Taking Perspective: Broadening Acceptance of a Serious Game Framework

Educators often face challenges or avoid incorporating digital learning content into theirclasses due to the limited availability of content that meets specific course requirements.In previous research, a vision was presented for developing and deploying serious gamesthat leverage Digital Game-Based Learning (DGBL) and domain-agnostic frameworks toenhance educational experiences across diverse fields of knowledge. Evaluating thisconcept, a central insight was that the fundamental game loop should remain intact acrossdifferent knowledge domains - rather than requiring educators to rebuild a game for eachsubject, a core game loop was maintained, where progression depended on missioncompletion, enabling easy alteration of visual setting, storytelling components, orgamification features for extra motivational impact. Studies confirmed that a domain-agnostic serious game framework, combined with robust interoperability standards, couldsignificantly improve accessibility for educators seeking to delve into DGBL environmentswithout in depth game development knowledge. The presented body of work intends toshow how modular designs, centralized maintenance, and flexible mission structuressupport a wide range of instructional goals, ultimately fostering deeper learnerengagement and more sustainable knowledge acquisition. However, a key limitation is thecurrent 4X-style (explore, expand, exploit, exterminate) game loop, which fails to engageevery learner profile equally. Consequently, in its next iteration the concept is broadenedto additional game play styles, presenting an approach for integrating a role-playingmechanic with shifting perspectives. By examining a serious game developed for theGerman Weather Service (DWD), it is demonstrated how perspective-taking within a role-playing context can enrich the narrative, deepen learner immersion, and ultimatelyimprove understanding of the diverse roles embedded in complex processes.