Bug Arena: A Debugging Battle Game

Aguja, Franz Joseph B. Arriola, Earlvin D. Lucas, Tobiel V. Pedrajeta, Renzo C.

AdU IT&IS Society- AdU IT&IS Society- AdU IT&IS Society- AdU IT&IS Society-
Member Member Member Member
2547 int. 8 Sampaguita 153 Caliraya Drive 12 T. Santos St. 4h Suntrust Parkview
St. Sta. Ana, Manila Marian Lakeview Park Brgy. Baritan Natividad Lopez
09560392797 Subdivision Parañaque Malabon city Ermita, Manila
franzjosephaguja@gmail. City 09777814866 09655732402
com 09166430997 tobiel.lucas@gmail. renzopedrajeta@gmail.
earlearl07@gmail.com com com

OVERVIEW 1.1 Project Context

The proponents agreed upon to develop a mobile game
that will focus in program debugging including a
fighting character. This study shows how a mobile
game application can benefit the users in learning and
the advantages of playing mobile educational games
can contribute. The propose study will serve as a tool
that will enhance the knowledge about program
debugging and is more on purposive learning
environments.
Categories and Subject Descriptors
[Information Technology Application]
School Education, Elementary, High School, Senior
High School, College
[Programming Language]:
Unity 2018
XML
C Sharp
General Terms
Puzzle Games, Mobile Application, Mobile Games
Keywords
Bug Arena, Bug, Debugging, Programming,
Educational Game
1. THE PROBLEM AND ITS
BACKGROUND
This chapter will review the background of the
proposal, how the proponents agree upon this study
and what solutions that must be implement by the
proponents. This Chapter also gives readers insights
on how the program influences the players to develop
their programming and debugging skills. It
Also considers the significance of the study and the
objective of the project.
1.1.1 Introduction
Mobile games are generally referred to as the games
played in handheld mobile device such as cellphones
and PDAs with wireless communication functionality
(Eui Jun Jeong and Dan J. Kim 2007). Convenience
and accessibility are the big factors why mobile
gaming outplay the traditional gaming methods,
promoting the social aspect of gaming by competing
or cooperating with other players was a masterstroke
for the gaming industry but the mobile
games are still outperforming the console and PC titles
in the online sector (Miguel Gibson March 30, 2017).
According to (Margaret Rouse October 2016),
debugging is a multiple process that involves
identifying a problem, isolating the source of the
problem, and then either correcting the problem or
determining a way to work around it.
Since day one of mobile gaming there are significant
improvements in technology and graphics of the
games including also are the use of connectivity of
mobile phones for multiplayer, gyro meter of handheld
devices, compass and many latest technologies
available in our mobile devices.
The proponents will create a game that will familiarize
the users about debugging while learning the basic to
advance of the code errors
1.1.2 Background of the Study
Mobile games are very popular today and keeps on
growing, android community uses games for learning
because they believe that “Software Development is
one of the most promising careers of the present and it
will provide thousands of new jobs in the next years.
So, it is not a bad idea for them to familiarize with it”
and they have these 4 best game app titles that will

