Ozzy and the Oddity Kingdom: A Generative AI Visual Novel Educational Mobile Game

Authors

Nur Ameera Husna Binti Mahfizan

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Nurateela Atasya Binti Roziky Effendy

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Siti Nur Aisyah Binti Ruddy

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Sofea Shameera Binti Azrul Amri

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Muhammad Haziq Bin Abd Rashid

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Article Information

DOI: 10.47772/IJRISS.2025.925ILEIID000034

Subject Category: Language

Volume/Issue: 9/25 | Page No: 183-188

Publication Timeline

Submitted: 2025-09-23

Accepted: 2025-09-30

Published: 2025-11-05

Abstract

Students majoring in English for Professional Communication, enrolled in the Introduction to Critical Thinking course, often struggle to grasp abstract concepts such as barriers to critical thinking, inductive and deductive reasoning, and the identification of logical fallacies. To address this gap, Ozzy and the Oddity Kingdom was developed as a Mobile-Assisted Language Learning (MALL) solution that transforms these challenging ideas into an engaging, interactive experience. Built in Unity using C#, the game adopts a visual novel format set in a rich fantasy world, enhanced by high-quality, AI-generated resources created through Midjourney. The design incorporates gamification elements such as branching storylines, distinctive characters, a map-based navigation interface, and a variety of formative and summative assessments including drag-and-drop, fill-in-the-blank, multiple-choice, and word scrabble challenges. A reward-and-punishment system and scalable difficulty levels encourage sustained engagement while reinforcing learning objectives. The choice of Unity ensures cross-platform deployment on both iOS and Android with minimal production costs, making the project both practical and sustainable. Beyond its immediate application in critical thinking education, the framework is adaptable to other subject areas, opening pathways for wider adoption. Its market potential lies in its ability to serve as a supplementary learning tool that blends academic rigour with narrative-driven play, offering educators and learners an accessible, portable, and customisable resource for deepening understanding in diverse educational contexts.

Keywords

mobile-assisted language learning, unity, generative ai

Downloads

References

1. Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539 [Google Scholar] [Crossref]

2. Camingue, J., Melcer, E. F., & Carstensdottir, E. (2020, September). A visual novel route to learning: A taxonomy of teaching strategies in visual novels. In Proceedings of the International Conference on the Foundations of Digital Games (FDG ’20). https://doi.org/10.1145/3402942.3403004 [Google Scholar] [Crossref]

3. Chen, Z., Chen, W., Jia, J., & An, H. (2020). The effects of using mobile devices on language learning: A meta-analysis. Educational Technology Research and Development, 68(4), 1769–1789. https://doi.org/10.1007/s11423-020-09801-5 [Google Scholar] [Crossref]

4. Fenici, M., & Mosca, I. (2024). Gamebooks and branching narratives in education: Fostering sustainability competences to promote positive social change. Frontiers in Education, 8 (2023), Article 1335605. https://doi.org/10.3389/feduc.2023.1335605 [Google Scholar] [Crossref]

5. Godwin-Jones, R. (2024). Distributed agency in second language learning and teaching through generative AI. Language Learning & Technology, 28(2), 5–30. https://doi.org/10.64152/10125/73570 [Google Scholar] [Crossref]

6. Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z [Google Scholar] [Crossref]

7. Mihaylova, M., Gorin, S., Reber, T. P., & Rothen, N. (2022). A meta-analysis on mobile-assisted language learning applications: Benefits and risks. Psychologica Belgica, 62(1), 252–271. https://doi.org/10.5334/pb.1146 [Google Scholar] [Crossref]

8. Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J. C. (2010). Integrating learning and engagement in narrative-centered learning environments. In Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 166–177). https://intellimedia.ncsu.edu/wp-content/uploads/sites/42/rowe-its-2010.pdf [Google Scholar] [Crossref]

9. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w [Google Scholar] [Crossref]

10. Shute, V. J., Lu, X., & Rahimi, S. (2021). Stealth assessment. In J. M. Spector (Ed.), The Routledge Encyclopedia of Education (pp. 1–9). Routledge. https://files.eric.ed.gov/fulltext/ED612156.pdf [Google Scholar] [Crossref]

11. Williams, R. T. (2024). The ethical implications of using generative chatbots in higher education. Frontiers in Education, 8 (2023), Article 1331607. https://doi.org/10.3389/feduc.2023.1331607 [Google Scholar] [Crossref]

12. Zhao, C., Pandian, A., & Singh, M. K. M. (2016). Instructional strategies for developing critical thinking in EFL classrooms. English Language Teaching, 9(10), 14–21. https://doi.org/10.5539/elt.v9n10p14 [Google Scholar] [Crossref]

Metrics

Views & Downloads

Similar Articles