Methods and systems for providing browser-based customized game based multimodal learning and assessment framework

Abstract

To provide a single scalable one-stop knowledge platform that offers advanced customization by a plurality of users and utilizes novel technologies for rapid end-to-end games or learning solution developments, and to address unresolved problem of monopoly in content authoring and creation of dependency loop.SOLUTION: Embodiments provide methods and systems that provide customized game-based learning and an assessment framework. The embodiment provides a mechanism for configuring custom contents into ready-made learning and an assessment platform. A proposed framework is custom-built to support scalable architecture of a modular digital learning platform, and its functionality. The present system allows content creators to author custom contents to create an immersive learning experience possible to range across a 3D technology, AR and VR or games at one place.SELECTED DRAWING: Figure 2

Description

Technical Field

[0001] (Cross - reference to related applications and priority claim) This application claims priority from Indian Patent Application No. 202221030272, filed in India on May 26, 2022.

[0002] (Technical Field) Embodiments of this specification generally relate to game - based learning, and more particularly, to methods and systems for providing a browser - based customized game - based multimodal learning and evaluation framework.

Background Art

[0003] With the emergence of intelligent learning and educational systems in various fields, computer - based training, generally in the form of computer - based training systems and web - based training systems using learning management systems, has become an essential part of various industries and fields. Also, gamification in learning as an approach to education aims to increase users' learning motivation through game elements in the learning environment. Game - based learning can maximize fun and engagement, attract learners' autonomous interest, and thus inspire learners for further learning. Conventionally, game - based learning systems provide online guidance along with courseware, allowing users to create and manage learning content. However, existing game development systems cannot utilize new technologies for the rapid development of end - to - end games or learning and evaluation solutions.

Summary of the Invention

[0004] Embodiments of the present disclosure present technical improvements as solutions to one or more of the above - mentioned technical problems recognized by the inventors in conventional systems.

[0005] For example, one embodiment provides a method for providing a browser-based, customized, game-based, multimodal learning and evaluation framework. The method includes the steps of: receiving multiple game file templates and corresponding metadata from a dynamically updated database as input to a game instantiation component of a configurable gamification application via one or more hardware processors, wherein the multiple game file templates include information about one or more types of games, one or more types of gamification activities, and one or more types of simulations; obtaining one or more customized learning and evaluation content features from one or more domain experts of a configurable gamification application via one or more hardware processors; selecting a game file template from the multiple game file templates based on one or more user requirements via one or more hardware processors; obtaining gamified content by associating one or more customized learning and evaluation content features in a language of interest with the selected game file template via one or more hardware processors; checking the gamified content's compliance with the Shareable Content Object Reference Model (SCORM) via one or more hardware processors; and outputting the SCORM-compliant gamified content to an end user on a display device via one or more hardware processors.

[0006] In another embodiment, a system is provided for providing a browser-based, customized, game-based, multimodal learning and evaluation framework. The system comprises memory for storing instructions, one or more input / output (I / O) interfaces, and one or more hardware processors coupled to the memory via one or more I / O interfaces. The one or more hardware processors receive instructions from a dynamically updated database as input to a game instantiation component of a configurable gamification application, which contains information on one or more types of games, one or more types of gamification activities, and one or more types of simulations. The system retrieves one or more customized learning and evaluation content features from one or more domain experts of a configurable gamification application, selects a game file template from the multiple game file templates based on one or more user requirements, retrieves gamified content via one or more hardware processors, associates one or more customized learning and evaluation content features in the language of interest with the selected game file template, checks the gamified content's compliance with the Shareable Content Object Reference Model (SCORM), and outputs the SCORM-compliant gamified content to the end user on a display device.