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help you learn programming languages on Android the
following are Code Karts, RoboZZle, Run Marco! and
the Code Warriors (Android Articles, Aug. 30, 2017).
Debugging is much harder than writing a program
(Kernighan and Plauger 1974). Expert Programmers
are not always there to teach Novice Programmers and
it may consume more time in developing, instead of
experiencing it throughout the process why not play a
mobile game that can help him familiarize errors while
the Novice programmer has its free time so that if that
developer takes his next project his already ready for
the errors that may he encounter along the project.
Approximations are inaccurate thus Students are
having a hard time solving errors in their programs,
they are also not fond of reading books or modules
regarding programming and they are just guessing
what the probable error in their programs that is
sometimes may lead to massive problems that will
lead to the failure of the project.
Software developers spend 35-50 percent of their time
validating and debugging software. The cost of
debugging, testing, and verification is estimated to
account for 50-75 percent of the total budget of
software development projects, amounting to more
than $100 billion annually. While tools, languages,
and environments have reduced the time spent on
individual debugging tasks, they have not significantly
reduced the total time spent debugging, nor the cost of
doing so (Devon H. O'Dell, March 22, 2017). Defects
are difficult to avoid and to discover, it leads to severe
performance poorness of the production (Linhai Song,
Shan Lu, October, 2014). In 2001, McCracken and
colleagues check the programming capability of
freshmen programming students, concluding that
many introductory students cannot write correct code
(McCracken et al., 2001). A same study by Lister et al.
(2004) suggested that novices also had difficulties
reading code. Anecdotally, we have observed that
many beginning students have trouble in debugging
code and so we began to investigate this problem by
looking at previous work conducted in this area.
The focal point of this project is for the aspiring
programmers that are unexperienced in debugging
programs to avoid inaccurate approximations and to
familiarize to different errors of programming
languages in exciting and competitive approach.
1.2 Purpose and Description
The purpose of this study is to develop a mobile game
in Android platform mobiles that will inspire users to
learn program debugging in an interesting way.
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Bug Arena is a mobile game that will let you choose
what kind of programming language you want to battle
for. The game will provide a code error to be analyze
and debugged by a player, every successful debugged
code will be a chance to attack the opponent’s
character health points, the player represents by
upgradeable character. The game will be having a
health points system for both the player and the
opponent; there are deductions on the health points of
both party it depends on time and answer.
The game will cover three programming languages,
which is Java, PHP, and, C Sharp because they are
commonly used when introducing computer
programming to novice programmers.
To maintain the satisfaction of the game, the
developers will provide a variation of every stages
from easy to intermediate while on the advance there
will be a challenging part of the game, a guidelines
will be impart for every programming language. If the
user cannot find the error in a corresponding line on
the given code, the user has an option to refresh the
given set of code and error but it may cost a time
penalty.
1.3 Objectives of the Study
1.3.1 General Objective
The general objective of this study is to innovate the
way of learning program debugging with the
implementation of mobile game to make learning
more exciting and productive. As well as to entertain
the users who will play the game.
1.3.2. Specific Objectives
To achieve the general objective of this study the
following specific objectives must meet its
requirements:
 To develop and design a single player mobile game
application that will help to achieve code mastery in
C#, Php and Java through debugging.
 To design an interactive and informative mobile
game such as viewing of guidelines, and the
output view of the code.
 To develop a game that will improve users
logical and critical thinking as well as to be
entertained while playing.
● To test the mobile application using ISO-25010.
1.4 Scope and Limitation
The scope of the study focuses on creating a mobile
application for Android phones that is educational and
entertaining at the same time. The proponents target
are computer related courses because they usually
engage in this kind of problems:
 The player will choose a programming
language to play before the start of the game
 The game consists of three (3) difficulty which
starts from basic, intermediate and advance, and
each difficulty has 4 stages
 There will be a variation on the first 2 stages of
basic and intermediate difficulty
 The first stage of the basic and intermediate
difficulty will be a True or false game
regarding the chosen programming language
 The second stage of basic and intermediate
difficulty will be a fill in the blank game
answering what code must be in the blank
 The third and fourth stage of basic and
intermediate difficulty will be a debugging
game
 The game will have an avatar and the avatar can
be upgraded by a coins earned every successful
stages
On the other hand, the game only supports c#, java and,
php other programming language is not supported by
the game.
 The game is exclusive for single player
 The Advance Difficulty will be a debugging
game from stage one to four
 The game is playable in android 6.0 up to latest
version of OS
 There will be a guideline for each programming
language containing basic syntax, control
statements and variables
1.5 Significance of the Study
The importance of this study is to educate and introduce
programming to computer related courses; Bug Arena
helps the users to learn programming in different
languages by playing the game. The players will be
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educated as well as entertained by competing because
of its multiplayer feature.
1.6 Definition of Terms
The following terms are defined for easier
understanding of the study:
Two Dimensional - refers to something that has only
two dimensions and appears to be flat in viewer’s
perspective.
Smartphone - a device that can perform some of the
functions of a computer with a touch screen interface
and has operating system to run applications
Android - a popular O.S. that is efficient due to its
modifiable features
Avatar - a character used to represent the player in the
game
Bug - refers to a software error that produces a
different output than expected
Unity - a programming language that is commonly
used for games due to its user-friendly features.
Java - is a programming language used to create
application for multiple platforms and considered to be
a high-level language because it uses English based
commands instead on numeric codes.
Php - a widely-used open source scripting language
intended for developing web pages and websites.
C# - a general purpose programming language
intended in writing system software and applications
Attack – an action where the player can give damage
to his/her opponent.
Health points - this is to determine each other’s
status whether they are defeated, or they won the
battle.
Arena – a place where two characters face-off and
battle with each other.
Time limit - an amount of time in which something
must be done or completed
Preview – allows you to see how the program will
look like if it runs perfectly.
XML - stands for extensible mark-up language and it
is designed to store and transport data.
2. REVIEW OF RELATED
LITERATURE AND STUDY/SYSTEMS
In this chapter, the proponents will discuss the
different background information about the problem
and related concepts, the different articles that explain
the existence of the problem that can help preventing
unnecessary duplication of a study.

