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programming. However, this kind of requirement makes digital games much harder for some people, especially
teachers. This is due to their non-technical background and making it more complex for teachers to develop their
games for the subjects. According to Mohd Hashim and Mat Diah (2016), many people have an interest and
want to develop their games. However, it seems impossible for them due to no skills in programming. Even
someone with programming experience also finds it hard to understand and master the skills (Mohd Hashim &
Mat Diah 2016). Therefore, any game engines available without any programming skills are most likely to be
utilized by people with no programming background. This study has been done to highlight the concept of non-
programming game development for teachers to develop their games. We have determined multiple free and
non-programming software or game engines that teachers can explore within the study. The study also did
develop some simple game prototypes using the selected game engines and tested the prototype on some
secondary school students that enrolled in Physics subjects around Malaysia.

2. Research Background

Physics, in general, is a subject that requires students to search for the answer for the issue of "why" and
"how" certain phenomena happens around people (Saleh 2014). However, according to Saleh (2014), some
students characterized Physics as a complicated subject due to the complexity of learning, requiring students to
understand various formulas, calculations, and concepts. Meanwhile, in their study, Abdul Kadir et al. (2016)
stated that some students had a perception that Physics is only for the intelligent student who makes Physics
labeled as an "elite" subject in school. The negative perception indirectly affects students' motivation and
disrupts their performances. Another study by Meng et al. (2014) mentioned that some students consider physics
irrelevant. In summary, students' attitudes and acceptance towards certain subjects sometimes depend on their
thought, which leads to some early perception without experiencing it first.
Siong and Osman (2018) mentioned in their study, the application of serious games in TnL could increase
the students' collaboration and problem-solving skills (Antunes et al. 2012) while interacting with the game.
Game-based learning is increasingly giving good impact when being used in TnL. Some examples of digital
games that were successfully implemented in classroom TnL are Sim City and Civilization III. According to
Squire and Jenkins (2003), students can learn the economy, social hierarchy, and politics in the game's
population. Civilization III allows students to explore things that can help in the civilization played, such as
searching for life supplies, generating economy, and the civilization's growth within the gameplay (Brom et al.
2010; Squire & Jenkins 2003).
To produce an exciting game that can be integrated into TnL, the design and development should be given
more attention. This is for the game developed to generate interest and be a tool to deliver the knowledge
effectively and innovatively. Several elements can potentially be a guide to build a digital game for education.
According to Novak (2011), the first element is genre. The genre chosen by developers should be according to
their targeted market, and it should be determined so that the following development process shall be continued.
The second element to be considered is the visual and audio design (Plass et al., 2015). Without interesting
visual and pleasant audio background, it could be hard to maintain its interest in the game. According to Plass
et al.(2015), the visual design includes the characters, information, animations, etc., portraying the gameplay
itself. At the same time, the third element is the gameplay and motivational value (Buckley & Doyle 2016; Plass
et al. 2015). Motivational elements are essential in order to guide the player to find the purpose of the game
itself. The motivational element includes players' rewards upon completing the mission (Plass et al., 2015).
Lastly, the most crucial element is targeted learning translated into digital games for education (Plass et al.,
2015). This element has to be the foundation for every educational game development, not to be diverted from
its original goal: to educate. In their study, Liu and Chen (2013) mentioned that games make the learning session
more active and positively impact the students by targeting the fun side and its value.

E- Proceedings of The 5th International Multi-Conference on Artificial Intelligence Technology (MCAIT 2021) [223]
Artificial Intelligence in the 4th Industrial Revolution