[0007] In yet another embodiment, one or more non-temporary machine-readable information storage media are provided, which, when executed by one or more hardware processors, trigger a method for providing a browser-based customized game-based multimodal learning and evaluation framework, comprising one or more instructions. The method includes the steps of: receiving multiple game file templates and corresponding metadata from a dynamically updated database via one or more hardware processors as input to a game instantiation component of a configurable gamification application; the multiple game file templates containing information about one or more types of games, one or more types of gamification activities, and one or more types of simulations; obtaining one or more customized learning and evaluation content features from one or more domain experts of the configurable gamification application via one or more hardware processors; selecting a game file template from the multiple game file templates based on one or more user requirements via one or more hardware processors; associating one or more customized learning and evaluation content features in a language of interest with the selected game file template and obtaining gamified content via one or more hardware processors; checking the gamified content's compliance with the Shareable Content Object Reference Model (SCORM) via one or more hardware processors; and outputting the SCORM-compliant gamified content to an end user on a display device via one or more hardware processors.

[0008] According to embodiments of this disclosure, multiple game file templates include one or more game functionalities in a specific format.

[0009] One or more customized learning and evaluation content features according to embodiments of the present disclosure include relative paths of text learning documents, images, videos with text content, questionnaires, spatial three-dimensional (3D) models, immersive augmented reality-based features, experiential learning-based features, and virtual reality-based features.

[0010] It should be understood that both the above summary and the following detailed description are illustrative and descriptive, and do not limit the invention to the claims as described.

[0011] The accompanying drawings, incorporated into and constituting part thereof, illustrate exemplary embodiments and, together with this specification, help to illustrate the disclosed principles. [Brief explanation of the drawing]

[0012] [Figure 1] This is a functional block diagram of a system for providing a browser-based, customized, game-based, multimodal learning and evaluation framework, according to some embodiments of the present disclosure. [Figure 2] This flowchart illustrates a method 300 for providing a browser-based, customized, game-based, multimodal learning and evaluation framework using the system shown in Figure 1, according to several embodiments of the present disclosure. [Figure 3A] This figure shows an overview of the architecture of a gamification application of the system in Figure 1 for providing a browser-based, customized, game-based, multimodal learning and evaluation framework, according to some embodiments of the present disclosure. [Figure 3B] Figure 1 is an architectural diagram of a game file template illustrating the interaction of various modules of the system for providing a browser-based, customized, game-based, multimodal learning and evaluation framework, according to some embodiments of the present disclosure. [Modes for carrying out the invention]

[0013] Those skilled in the art will understand that any block diagrams in this specification represent conceptual diagrams of exemplary systems and devices that embody the principles of this subject. Similarly, it will be understood that any flowcharts, flow charts, etc., whether or not such a computer or processor is explicitly shown, are substantially represented in a computer-readable medium and represent various processes that can be performed by such a computer or processor.

[0014] Exemplary embodiments will be described with reference to the accompanying drawings. In the drawings, the leftmost digit of the reference numeral identifies the drawing in which the reference numeral first appears. Wherever it is convenient, the same reference numeral will be used throughout the drawings to refer to identical or similar parts. While examples and features of the disclosed principles are described herein, modifications, adaptations, and other implementations are possible without departing from the scope of the disclosed embodiments.

[0015] Gamification in learning as an educational approach aims to enhance users' motivation to learn through game-like elements in the learning environment. Gamified learning can maximize enjoyment and engagement, attract learners' intrinsic interest, and thus inspire them to learn further. Traditionally, gamified learning systems have provided online instruction along with courseware, allowing users to create and manage learning content. However, conventional game development systems cannot provide a single browser-based, extensible, one-stop knowledge platform that offers high levels of customization and leverages new technologies for the rapid development of end-to-end games or multimodal learning and assessment solutions. Embodiments of this disclosure provide methods and systems for providing a browser-based, customized, game-based, multimodal learning and assessment framework. This disclosure provides a mechanism for configuring custom content into a ready-made learning and assessment platform. The framework proposed in this disclosure is custom-built to support a scalable architecture and functionality of a modular digital learning platform. The building blocks of the framework extend the functionality of the modular digital learning platform while maintaining unique learning and assessment components within user-generated custom content.