2.1 Local Literature
2.1.1 “The gamification of education: Why
playing is the future of learning?”
According to Logarta (June 2014), Brainly expands
their application to Philippines, aiming for the interest
of Filipino Teachers for them to collaborate in
academic use of Brainly.
Brainly is used for homework of students for not to be
bored, similarly the proponents decided to create an
educational mobile game for students to practice their
skills in programming.
2.1.2 “The effectiveness of learning material with
Edmodo to enhance the level of student’s
probabilistic thinking”
According to Nic Borg Edmodo combines a secure
social network platform with the functionalities of a
LMS (Learning Management System).
Emodo used as a learning media to test the students
critical thinking, in relation to our study Bug Arena
also has a part of critical thinking for the developers
that our goal to enhance it for the future of aspiring
developers.
2.1.3 “What is GBL (Game-Based Learning)?”
It aims to serve as a supplement to the student to
further augment what they have learned inside the
classroom and be able to use it in practical
applications. It aims to offer aid for topics that are
difficult to learn by students or difficult to teach for
educators. Moreover, it aims to harvest the student's
self-motivation and engagement demonstrated in
computer games and channel it to a more productive
activity which, in this case, curriculum-based
education.
2.1.4 “Analyzing Online Protocols to
Characterize Novice Java Programmers”
It is stated in the analyzation that they used several
tools to study the behavior of novice programmers,
such as how they edit and compile their programs and
how will they approach the errors, the tools used by
their professors are summarization of student
compilation errors, computation of time between
compilations, computation of error quotients and a
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portal of their successive compilations that will be able
to view by their professors.
Blue J is an IDE based system that determines the
approach of students to a different error and they
concluded that there are many students are in lack of
comprehension in programming and like to our study
we will help the students to put up a good foundation
in debugging in an interactive and educational game.
2.1.5 “Over 50% of Pinoy IT students lack
programming skills”
Proxor is an assessment tool developed by computer
science department in Carnegie Mellon University in
1990s, it is an exam software to be taken by IT students
for free to assess the basic entry-level programming
skills of students from different schools in Philippines
that meet globally acceptable standards, it is
administered by Joey Gurango former president of
Philippine Software Industry of the Philippine (PSIA)
and Founder and CEO of Gurango Software Corp.
(GSC) from October 2015 to September 2016.
Examinations like this are very helpful for our country
and getting 50% result does not appear to be very
positive, the proponents want to help our fellow IT
Students in practicing their programming skills
specially in debugging that can cost more time in
making a system.
2.2 Foreign Literature
2.2.1 “Educational games for teaching
computer programming”
According to Christos Malliarakis, teaching computer
programming in traditional approach is not effective for
21st century students, because of they learn and act
differently as computer games became part of their
everyday life, that’s why there are different
teachers/researchers propose the incorporation of
educational games in teaching of computer
programming.
This Article shows that we should not stick in
traditional approach because games also can benefit
good effects in learning, like our mobile game it can be
used for educational purposes for additional
competitiveness in class.

