## 2 State of the Art  
In education, 3D games play a key role at various levels of teaching and in many fields of knowledge. Thanks to their flexibility, they can be adapted to the needs of students at different levels of advancement and with different interests. These games are used in teaching mathematics through interactive problem solving in a virtual world, in language learning via immersion in the environment of the language, and in natural sciences through simulations of experiments and observations of natural phenomena. Moreover, they enable the development of key skills, such as problem solving, critical thinking, and teamwork. Studies show that 3D educational games, such as the \"Rashi Game\", are effective in engaging students in active exploration regarding educational content, supporting the development of critical thinking and problem-solving skills [4]. Similarly, the impact of serious 3D games on cultural education underscores their potential in teaching and preserving cultural heritage, thus facilitating an understanding of complex cultural and historical concepts through engaging experiences [1]. Additionally, the development of 3D educational games aimed at maximizing children's memory demonstrates how the use of three-dimensional game environments can improve students' scores on memory tests, increasing their engagement and interest in the educational material, especially in the context of learning mathematics and natural sciences [5]. Despite numerous advantages, the implementation of 3D games in education and cultural transmission encounters a range of challenges. The most significant include high production and implementation costs, the requirement for specialized equipment, and the risk of excessive gamification, which may diminish the educational value of the content. Additionally, ensuring universal access to these resources, including for people with disabilities, poses a significant challenge. The analysis of the transition from traditional methods of teaching foreign languages to the use of digital media highlights the need to preserve key elements of play in the digitization of the educational process, while also emphasizing the difficulties associated with maintaining the engaging nature of games while achieving educational goals [6]. Furthermore, studies on the impact of fantasy elements on engagement and learning effectiveness in the context of 3D educational games underscore the challenges related to incorporating these aspects into educational 3D games, drawing attention to the necessity of balancing entertainment and education [7]. The design and implementation of the 3D game \"ImALeG\" for learning the Amazigh language in a virtual environment illustrate the technological and design challenges faced by developers of educational games, striving to provide both engaging and educational experiences for users [8]. The advancement of technology and teaching methods underscores the growing role of 3D games in education and culture. These interactive tools are increasingly perceived not just as support for educational processes but as an integral part of digital culture. To fully leverage their potential, further research and pedagogical experiments are necessary. Recent works in this field, such as the analysis in [9], discuss the current state of 3D games, their development history, and their future prospects, pointing to the remarkable possibilities of using these technologies in education and culture. This study also highlights popular software like Virtual Engine (v. 2021.3.21f1) as a tool for creating 3D games, as well as future directions for their development [9]. Additionally, work [10] on the use of serious 3D VR games for manufacturing and logistical processes shows the promise of offering interactive and immersive educational experiences, which can significantly enrich the teaching process. Equally important is the work done in [11], which focuses on the development of authoring tools for creating individual game-based learning environments.