[0016] The system disclosed in this disclosure enables content creators to author custom content to create immersive learning experiences in one place, encompassing not only 2D (2D) spatial but also 3D (3D) technologies, augmented reality (AR), virtual reality (VR), or games. Furthermore, the framework, featuring robust learning management system (LMS) integration and a vast content marketplace, enables rapid game authoring, significantly shortening game development cycle times and improving the level of high-quality solutions. Numerous content creators spread across different regions can select appropriate learning and assessment cartridges from the catalog of the disclosed digital learning platform and quickly create enhanced multimodal learning and assessment solutions for modern learners through a simplified game development process. The framework disclosed in this disclosure is a multifaceted custom framework that not only supports the creation of 2D games but also leverages the potential of AR, VR, and spatial 3D technologies, paving the way for democratized, engaging, and immersive learning. The customizable and configurable learning and assessment solutions provided under the framework of this disclosure are each pre-built with gameplay logic, player progression logic, leaderboards, user experience (UX), feedback mechanisms, scoring logic, microinteractions, and LMS integration.

[0017] Herein, with reference to the drawings and, more specifically, Figures 1 to 3B in which the same reference letters consistently correspond to features throughout the drawings, preferred embodiments are shown, and these embodiments are described in relation to the following exemplary systems and / or methods.

[0018] Figure 1 is a functional block diagram of a system for providing a browser-based, customized, game-based, multimodal learning and evaluation framework, according to several embodiments of the present disclosure.

[0019] In one embodiment, the system 100 includes a processor 104, a communication interface device alternatively referred to as an input / output (I / O) interface 106, and one or more data storage devices or memories 102 operably coupled to the processor 104. The system 100 having one or more hardware processors is configured to perform the functions of one or more functional blocks of the system 100.

[0020] Referring to the components of system 100, in one embodiment, the processor 104 may be one or more hardware processors 104. In one embodiment, the one or more hardware processors 104 may be implemented as one or more microprocessors, microcomputers, microcontrollers, digital signal processors, central processing units, state machines, logic circuits, and / or any devices that manipulate signals based on operation instructions. Among other functions, the one or more hardware processors 104 may be configured to fetch and execute computer-readable instructions stored in memory 102. In one embodiment, system 100 may be implemented in a variety of computer systems, including laptop computers, notebooks, handheld devices such as mobile phones, workstations, mainframe computers, and servers.

[0021] The I / O interface 106 can include various software and hardware interfaces, such as a web interface and a graphical user interface, and can facilitate multiple communications within various network and protocol types, such as wired networks like LANs and cables, and wireless networks like WLANs and cellular networks. In one embodiment, the I / O interface 106 may include one or more ports for connecting to multiple external devices or to another server or device.

[0022] Memory 102 can include any computer-readable medium known in the art, such as volatile memory such as static random access memory (SRAM) and dynamic random access memory (DRAM), and / or non-volatile memory such as read-only memory (ROM), erasable programmable ROM, flash memory, hard disk, optical disk, and magnetic tape.

[0023] Furthermore, memory 102 includes a plurality of modules 110 (not shown) necessary for the execution of the functions of system 100. Further, memory 102 includes a database 108 that stores a plurality of game file templates and corresponding metadata, features of multimodal learning and evaluation content, obtained gamified content, a sharable content object reference model, and / or the like. Further, memory 102 can include information regarding the input / output of each step executed by processor 104 of system 100 and the method of the present disclosure. In one embodiment, database 108 is external to system 100 (not shown) and can be coupled to the system via I / O interface 106. In one embodiment, system 100 operates in conjunction with a configurable gamification application 112. The functions of the components of system 100 are described in relation to the flowchart of FIG. 2, the architecture overview of the gamification application of FIG. 3A, and the architecture diagram of the game file template of FIG. 3B.

[0024] FIG. 2 is a flowchart showing a method 200 for providing a browser-based customized game-based multimodal learning and evaluation framework using the system of FIG. 1 according to some embodiments of the present disclosure.

[0025] In one embodiment, system 100 includes a memory 102 operably coupled to one or more data storage devices or processors 104 and is configured to store instructions for execution of steps of method 200 by the processor or one or more hardware processors 104. Here, the steps of method 200 of the present disclosure will be described with reference to the components or blocks of system 200 depicted in FIG. 1, the steps of the flowchart depicted in FIG. 2, the architecture overview of FIG. 3A, and the architecture diagram of the game file template of FIG. 3B. Process steps, method steps, techniques, etc. can be described in order, but such processes, methods, techniques can preferably be configured to operate in an alternative order. In other words, any order or sequence of steps that can be described does not necessarily indicate the requirements of the steps to be executed in that order. The steps of the processes described herein may be executed in any order. Further, some steps may be executed simultaneously.