2.2.2 “Teaching Students, a Systematic
Approach to Debugging”
According Lysecky and Vahid (February 2018),
programming instructors’ notices that every student
have a weakness in debugging and resulting to a
failing program and they do not have an idea what is
wrong with their program.
Debugging is part of programming and it is very
important for programmers to have an idea about
debugging so the proponents decided to create a
mobile game for enhancing debugging skills of
students.
2.2.3 “Binary babel: Fixing computing’s coding
bugs”
Base on the study of Michael Brooks, Programming
Languages are evolving and mutating from its roots,
every developers has its own forte, programming still
depends on the developer, they have their own good
and bad comments about it you can’t please everyone
to do this and that against their own manner of
programming and that’s why there are bugs that hard
to find a solution because every error also depends on
their case.
Fixing code bugs also becoming a headache of every
developer, that is why the proponents come up to this
idea that “how can you solve a complex, if you don’t
have the basic idea in debugging”, debugging this day
are becoming untraceable and asking every IT people
that maybe there is a way out.
2.2.4 “A Programmer’s Guide to Effective
Debugging”
According to John Sonmez, there are certain constants
in life, which are unavoidable, and for programmers
generating endless bugs. Since so much of your time
will be spent debugging codes, the key to debugging
is realizing that it’s all about mindset. It’s about taking
a systematic approach to the problem, not rushing it,
and not expecting you can just find the problem, it’s
all about staying calm: attacking the problem from a
logical and analytical perspective instead of an
emotional one.
Debugging can take time, a systematic debugging
could be achieved by using analytical and logical
thinking and it’s important for the students to be more
patient when it comes to errors, so the proponents are
planning to give out set of codes for not just to debug,
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but for the students to learn to debug in a more
effective mindset of thinking.
2.2.5 “5 Steps to a Bullet-Proof Debugging
Strategy
According to Mitch Duncan (11th August 2017) Lack
of Debugging strategy is a common problem. Creating
a strategy is a good idea, and it is even better to create
an approach to debugging that works of external
factors, like which company you work with or the
complexity of the bug, these methods helped fix bugs
both faster and easier: 1. Get into the Debugging
Mindset 2. Prioritize which Bug to fix, 3. Locate the
exact line of code of the bug, 4. Which line of code is
the bug on, and 5. Find a solution.
Debugging prioritize mainly on the error itself, but
students must know the strategies upon tackling the
exact error to be debugged, Proponents are gathering
more codes to enable the students to tackle an error
with ease and satisfying results.
2.3 Local Study/Systems
2.3.4 “Filipino Youths Are Biggest Internet
Users”
In an article of Cebu Daily News15, reveals a survey
on media use and youth lifestyle showed that 15 to 24
years old Filipinos represent the leading consumers of
information technology in the previous couple of
years. As cited in the article, the media consumption
of young adults has shifted over the years with
traditional media like newspapers on the low-end last
year. The author of the study, Dr. Grace Cruz said that
“This does not mean they read less; it could be that
they are getting their news online now.” In addition to
that, 6 out of 10 young people of said age bracket are
regular internet users and half social network and
email accounts. About 78% of them have mobile
phones, Dr. Cruz added.
Internet as of today is a necessity, being part of
everyday life, this serves as the proof that Filipino
youths are the patrons of Information Technology and
it is continuous advancing, therefore the proponents
wants to continue the improvements and put a twist
between learning and gaming
2.3.5“HiStorya: A Mobile Game for Araling
Panlipunan”
According to Nisperos (2014) HiStorya used as a
supplementary tool in teachings in 8th grade for the
subject Araling Panlipunan.
Smartphones today is very popular and very useful
like in our study, the proponent’s goals are that Bug
Arena is to be used as a tool to teach program
debugging; in K12 programs it will be helpful for the
incoming freshmen because it can enhance their idea
in debugging
2.3.3 “Developing an Intelligent Tutor for
Debugging”
This study is implemented through the Blue J program
and the developers created an extension that will be
standing as the intelligent tutor, inside this tutor is a
processor that will manage on non-literal errors, it also
can translate java errors, that can be understand by a
programmer
The results of pre-test said that there are (94%)
accurate messages were useful for students
encountered errors in their programs, this study serves
as a proof that there are still programmers that are
having a hard time on debugging relating to Bug
Arena’s goal is to improve the novice programmer’s
ability to solve errors.
2.3.4 “Development of mobile learning using
android platform”
According to Christianne Lynnette G. Cabanban “In
the interest of the advancement of mobile technology
and their increasing affordability and wide capability,
mobile devices particularly Android platforms have
transformed from a means of communication to tools
for socialization, entertainment, and learning.”
The proponents intended to make the technology more
useful and used it in a proper way by creating
educational game that will exercise the student’s
knowledge about programming and debugging.
2.3.5 “VR Salpakan: The Game of the
Generals”
Salpakan is a modernization of the filipino board game
Games of the Generals played up to two players, logic
and puzzle comes into your mind when you play The
Game of Generals but in VR Salpakan the game will
be viewed in VR (Virtual Reality).
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Multiplayer game is very exciting, because being a
competitive is a human nature, it gives us a pleasure if
you won in a one on one battle, they are like in terms
of logical gameplay in debugging, also you need a
tactics to solve that error
2.4 Foreign Studies
2.4.4 “Using Game-Theory and Competition-
based Learning to Stimulate Student
Motivation and Performance”
According to Juan C. Burguillo (November 22, 2009)
among the advantages of competitive approach, we
may cite: inter activity, collaborative work, active
participation, challenge versus duties, and motivation
for students to explore.
By competing with another player, users will have a
motivation to think critically and logically not just
entertaining themselves but also to improve their
performance when it comes to debugging a program
and to practice their programming skills.
2.4.5 “Code Combat”
Code Combat is a game for students to learn computer
science while playing through a real game. Gaming is
a medium that encourages interaction, discovery, and
trial-and-error. A good game challenges the player to
master skills over time, which is the same critical
process students go through as they learn.
In this game the students are writing code and see the
changes update in real- time in relation with Bug
Arena, the proponents goal is to let the players debug
a given program and if it is correct that player will
have a chance to attack the enemy and that makes the
Bug Arena a competitive learning game.
2.4.3 “Teaching and Engaging with
Debugging Puzzles “
Gidget is a debugging puzzle game designed to teach
computer programming, represented as a damaged
robot to clean up a chemical spill along the way and
Gidget needs to save the animals, so it is the players'
job to solve Gidget's code to complete all the missions.
As the levels getting harder, players can combine
newly introduced concepts with previously used
commands to succeed solving the puzzles and progress
of the game.
Gidget is related to Bug Arena they are the same in
goal but Bug Arena will focus on debugging, but the
difference is that the gameplay of Gidget is an
adventure and Bug Arena is a player vs. player battle
debugging game.
2.4.4 “The Future of Teaching Programming
is on Mobile Devices “
Touch Develop Programming Environment is a
browser-like device to access existing programs due to
the difficulty in creating a program it needs a skill and
not just a knowledge, putting the work in mobile
device such as smartphones can make learning more
interesting to students.
Mobile smartphones are available to all students and it
let the students focus on it that’s why the proponents
decided to develop the game in Android mobile
platform
2.4.5 ” Slicing for Java Program: A target community for its usability.
Preliminary Study”
Program Slicing is a technique in programming
presented by a textual form, these are the texts
highlighted in program errors that to be analyze by a
programmer this serves as the guides to trace the errors
of a program.
Since Bug Arena is debugging error game this will be
present in a game to be guided the player to identify
the error and related to programming.
3. METHODOLOGY, RESULTS
AND DISCUSSION
This chapter will determine the process for the
method and procedure base in the study. It will explain
the Requirements analysis, requirements
documentation, technical background, development
and testing, description of the prototype,
implementation plan and results.
3.1. Requirements Analysis
3.1.1 Software Development Life Cycle
The Software Development Cycle serves as the guide
of the researchers along the progress of the system.
The Incremental Model is the method will be used for
the game, because there are two game modes the single
and the multiplayer game in this kind of method, the
game will be able to test and debug easily because of
its flexibility so that the researchers can manage the
risk piece of each game modes.
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Figure 1. SDLC - Incremental Model
Requirements
In this phase the proponents will investigate other
games and collect ideas that will be use for the
development of the game, analysis of system
requirements for the game that is establish under
android, inquiry of android users will be made in the
Design and Development
There are two game modes the single player and
multiplayer, the proponents partition the process in
two to avoid disorientation of the development
because these two modes are very much different from
each other because single player game will be versus
monster’s game and the multiplayer game will be a
head to head debugging game, the game will be using
a Wi-Fi connectivity for the stability of the game
instead of Bluetooth connectivity.
Testing
This Educational Game will test by the users and
measure its limits, the researchers will gather data
from the user’s comments and suggestion for the good
improvement of the game, another good thing in
testing is that to detect bugs and other glitches of the
game.
Implementation
Before anything else this is the phase were the
researchers will put up together the both game mode
in one application but before that the developers will
ensure that the requirements are accomplish before
executing.
3.1.2 Conceptual Paradigm
The Conceptual Diagram exhibits the relationships of
the important entities which can be found in the four
blocks such as the Input, Process, Output and
Benefits. The Input block contains the Data, Users and
Devices. The Process block is the complete name of
the proposed study. The Output block contains the
result of the process. The Benefits block contains the
List of benefits that user would get from the game. The
Conceptual Diagram is shown in Figure 2.

