Thu. Oct 6th, 2022

No sooner than a child steps into the third year, the prime concern of every parent and a guardian is to provide high quality education to the kid. Till the mid ’60s, preparatory and Montessori schools used to admit a child aged just three years before there was a change in the policy. The new rule stipulated that the minimum age for a child’s admission must be five years and not below it.

Thus the playschools emerged while crèches turned out to be a boon for working parents in a nuclear family. Simultaneously, progressive and innovative modes were witnessed on the academic front while educationists realised the gravity of the issue.

As a result, the monotonous modes of teaching of yore with no element of live attraction or recreation gave way for novel methods that included games which prompted every student to evince more interest in studies. And in late 80s with the advent of ICT (information and communication technology), education became a more integrated affair.

Upto the high school level, it was renamed as the K-12 (kindergarten to XII standard) segment with syllabi having ample number of activities-oriented subjects. Further mass acceptance of computerization made academics more digital.

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The white board and computer labs became the focus unlike the conventional black boards. Meanwhile, educationists stressed on the need to develop educational games. On this score, the companies engaged in providing web related solutions made their presence felt in the domain of e-learning. They rose to the occasion and came forth in designing and developing attractive modules. These training capsules incorporated interesting games.

Leading companies engaged in this revamped their studios with qualified and expert illustrators, animators and graphic designers. Extensive research was conducted to improve upon the components in these packages like appropriate text for the contents and audio-video without erroneous sync effects. The notable development was in lending 2D animation design for the characters in the lessons as well as games. All these steps made the digital education more pro-active.

Naturally, the need arose for more of professionals in the multi-tasks of animation, visual effects and gaming verticals doe production of e-learning packages. As such institutions offering courses in animation, graphic design etc. increased their intake.

The software engineers too contributed their mite by developing exclusive engines for these animated games and lessons. Depending on the target students in a particular school or class, the engineers reinvented relevant engines to suit the occasion. By and large, the game engines consist of physics and graphics aspects which need a framework to be built upon for both classroom packages and online video tutorials.

Interestingly, the companies engaged in digital education programmes have also proved their competence in developing customised corporate e-learning modules. Their notable achievement lies in their proven expertise to deliver SCORM compliant solutions in Flash and HTML 5 formats that are compatible with all popular platforms.

By rahul