[0026] Referring to the steps of Method 200 in Figure 2, in step 202, one or more hardware processors 104 are configured to receive from a dynamically updated database as input to the game instantiation components of a configurable gamification application, namely multiple game file templates and corresponding metadata. In one embodiment, the gamification application refers to any scenario or situation to which the concept of gamification is desirable. The configurable gamification application is designed based on the concept of enabling the gamification of learning, including online course documents, audio, video, and 3D content, as well as assessment in a simple manner for content creators. Figure 3A shows an overview of the architecture of a configurable gamification application for providing a browser-based, customized, game-based, multimodal learning and assessment framework according to several embodiments of the present disclosure. As seen in Figure 3A, the configurable gamification application runs on three main components: game file templates (alternatively referred to as game files), game instantiation components, and a Shareable Content Object Reference Model (SCORM) compliant learning management system (LMS).

[0027] A game file template is not a web application, but a file containing a predefined format. A game file template is a ZIP file containing HTML content, video, images, and JavaScript, bundled in a proprietary format that extends the SCORM format. A game file template contains the game logic for running the game and can be an executable file, such as an EXE, but it can only be run from within a SCORM-compliant LMS. A game instantiation component represents software that can be configured to a) load the game file, and b) display the corresponding metadata, where the corresponding metadata includes, but is not limited to, a name, description, preview image, and / or similar. Furthermore, user input is received by the game instantiation component for learning content and assessment questions and answers. The learning content and assessment content are inserted into provided placeholders in the game file template, creating a new packaged instance of the game file template. In one embodiment, a SCORM-compliant LMS can be any LMS that knows how to play SCORM files. Since the game is inherently SCORM, it can be played on any SCORM-compliant LMS.

[0028] In one embodiment, the multiple game file templates include information about one or more types of games, one or more types of gamification activities, and one or more types of simulations. In other words, the multiple game file templates comprise a ready-to-configure cartridge, which is categorized into three types: game-based cartridges, gamification activity-based cartridges, and simulation-based cartridges. All of these cartridges are device and platform independent and provide learners / end users with the ability to access learning / assessment content within an internet browser. Each cartridge is independently created to address a specific learning / assessment need, such as teaching someone how to learn school math, training someone on safety drills, or a virtual corporate onboarding exercise, but all of these cartridges are built using an underlying common framework that is constructed as modules working together to create the necessary learning objectives. In one embodiment, the multiple game file templates include one or more game functionalities in a specific format. One or more game features may include, but are not limited to, objectives and rules, challenges, progress trackers, user interfaces, pedagogy, interactions, role-playing characters, feedback and scoring mechanisms, decision trees, single / multiplayer modes, leaderboards, rewards, and fictional stories.

[0029] In one embodiment, the multiple game file templates further comprise multiple modules stored in a dynamically updated database. These modules include a configuration module (categorized in the root folder), a learning module, an evaluation module, a conversation module, and a media module. Figure 3B is an architectural diagram of a game file template illustrating the interaction of various modules of the system in Figure 1 for providing a customized game-based learning and evaluation framework, according to several embodiments of the present disclosure. The configuration module is in XML format and contains informational data for a particular type of game solution. This informational data may include, but is not limited to, the number of stages, a default language, whether difficulty options should be displayed, whether a leaderboard should be displayed, a header image, a banner image, which stage learning data should be displayed, and which stage evaluations should be displayed. A game instantiation component of a configurable gamification application can read this XML data and modify it based on input received from the creator or author of the gamification application regarding how the game should run. The learning module is in XML format, in a fixed format, and includes relative paths to learning documents, images, and videos, along with text content that the game must present to the learner. At various stages, such as the configuration module, the game instance components can read and modify the data in this XML based on input received from the creator or author. The game creator can input text and videos accompanying the game into the game creation components. The evaluation module is in XML format and stores evaluation data in a fixed format, such as questions and their answers (MCQ, MSQ, text options in the case of text answers), and whether to group questions in the game. Again, in the game instance components, the author can provide their own questions and answers, which are replaced in the XML by this component. In other words, the game instance components modify the data in this XML while merging and creating the gamified content.The conversation module is in XML format and contains conversation dialogues for each game screen. These are provided language-specific, so the appropriate dialogue is displayed based on the language selected by the user. The media module includes an evaluation folder that stores all files (images, videos) referenced by the evaluation module, a learning folder that stores all files (PDFs, images, videos) referenced by the learning module, and an internal media folder that stores other media files for the game.