INPUT PROCESS OUTPUT BENEFITS

Students:
Learn basics
of PHP, C#
Data and java
Player Bug Can practice
Name Correct
Arena: debugging
User Answe codes and
A
rs of familiarize
Students Debug different
the
Teachers ging errors.
wrong
Devices Battle Play while
debugs learning
Mobile
Game
Phone Teachers:
Can use it as
a learning
tool

Feedback

Figure 2: Conceptual Paradigm

3.1.3 Flow of Existing System Figure 4. UML (Used Case Diagram of the Existing
This section will show the logical flow and data/user System (Game Overview
relationships in the existing system Bookworm
Adventures.

Figure 3. Wireframe of the Existing System Figure 5. UML (Used Case Diagram) of the Existing
(Bookworm Adventures) System (Game Module)

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Figure 6. Wireframe of Proposed Mobile Game
(Bug Arena)

Figure 8. UML (Use Case Diagram) of the

Proposed Mobile Game (Game Module)

3.2 Requirements Documentation

3.2.1. Methods of Research
The method of research used in the study is a
Descriptive Method. Descriptive research can be
explained as a statement of affairs as they are at
present with the researcher having no control over
variable. Moreover, “descriptive studies may be
characterized as simply the attempt to determine,
describe or identify what is, while analytical research
attempts to establish why it is that way or how it came
to be. The proponents aimed at casting light on current
issues or problems through a process of data
collection.

