Play is a fun way of simulated learning for most animals. Monkeys hang on branches and jump over each other to practice hanging in the jungle while avoiding predators. Lions fight among themselves as they play to learn how to catch prey. The same is true for humans. We love playing as well. We also started with some sports. As our worlds became more complex, we required more sophisticated simulations, such as chess, and our knowledge base grew sufficiently complex that we needed even more sophisticated simulations.
Today, video games are mostly mental puzzles or very complex simulations of high-order fantasies.
By reverse-engineering many natural processes, we also reverse-engineered the concept of using games for simulation or learning. Since then, educational and simulation video games have continued to grow, making the learning process more engaging.
The only problem with developing educational games was that game development was previously complex. Now we’re set to solve this problem. To develop an educational game earlier, you needed a teacher, a programmer, and a designer. Now, however,r with Generative AI and vibe coding, the process of game creation can be shrunk to minutes. An individual teacher can create a game simply by entering a sufficiently detailed text prompt. She can create simulations to explain a concept or pose a problem for students to solve.
The process of making the core elements of the game with an AI game generator is pretty simple:
Write down the primary content of the game. Think of a rough mechanics that simulates the game. Write down both these things combined. Answer a few simple questions from the Pikoo.ai agent and voila! Your game is completely ready. You can play it. Test it out for yourself. And further make changes to it. The game is already live as soon as you make it, and you just need to share its link for your students to play it.
Case Study 1: The math class
Irina, a teacher from a Boston school, wanted to conduct a simple simulation of quadratic equations. For the mathematically challenged audience, a quadratic equation is typically y = ax^2 + bx + c, where a is not zero. The graph of this equation is a parabola, or bowl-shaped. Now, Irina did not just want to create a simulation with a few equations and result graphs; she wanted the students to be able to modify the numbers in an equation and see how that changes the graphs. Furthermore, she sought to create a game in which students could test their ability to predict an equation or a rough graph by understanding the patterns that equations and numbers follow. She achieved this by creating a Quadratic Math Game. This is the prompt and conversation she utilized:
Irina’s prompt:
Develop a simple graph-based simulation game for quadratic equations.
System:
Hi! That idea is excellent – a graph game for quadratics sounds both fun and highly effective in learning math.
First, I want to understand the game like a friend, then I’ll sketch it with text art, and only when you say “yes, I’ll build the full playable file.
Let’s start simple with just one question:
Do you imagine this more like:
A) “Guess the graph.”
You see a graph of a parabola, and you have to choose or type the correct equation (like y = x² + 2x + 1)
B) “Build the graph.”
You get sliders or keys to change a, b, c in y = ax² + bx + c, and try to match a target parabola (position, shape, etc)
C) Something else? (Tell me in your own words, like: “I move a point and see the curve change” or “I shoot the correct graph,” etc.)
Just pick A, B, or describe your own idea.
Irina’s prompt:
B
And the rest is history. With a straightforward prompt and a couple of responses, Irina was able to obtain the desired game. She projected the game on her classroom board and allowed every student to try for a graph. This made for an enjoyable activity for kids and a fulfilling experience for Irina. We are proud to have been able to help.
Case Study 2: Learning Game for Careworkers in the UK
Amaka, a care worker in the UK, understands that caring for older people is demanding and requires skills. She developed a simulation-based quiz game through which care workers can practice real-life scenarios and improve their skills. Her colleagues are receiving the game well, and she is already developing additional simulations based on the feedback.
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