[0030] Furthermore, in step 204 of Figure 2, one or more hardware processors 104 are configured to acquire one or more customized learning and evaluation content features from one or more domain experts of a configurable gamification application. In one embodiment, one or more domain experts may be authors or creators of the gamification application. In one embodiment, one or more customized learning and evaluation content features may include relative paths of text learning documents, images, videos with text content, questionnaires, spatial three-dimensional (3D) models, immersive augmented reality-based features, experiential learning-based features, and virtual reality-based features. In another embodiment, the disclosure provides a high level of customization by the means of game-based cartridges, gamified activity-based cartridges, and simulation-based cartridges. In game-based cartridges, learner-centered learning and evaluation solutions are created by embedding them in a game with a story set up with twists and turns and an ultimate goal. In this case, learners can receive rewards at each step of progress and be frustrated if they perform poorly. Learning and assessment are facilitated within such games using configurable linear and non-linear randomization methods that provide learners with unique gameplay for every attempt, utilizing game logic present within the game cartridge and built-in gameplay dynamics functions defined within the gameplay module. This can include learning and / or assessment constructed with multiple-choice, multiple-choice-object, comprehension, and true / false type questions that can be quickly integrated into a fictional game with multiple achievement levels, where learners can focus on the gameplay and fictional objectives defined within the game story through various unique ways of progressing through the game and satisfactorily completing game missions. For example, if the goal is to give students multiple ways to modify a subject / topic while keeping them immersed throughout the session, the teacher would want students to have an enjoyable learning / assessment experience.Game-based solutions address this need while keeping student learning performance at the center of the experience, allowing students to become familiar with or self-assess the themes / topics they are learning. Student progress is realized within a game user interface built into the game-based cartridge, sharing information such as player scores, level progress, earned badges, and leaderboards.

[0031] In gamified activity-based cartridges, different types of learning and assessment content are integrated within a gamified setup with rules, score guidelines, and leaderboards for real-time updates. Assessments consisting of multiple-choice, multiple-choice subject, comprehension, simple answer, and true / false questions used to assess a student's ability to understand a particular subject or topic can generally become monotonous and boring after a while. However, when the same assessment is introduced with a layer of gamification, significant progress is seen as the gamified activity-based cartridge generates reward points and short achievement milestones, and students can immediately see their progress in comparison with similar respondents, allowing them to spontaneously pursue further levels of knowledge. Furthermore, when introduced with an easy-to-use configuration method built into the gamified activity-based cartridge, it becomes part of the setup process for the gamified activity-based cartridge, making it easier for users who tend to create such assessment content without prior requirements. Here, the easy-to-use configuration method built into the gamified activity-based cartridge may include enabling randomized assessment questions, adaptive question choices, language selection options, leaderboards, feedback display, hint display, and / or the like.

[0032] Simulation-based cartridges enable exploratory and experiential learning, applicable to safety training, virtual tours, and other meaningful use cases, by creating spatial learning and assessment solutions using an available rich media library. Enabled with learning / assessment content using any or all question types, including multiple-choice, multiple-choice subjects, true or false, comprehension, and / or similar, simulation-based cartridges can be created for specific or general simulation learning / assessment purposes. Such cartridges allow anyone to quickly author these in learning or assessment content by adding 3D models or 360 images or videos, using hotspots that learners can find, tag with the correct answer, or identify parts of 3D models that are themselves part of the assessment question. Simulation-based cartridges provide the ability to quickly create hotspot-based spatial assessments and learning using uploaded media or links to existing online media such as YouTube videos or images from the public domain.