Figure 7. UML (Use Case Diagram) of the 3.2.2. Research-Instruments

Proposed Mobile Game (Game Overview) Observation

9
The proponents looked up onto Information
Technology students if they are having difficulties
studying their debugging skills. The one of the
problems of the students is that they do not have
interest in listening, self-studying or looking for
answer in their textbook and they have many
destructions such as games. To help the student for
their academic life, the proponents came up with the
collaboration of mobile learning and mobile gaming to
help them study and feel motivated.
Online research
The proponents used online research to collect
different information from different references. This
method can help the proponents gather much
information for the proposed system. This help the
proponents in observing the different actions of our
target users.
● Android 4.2, Android 4.4.2, or Android 4.4.4
3.4 Development and Testing
In developing the project, the proponents will use
unity for creating the project. C# will be used for
coding the game.
The testing plan for the system will consist of IT
students and IT educators that is tied-up with this
project. They will test the system according to its use
and procedure. The different users will be provided
manual and guides for them to operate the game
correctly.
3.5 Description of the Prototype

Survey
This research instrument will help the researchers in
order to know the feedback of the users to the proposed
game. It can also see the user’s perspective on how
they can understand the game.

3.3 Technical Background

3.3.1. Product Description
The proposed mobile game is used to promote Bug
Arena a Debugging Battle Game with Fighting
Characters so that they can familiarize errors and
improve debugging skills while being entertained.
After every game there will be a game result that can
help them, where they got wrong on debugging the
given codes.

3.3.2. Economic Use of the Product

The proposed mobile game will benefit users that have
lack of knowledge or bored in debugging programs
and identifying errors. This will be effective tool in
learning especially for IT students, this is not just
about learning or familiarizing errors, but this is also
for having fun while learning. Moreover, the
proponents added multiplayer that can make this game
more competitive.

3.3.4. System Requirements

Hardware
● Mobile Phone
● Minimum of 512 MB, 2 GB is recommended
Figure 9. Main Menu, the player can choose if he/she
wants to play or adjust the game settings in option.
Software
● Android OS (KitKat)

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Figure 10. The player can choose programming Figure 12. On the Stage 1 of basic and intermediate
language what they wants to play. level, the mini game will be a true or false regarding
the chosen programming language.

Figure 11. The player can choose only the stage that Figure 13. On the Stage 2 of basic and intermediate
is not lock. level, the game will be a fill in the blanks game.
11
Figure 14. The Debugging battle game, this is the Figure 16. This is the avatar store; the player can buy
main game of Bug Arena, you have to solve the the a new avatar by using the coins earned from every
error given by the game game.

Figure 15. This panel will appear if the player win or Figure 17. The Guidelines will help the players to
lose the stage give an insight about the languages and errors that will
12 be given in the game.

