2\u003eDeclaration of Competing Interests\u003c/h2\u003e\n\u003cp\u003eAuthors have declared that they do not have any conflict of interest.\u003c/p\u003e\n\u003ch2\u003ePermission for Third-Party Material\u003c/h2\u003e\n\u003cp\u003eAll figures and tables are original and have not been published elsewhere.\u003c/p\u003e\n\u003ch2\u003eAuthor Contributions\u003c/h2\u003e\n\u003cp\u003e\u003cstrong\u003eM.O.M Abdulrazic; M.R. Sanzana\u003c/strong\u003e: Conceptualization, Methodology, Writing\u0026mdash;original draft; \u003cstrong\u003eM.O.M Abdulrazic\u003c/strong\u003e: Data curation, Formal analysis;\u003cstrong\u003e\u0026nbsp;K.H. Ng\u003c/strong\u003e: Supervision, \u003cstrong\u003eAll authors\u003c/strong\u003e reviewed and approved the manuscript.\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003eThe datasets generated and analyzed during this study\u0026nbsp;can be shared upon request.\u003c/p\u003e\n\u003ch2\u003eConsent to Participate\u003c/h2\u003e\n\u003cp\u003eInformed consent was obtained from all participants or, in the case of students, from their parents or guardians, following ethical approval by the researcher\u0026rsquo;s Institutional Review Board.\u003c/p\u003e\n\u003ch2\u003eClinical Trial\u003c/h2\u003e\n\u003cp\u003eThis study is not a clinical trial.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eG. . 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[Accessed June 2023].\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"education, serious games, immersive learning, gaming, education games, educational games, digital game-based learning","lastPublishedDoi":"10.21203/rs.3.rs-6573112/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6573112/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cem\u003e\u003cstrong\u003eBackground:\u003c/strong\u003e\u003c/em\u003e\u003cem\u003e \u003c/em\u003eCultural traditions are critical to identity yet face threats of neglect despite preservation efforts. This study introduces a 3D \u003cstrong\u003eserious game\u003c/strong\u003e maker tool aimed at educating children aged 12 and above about cultural heritage. Rooted in maker pedagogy and multiliteracies theory, the tool integrates Internet of Things (IoT) and Artificial Intelligence (AI) to foster \u003cstrong\u003eimmersive learning\u003c/strong\u003e, creativity, and interactive \u003cstrong\u003egaming \u003c/strong\u003eexperiences.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cstrong\u003eIntervention:\u003c/strong\u003e\u003c/em\u003e\u003cem\u003e \u003c/em\u003eParticipants utilized the tool to design \u003cstrong\u003eeducational games\u003c/strong\u003e and engaged with a pre-designed game focusing on Kristang culture. This dual engagement promoted hands-on learning and cultural appreciation.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e\u003c/em\u003e\u003cem\u003e \u003c/em\u003eAn iterative design process guided the tool's development, incorporating user feedback and insights from \u003cstrong\u003eserious game\u003c/strong\u003e design literature. Participants included 96 middle school students (ages 12–13), divided into test and control groups. The test group used the 3D tool, while the control group utilized traditional methods such as 2D storyboards and slides.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cstrong\u003eResults:\u003c/strong\u003e\u003c/em\u003e\u003cem\u003e \u003c/em\u003eThe tool outperformed traditional methods in facilitating cultural \u003cstrong\u003eeducation\u003c/strong\u003e. Participants in the test group demonstrated a higher learning gain (55.21% vs. 49.48%), superior memory retention (90.10% vs. 86.46%), and better knowledge retention (83.85% vs. 75.00%). Additionally, user experience evaluations highlighted improved immersion and engagement, with 86.36% of users rating the tool as intuitive and effective.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cstrong\u003eLimitations:\u003c/strong\u003e\u003c/em\u003e\u003cem\u003e \u003c/em\u003eThe study focused on Kristang culture, narrowing the scope of generalization. A larger participant sample and expanded cultural content are recommended for future research.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cstrong\u003eConclusion:\u003c/strong\u003e\u003c/em\u003e\u003cem\u003e \u003c/em\u003eThis research underscores the potential of \u003cstrong\u003edigital game-based learning\u003c/strong\u003e and \u003cstrong\u003eserious games\u003c/strong\u003e in \u003cstrong\u003eeducation.\u003c/strong\u003e By blending \u003cstrong\u003egaming\u003c/strong\u003e with cultural preservation, the tool bridges traditional and modern methods, opening pathways for broader applications in cultural and \u003cstrong\u003eimmersive learning\u003c/strong\u003e.\u003c/p\u003e","manuscriptTitle":"3D Serious Game Maker Tool for Cultural Education: Bridging Technology and Heritage","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-04 08:38:54","doi":"10.21203/rs.3.rs-6573112/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-07-16T02:41:22+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"286200264418031870349300896233592038262","date":"2025-06-25T22:52:26+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-25T15:39:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"136269215385057149636931698753230915983","date":"2025-06-25T15:08:30+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"71982214129187932407500760943875325838","date":"2025-06-25T13:35:57+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-08T02:50:55+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"78734349652082220288421099792437666231","date":"2025-06-02T05:47:18+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"302461310363539433242897451000438731118","date":"2025-05-30T16:12:05+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-30T11:42:11+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-05-16T06:30:54+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-10T15:14:12+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-05-10T15:13:05+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2b50240b-3b46-43fe-b392-ea267e932892","owner":[],"postedDate":"June 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-01-22T17:53:30+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-04 08:38:54","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6573112","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6573112","identity":"rs-6573112","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}