[0033] Referring back to Figure 2, in step 206 of Figure 2, one or more hardware processors 104 are configured to select a game file template from a set of game file templates (as shown in the second row of Figure 3A) based on one or more user requirements. In other words, a cartridge is selected from readily configurable cartridges to address one or more user requirements or specific learning / assessment needs, such as teaching someone how to prepare chemicals, or an onboarding exercise for a virtual company, and / or similar.

[0034] Furthermore, in step 208 of Figure 2, one or more hardware processors 104 are configured to acquire gamified content (as shown in the second row of Figure 3A) by associating one or more customized learning and evaluation content features in the language of interest with a selected game file template. Here, the language of interest can be any language spoken and known by the author, creator, and / or end user. In other words, the selected cartridge is instantiated while allowing the content creator to add relevant learning or evaluation content to the cartridge.

[0035] Furthermore, in step 210 of Figure 2, one or more hardware processors 104 are configured to check the compliance of the gamified content (as shown in the third row of Figure 3A) with the Shareable Content Object Reference Model (SCORM). If the gamified content is found to be SCORM compliant, in step 212 of Figure 2, one or more hardware processors 104 are configured to provide the SCORM-compliant gamified content to the end user on a display device. As shown in Figure 3A, the gamified content is uploaded as SCORM in a SCORM-compliant LMS and consumed by the learner if SCORM compliance is found. In one embodiment, the SCORM-compliant gamified content can be displayed as a leadership dashboard, earned rewards, and / or similar. In one embodiment, the display device can be a monitor, television screen, display console, and / or similar. In other words, learners can access the gamified content through a SCORM-compliant LMS.

[0036] This specification describes the subject matter in a manner that will enable those skilled in the art to implement and utilize these embodiments. The scope of the embodiments of this subject matter is defined by the claims and may include other modifications that will be conceivable to those skilled in the art. Such other modifications are within the scope of the invention if they have structural elements identical to the language of the claims, or equivalent structural elements that differ only slightly from the language of the claims.

[0037] This disclosure addresses the unresolved issues of monopolization and dependency loops in content authoring by providing a single, scalable, one-stop knowledge platform that leverages new technologies for highly customizable and rapid end-to-end game or learning solution development. Embodiments of this disclosure provide methods and systems for providing customized game-based learning and assessment frameworks. This disclosure provides mechanisms for configuring custom content into a ready-made learning and assessment platform. The framework proposed in this disclosure is custom-built to support a scalable architecture and functionality of a modular digital learning platform. The building blocks of the framework extend the functionality of the modular digital learning platform while maintaining unique learning and assessment components within user-generated custom content. The system of this disclosure enables content creators to author custom content to create immersive learning experiences that may encompass spatial 3D (3D) technology, augmented reality (AR) and virtual reality (VR) or games at once.

[0038] It should be understood that the scope of protection extends to such programs and further to computer-readable means having messages therein, and such computer-readable storage means includes program-code means for implementing one or more steps of the Method when the program is executed on a server or mobile device or any suitable programmable device. The hardware device can be any type of programmable device including any type of computer such as a server or personal computer, or any combination thereof. The device can also include means that may be hardware means such as application-specific integrated circuits (ASICs), field-programmable gate arrays (FPGAs), or a combination of hardware and software means, such as an ASIC and an FPGA, or at least one microprocessor and at least one memory on which software processing components are arranged. Thus, the means may include both hardware means and software means. Embodiments of the Method described herein can be implemented in hardware and software. The device may also include software means. Alternatively, embodiments may be implemented using different hardware devices, such as multiple CPUs.

[0039] Embodiments of this specification may comprise hardware and software elements. Software-implemented embodiments include, but are not limited to, firmware, resident software, and microcode. Functions performed by the various components described herein may be implemented by other components or combinations thereof. For the purposes of this specification, a computer-enabled or computer-readable medium may be any device capable of configuring, storing, communicating, propagating, or transporting programs for use by or in connection with an instruction execution system, apparatus, or device.