Figure 18. The Settings menu will let the player
change the UI theme; mute and unmute the
Background Music and Sound Effects.
3.6 Implementation Plan
The game can help the academic part of Information
Technology, it can be used to test the knowledge of
students in terms of debugging program errors.
3.7 Implementation Result
The proponents will present the mobile game “Bug Arena”
to the users by installing the mobile game via Google play
store and it will benefit the aspiring IT Students in debugging
their program.
4. SUMMARY, CONCLUSION AND
RECOMMENDATION
4.1 Summary
In First part of the project, the researchers’ wants to expand
the idea on how to become better in debugging programs,
there are several studies collected from different resources
that debugging is still a programmer’s dilemma in their
projects now and then, the researchers want to modernize the
13
way of learning it there are many studies back then that is
made but still it did not help a lot because of it is a pure
learning material only, the collaboration of entertainment
and learning are in trend today because of mobile games and
everything is a one click away.
This game will help every programmer and at the same time
enjoy while improving your skills in debugging.
4.2 Conclusion
The proponents therefore conclude that the game will bring
good benefits to each of every aspiring programmers in the
way of familiarization from foundation of debugging up to
advance and complex errors that it will bring enjoyment
while learning.
Seeing the future of educational games are very useful, it can
ease the boring part of learning and like the other games you
are enjoying it and still you learn new things from every
challenges you outdo.
4.3 Recommendations
The proponents recommend the future developers to develop
more educational games that can help the Information
Technology field, there are many issues in the field of IT not
only debugging, or put up an adventure debugging game,
there are also more different factors affecting the difficulties
of every IT people.
5. ACKNOWLEDGMENT
First of all, we the researcher are grateful to God, for all the
things he’s done for all the blessing he gave that make this
project possible.
The researchers would like to take this opportunity to thank
all the friends who helped and supported us in our research.
The researchers were very thankful for their families for
showing the support they needed to finish the project and
affection we received while feeling down.
The researchers would also like to give their deepest
appreciation to their IT Capstone Project 1 and IT Capstone
Project 2 adviser who is always there when they need them
and inspire them to finish this research study, Professor
Marvi Aresta-Bayrante, and Professor Archie Santiago and
to their technical adviser, Mrs. Anabella Doctor, for always
providing the right information for this capstone project.
6. REFERENCES
[12] Burguillo, J.C. (2010) Using Game-Theory and
[1] Roman Lysecky and Frank Vahid, Teaching Competition-based Learning to Stimulate Student
Students a Systematic Approach to Debugging (February Motivation and Performance, Computers & Education
2018) https://dl.acm.org/citation.cfm?id=3162222 https://www.researchgate.net/profile/Juan_Burguillo/public
ation/222785687_Using_game_theory_and_Competition-
based_Learning_to_stimulate_student_motivation_and_per
[2] Michael Logarta, the gamification of education: formance/links/59dc9750458515e9ab4c6bac/Using-game-
Why playing is the future of learning?” (June 2014) theory-and-Competition-based-Learning-to-stimulate-
http://www.gmanetwork.com/news/scitech/technology/365 student-motivation-and-performance.pdf
281/the-gamification-of-education-why-playing-is-the-
future-of-learning/story/
[13] Christianne Lynnette G. Cabanban, (June 2013)
Development of Mobile Learning Using Android Platform
[3] Imam Sujadi, The effectiveness of learning https://docplayer.net/4923372-Development-of-mobile-
material with Edmodo (May 2017) learning-using-android-platform.html
https://www.researchgate.net/publication/317262126_The_
effectiveness_of_learning_material_with_Edmodo_to_enha
nce_the_level_of_student%27s_probabilistic_thinking [14] Michael J. Lee (2015) ,Teaching and Engaging
with Debugging Puzzles
https://digital.lib.washington.edu/researchworks/handle/177
[4] Editorial Team of EdTech Review, what is GBL 3/33985
(Game-Based Learning)?
http://edtechreview.in/dictionary/298-what-is-game-based-
learning [15] Matthew K. Chavez, Adelfo M. Cortes Jr., Gared
Marc V. Magno, Jayson B. Ochoa (2017) VR Salpakan: The
Game of the Generals, Adamson University Information
[5] Michael Brooks (June 5, 2013), Binary babel: Technology and Information Systems Department
Fixing computing’s coding bugs,
https://www.newscientist.com/article/mg21829202-000-
binary-babel-fixing-computings-coding-bugs/ [16] Tao Xie (July 2012) The Future of Teaching
Programming is on Mobile Devices,
https://www.microsoft.com/en-us/research/wp-
[6] John Sonmez, A Programmer’s Guide to Effective content/uploads/2012/07/TheFutureOfTeachingIsOnMobile
Debugging (February 6, 2017) devices.pdf
https://simpleprogrammer.com/effective-debugging/

[17] Siti Aminah Selamat, Amir Ngah (2017) Slicing

[7] Mitch Duncan, 5 Steps to a Bullet-Proof for Java Program: A Preliminary Study,
Debugging Strategy (August 11, 2017) http://journal.utem.edu.my/index.php/jtec/article/viewFile/2
https://simpleprogrammer.com/bullet-proof-debugging- 984/2109
strategy/ [18] https://www.tutorialspoint.com/php
[8] Maria Mercedes T. Rodrigo Analyzing Online [19] https://www.tutorialspoint.com/csharp
Protocols to Characterize Novice Java Programmers.
(December 2009) Philippine Journal of Science [20] https://www.theserverside.com/definition/Java
http://philjournalsci.dost.gov.ph/pdf/pjs_pdf/vol138no2/pdf [21] https://www.w3schools.com
s/Analyzing_online_protocols.pdf

[9] Ike Suarez, over 50% of Pinoy IT students lack

programming skills (February 1, 2017) Newsbytes
Philippines http://newsbytes.ph/2017/02/01/study-over-50-
of-pinoy-it-students-lack-programming-skills/

[10] Janssen Marwin L. Go, Developing an Intelligent

Tutor for Debugging (2011) Ateneo De Manila University
http://penoy.admu.edu.ph

[11] Saturnina Fabian Nisperos (June 2014) HiStorya:

