Who Commissions This Work
Our clients in this field are rarely game publishers.
They’re ministries and public agencies with a curriculum objective and a procurement process. Universities and research groups with grant funding and a subject nobody has managed to make legible. NGOs and international funders with a programme to deliver and reporting obligations attached. Hospitals and clinical departments where the goal is adherence to a treatment protocol. And companies whose training is currently a slide deck nobody remembers.
Different buyers, one shared problem: the material is important, the audience isn’t engaging with it, and a game is being considered because everything else has been tried.
What We’ve Built
Digital citizenship, for the Ministry and the Council of Europe
A 3D educational game for grades 5–8, authorized by Türkiye’s Ministry of National Education and funded by the Council of Europe, covering cyberbullying, online privacy, media literacy and healthy digital habits.
The governing principle was set before we started: the player learns without noticing they’re learning. Which ruled out almost every shortcut; no quiz with a game skin, no character stopping the action to explain the lesson. Instead, a robot repairing a digital city that visibly heals when the player makes good decisions and stays broken when they don’t. Consequence made visible rather than narrated.
It runs in a browser on school computers with nothing to install. Read the full case study.
Gene expression, with METU and COST
An interactive simulation built in collaboration with Middle East Technical University and funded by COST, the European Cooperation in Science and Technology framework, tackling one of the harder-to-visualise processes in molecular biology.
Interactive learning with voice narration, and cross-platform access so a student without particular hardware isn’t excluded from the material.
Physical rehabilitation, with Hacettepe University – in production now
We’re currently building 2D and VR rehabilitation games with Hacettepe University’s Physical Therapy and Rehabilitation department.
Clinical work has constraints consumer games don’t. The user may be in pain. Their range of motion may be limited and may be the thing being measured. They’re often doing this because a physiotherapist prescribed it, not because they chose to. Difficulty has to be configurable by a clinician rather than by the patient, progress has to be legible to the person running the treatment, and “challenging” has to mean therapeutic rather than frustrating.
It’s the strictest version of the discipline this whole page describes: the design serves an outcome somebody else defines. Follow the project.
Pedagogy First, Technology Second
The digital citizenship project opened with a three-day workshop with teachers and pedagogues. No art style discussion, no engine choice, no mechanics. The output was a fixed set of learning outcomes.
That order is the whole method, and it’s why we win this work.
Design the game first and attach learning outcomes afterwards, and you get something that gestures at a subject – engaging, harmless, and educationally empty. Fix the outcomes first and every mechanic has a job: this quest exists because a teacher said students don’t grasp that, and it will be judged on whether they now do.
It’s also the step most educational game projects skip, which is why so many of them end up as quizzes with better graphics. We wrote about going through the Ministry’s own process when YEGİTEK published its educational game development guide, and about the digital citizenship workshop itself.
What We Build
Curriculum-aligned games for schools, mapped to a national curriculum or a defined syllabus, sized to fit inside a class period and survive being interrupted by a bell.
Training simulations for universities, industry and public bodies; procedures, decision-making under pressure, and processes too slow, expensive or dangerous to practise for real.
VR and AR learning experiences, where being inside something is the pedagogical point rather than a novelty. See VR and XR development.
Clinical and rehabilitation games, built with the clinicians who’ll prescribe them.
Corporate training that people finish voluntarily, which is a low bar the industry consistently fails to clear.
Delivery Decides Whether Anyone Uses It
The most common way an educational game fails has nothing to do with the game.
It fails because a teacher can’t install software. Because IT approval takes a term. Because the lab machines are six years old. Because the funding covers development but not per-seat licences. Because it needs student accounts and the school’s data protection officer says no.
So we choose the delivery route before the art style. Most of our educational work ships as WebGL browser builds: one link, no installer, nothing for a district to approve, and it runs on the hardware that’s already in the room. Where a project needs to reach students at home, the same Unity codebase extends to mobile.
On student data: wherever possible we build these without accounts and without collecting personal data at all. For anything aimed at minors under KVKK and GDPR, the cleanest compliance position is to have nothing to protect. It also removes the single biggest procurement objection you’ll face.
Working With Institutions
We’re used to how this work actually runs, which is not how commercial game development runs.
Review cycles with people who aren’t game developers, and materials prepared for them rather than for us. Funder reporting, milestones tied to grant periods, and documentation that survives an audit. Bilingual delivery built in parallel rather than translated at the end; the digital citizenship game shipped in Turkish and English. Accessibility taken seriously: voice narration for lower-literacy learners, subtitles, keyboard navigation, colour-blind-safe design.
And procurement timelines that are what they are. We’ll hold a quote while your process runs.
Measuring Learning
If your funder or ministry needs evidence, that gets designed in rather than bolted on: assessment moments inside the game loop, completion and progress data at class or cohort level, and pre/post instruments built with your subject experts.
We’d rather build the measurement with you at the start than be asked for it after launch, when the only honest answer is that we can’t produce it retroactively.
Engine and Process
Unity across browser, mobile, desktop and headset. The wider process is our full-cycle game development, with the pedagogy workshop added at the front and institutional review built into the milestone plan.
Common Questions
Yes, and we’ll tell you before you commit whether the scope fits the period. Grant timelines are unforgiving and we’d rather reduce scope than miss a reporting date.
Work with them, always. We don’t know your field and won’t pretend to — you define what has to be learned, we’re responsible for whether it lands.
You do, on final payment, including source. Institutional projects often need open or perpetual licensing for a ministry or funder, and we’ll structure it accordingly. More in our FAQ, and more about the studio.
Sometimes not. Send us the learning outcomes and we’ll say so if a simulation, an interactive module or better-made video would serve you better. It’s a shorter conversation than discovering it in month five.
Start a Project
Send us the learning outcomes, the audience, and the constraints; the curriculum, the funder, the deadline, the hardware in the room.
Scope, team composition and a fixed quote come back within two business days. If you’re mid-application and need budget figures for a proposal, we’ll provide those too.