[0040] The illustrated steps are set up to illustrate the illustrated exemplary embodiments, and it is expected that ongoing technological developments may change how certain functions are performed. These examples are presented herein for illustrative purposes only and are not limiting. Furthermore, the boundaries of functional building blocks are arbitrarily defined herein for the convenience of explanation. Alternative boundaries can be defined as long as the specified functions and their relationships are adequately performed. Alternative forms (including equivalents, extensions, variations, deviations, etc., of those described herein) will be apparent to those skilled in the art based on the teachings contained herein. Such alternative forms are included within the scope of the disclosed embodiments. Also, the words “comprising,” “having,” “containing,” and “including,” and other similar forms, are intended to be equivalent and open-ended, in that the one or more items following any of these words do not mean to exhaustively list such one or more items, nor do they mean to limit the listed one or more items. Furthermore, it should be noted that, as used herein and in the appended claims, the singular forms "a," "an," and "the" include plural anaphora unless the context clearly indicates otherwise.

[0041] Furthermore, one or more computer-readable storage media may be used when implementing embodiments consistent with the present disclosure. Computer-readable storage media refers to any type of physical memory capable of storing information or data readable by a processor. Thus, computer-readable storage media can store instructions for execution by one or more processors, including instructions for causing a processor to perform steps or stages consistent with the embodiments described herein. The term “computer-readable media” should be understood to include tangible items, excluding carrier and transient signals, i.e., non-transient. Examples include random-access memory (RAM), read-only memory (ROM), volatile memory, non-volatile memory, hard drives, CD-ROMs, DVDs, flash drives, disks, and any other known physical storage media.

[0042] The disclosures and examples are intended to be exemplary, and the true scope of the disclosed embodiments is given by the following claims. [Explanation of Symbols]

[0043] 202 Receiving from a dynamically updated database via one or more hardware processors as input to a game instantiation component of a gamification application that can configure multiple game file templates and corresponding metadata, where the multiple game file templates include information about one or more types of games, one or more types of gamification activities, and one or more types of simulations. 204 Obtain one or more customized learning and evaluation content features from one or more domain experts of a configurable gamification application via one or more hardware processors 104. 206 Select a game file template from multiple game file templates based on one or more user requirements via one or more hardware processors. 208 Gamified content is obtained by associating the features of one or more customized learning and assessment content in the language of interest with a selected game file template via one or more hardware processors. 210 Check the compliance of gamified content with the Shareable Content Object Reference Model (SCORM) via one or more hardware processors. 212 Provide SCORM-compliant game content to end users on display devices via one or more hardware processors.

Claims

1. 1. A processor implementation method, comprising: generating, via one or more hardware processors, a configurable gamification application based on gamification of learning including online course documents, audio, video, and 3D content, and assessments; the configurable gamification application includes a game instantiation component; the configurable gamification application is a browser-based, customized, game-based, multimodal learning and assessment framework; The configurable gamification application runs on three components: the three components include a plurality of game file templates, the game instantiation component, and a Shareable Content Object Reference Model (SCORM) compliant Learning Management System (LMS); the game instantiation component comprises: a) reading game files of the plurality of game file templates; b) displaying the corresponding metadata of said game file; represents software configured to Steps and receiving, via the one or more hardware processors, the plurality of game file templates and the corresponding metadata from a dynamically updated database as input to the game instantiation component of the configurable gamification application, wherein the plurality of game file templates include information regarding one or more types of games, one or more types of gamification activities, and one or more types of simulations; obtaining, via the one or more hardware processors, one or more customized learning and assessment content features from one or more domain experts of the configurable gamification application; selecting, via the one or more hardware processors, a game file template from the plurality of game file templates based on one or more user requests; associating, via the one or more hardware processors, the one or more customized learning and assessment content features in the language of interest with the selected game file template; obtaining gamified content based on the association; determining, via the one or more hardware processors, whether the acquired gamified content conforms to a Shareable Content Object Reference Model (SCORM); outputting the acquired gamification content on a display device via the one or more hardware processors, wherein the output of the gamification content is based on a determination that the gamification content complies with the SCORM; and 2. A processor implementation method comprising:

2. The processor-implemented method of claim 1 , wherein the plurality of game file templates includes one or more game functionalities in a particular format.

