Configure once · adjust when needed

School & experience settings

Keep country, regulator, curriculum / board and language separate from learner access preferences. Pupils should not need to understand the regulatory layer.

v2.4.1 universal configuration

1 · School context

Admin-controlled. Location determines the regulatory evidence profile; curriculum / board is configured independently.

Country

School location

Regulator / evidence profile

Curriculum / board

← Back to VIBE app

2 · Language

Language preference is independent from regulator and curriculum. It can later drive translated mission packs and CoBot voice packs.

Preferred learner language

Validation note: English is currently the complete content pack. Arabic/bilingual selections are saved as configuration and identify localisation requirements; they do not yet translate every screen.

3 · Accessibility & inclusive access defaults

Class defaults, not diagnoses. A pupil may still use an appropriate alternative where needed, and access support should not be treated as lower performance.

Starting access profile

Spoken CoBot guidanceKey prompts spoken; text remains visible.Text / captions visibleAudio never becomes the only instruction channel.Larger textIncrease readability without changing evidence.Reduced motionRemove non-essential movement and visual stimulation.Sound effectsOptional mission feedback sounds.Extra thinking timeTiming evidence is tagged as supported, not directly compared.

4 · Mission experience

CoBot identity and regulation preferences should remain consistent across the pupil journey.

CoBot voice style

Body cue default

🔒 CoBot voice identity lock enabled.
The selected CoBot keeps the same system voice identity from selection → briefing → gameplay → reset → recovery. Browser TTS remains a validation fallback until approved full character voice packs are recorded.

Configuration hierarchy: VIBE Core → Country / Region → Regulator evidence profile → Curriculum / Board → School language → Class access defaults → Individual learner preference → Mission. The lower layers can adapt the experience without changing the school’s regulatory context.