3. 2. The processor-implemented method of claim 1, wherein the one or more customized learning and assessment content features include relative paths of text learning documents, images, videos with text content, questionnaires, spatial three-dimensional (3D) models, immersive augmented reality-based features, experiential learning-based features, and virtual reality-based features.

4. 1. A system comprising: a memory for storing instructions; one or more input / output (I / O) interfaces; one or more hardware processors coupled to the memory via the one or more I / O interfaces; Equipped with The one or more hardware processors, in response to the instructions: generating a configurable gamification application based on gamification of learning including online course documents, audio, video, and 3D content, and assessments; the configurable gamification application includes a game instantiation component; the configurable gamification application is a browser-based, customized, game-based, multimodal learning and assessment framework; The configurable gamification application runs on three components: the three components include a plurality of game file templates, the game instantiation component, and a Shareable Content Object Reference Model (SCORM) compliant Learning Management System (LMS); the game instantiation component comprises: a) reading game files of the plurality of game file templates; b) displaying the corresponding metadata of said game file; represents software configured to Steps and receiving the plurality of game file templates and the corresponding metadata from a dynamically updated database as input to the game instantiation component of the configurable gamification application, the plurality of game file templates including information regarding one or more types of games, one or more types of gamification activities, and one or more types of simulations; obtaining one or more customized learning and assessment content features from one or more domain experts of the configurable gamification application; selecting a game file template from the plurality of game file templates based on one or more user requests; associating the one or more customized learning and assessment content features in the language of interest with the selected game file template; obtaining gamified content based on the association; determining whether the obtained gamified content conforms to a Shareable Content Object Reference Model (SCORM); outputting the acquired gamified content on a display device, wherein the outputting of the gamified content is based on a determination that the gamified content complies with the SCORM; A system that is configured to:

5. The system of claim 4 , wherein the plurality of game file templates includes one or more game functionalities in a particular format.

6. 5. The system of claim 4, wherein the one or more customized learning and assessment content features include relative paths to text learning documents, images, videos with text content, questionnaires, spatial three-dimensional (3D) models, immersive augmented reality-based features, experiential learning-based features, and virtual reality-based features.

7. One or more non-transitory computer-readable media containing one or more instructions, The instructions, when executed by one or more hardware processors, generating a configurable gamification application based on gamification of learning including online course documents, audio, video, and 3D content, and assessments; the configurable gamification application includes a game instantiation component; the configurable gamification application is a browser-based, customized, game-based, multimodal learning and assessment framework; The configurable gamification application runs on three components: the three components include a plurality of game file templates, the game instantiation component, and a Shareable Content Object Reference Model (SCORM) compliant Learning Management System (LMS); the game instantiation component comprises: a) reading game files of the plurality of game file templates; b) displaying the corresponding metadata of said game file; represents software configured to Steps and receiving the plurality of game file templates and the corresponding metadata from a dynamically updated database as input to the game instantiation component of the configurable gamification application, the plurality of game file templates including information regarding one or more types of games, one or more types of gamification activities, and one or more types of simulations; obtaining one or more customized learning and assessment content features from one or more domain experts of the configurable gamification application; selecting a game file template from the plurality of game file templates based on one or more user requests; associating the one or more customized learning and assessment content features in the language of interest with the selected game file template; obtaining gamified content based on the association; determining whether the obtained gamified content conforms to a Shareable Content Object Reference Model (SCORM); outputting (212) the acquired gamified content on a display device, wherein the output of the gamified content is based on a determination that the gamified content complies with the SCORM; A non-transitory computer-readable medium for causing

8. The non-transitory computer-readable medium of claim 7 , wherein the plurality of game file templates includes one or more game functionalities in a particular format.

9. 8. The non-transitory computer-readable medium of claim 7, wherein the one or more customized learning and assessment content features include relative paths of text learning documents, images, videos with text content, questionnaires, spatial three-dimensional (3D) models, immersive augmented reality-based features, experiential learning-based features, and virtual reality-based features.

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