A Mobile Game for Araling Panlipunan, Mariano Marcos
State University, City of Batac, Ilocos Norte, Philippines,
https://www.researchgate.net/publication/293886040_HiSt
orya_A_Mobile_Game_for_Araling_Panlipunan

14
 Appendix A:
GANTT CHART OF
DEVELOPMENTAL
SCHEDULE

15
ADJUSTMENT IN TEAM MEMBERS

16
 PROJECT TITLE PROPOSAL

DOCUMENTATION AND CREATION OF PROTOTYPE OF THE PROJECT

17
18
DEVELOPMENT OF THE PROJECT

19
 Appendix B:
PRESENTATION OF
FINDINGS

20
INITIAL SURVEY RESULTS
A. Functional Suitability
1. Completeness
Four (4) respondents with 10% rated the system 4 Very
Good while 23 respondents with 57.5% rated 3 Good and 13
respondents with 32.5% rated 2 as Fair.

2. Correctness
One (1) respondent with 2.5% rated the system 5 Excellent
while another One (1) respondents with 2.5% rated 4 Very
Good and 17 respondents with 42.5% rated 3 Good and 21
respondents with 52% rated 2 Fair. Figure 32. Performance Efficiency (Initial)

3. Appropriateness C. Compatibility
2 respondents with 5% rated the system 4 Very Good while
20 respondents with 50% rated 3 Good and 18 respondents
with 18% rated 2 as Fair. 1. Co-existence
1 respondent with 2.50% rated the system 5 Excellent while
2 respondents with 5% rated 4 Very Good and 23
respondents with 57.5% rated 3 as Good while 14
respondents with 35% rated 2 as Fair.

Figure 31. Functional Suitability (Initial)

Figure 33. Compatibility (Initial)

B. Performance Efficiency
1. Appropriateness
2 respondents with 5% rated the system 4 Very Good while
20 respondents with 50.00% rated 3 Good and 18
respondents with 45% rated 2 as Fair.
D. Usability
1. Appropriateness Reorganizability
1 respondent with 2.5% rated the system 4 Very Good while
16 respondents with 40% rated 3 Good and 22 respondents
with 55% rated 2 as Fair.

2. Resource Utilization 2. Learnability

2 respondents with 5% rated the system 4 Very Good while 1 respondent with 2.5% rated the system 5 as Excellent while
22 respondents with 55% rated 3 Good and 15 respondents 20 respondents with 50% rates 3 as Good while 19
with 37.5% rated 2 as Fair. respondents with 47.5% rates 2 as Fair.

3. Capacity
1 respondent with 2.5% rated the system 4 Very Good while
19 respondents with 47.5% rated 3 Good and 20 respondents
with 50% rated 2 as Fair.
3. Operability
1 respondent with 2.5% rated the system 5 as Excellent while
18 respondents with 45% rates 3 as Good while 21
respondents with 21% rates 2 as Fair.

21
4. User Error Protection
2 respondents with 5% rated the system 4 Very Good while
24 respondents with 60% rated 3 Good while 14 respondents
with 55% rated 2 as Poor

5. User Interface Aesthetics

2 respondents with 5% rated the system 4 Very Good while
17 respondents with 42.5% rated 3 Good while 20
respondents with 50% rated 2 as Poor while 1 respondent
with 2.5% rated with 1 as poor
Figure 35. Reliability (Initial)

6. Accessibility
3 respondents with 7.5% rated the system 4 Very Good while F. Security
17 respondents with 42.5% rated 3 Good and 20 respondents
with 50% rated 2 as Fair.
1. Integrity
3 respondents with 7.5% rated the system 4 Very Good while
24 respondents with 60% rated 3 Good and 13 respondents
with 32.5% rated 3 as Fair.

Figure 34. Usability (Initial)

Figure 36. Security (Initial)
H. Portability
E. Reliability

1. Adaptability
1. Availability
2 respondents with 5% rated the system 4 Very Good while
1 respondent with 2.5% rated the system 5 Excellent while 1 25 respondents with 62.5% rated 3 Good and 4 respondents
respondent with 2.5% rated 4 Very Good and 24 respondents with 13.33% rated 3 as Good.
with 60% rated 3 Good while 13 respondents with 32.5%
rated 2 Fair while 1 respondent with 2.5% rated the system
1 as Poor.
2. Installability
2 respondents with 5% rated the system 4 Very Good while
2. Recoverability 18 respondents with 45% rated 3 Good white 19 respondents
with 47.5% rated 2 Fair and 1 respondent with 2.5% rated 1
1 respondent with 2.5% rated the system 5 Excellent while 1 Poor
respondent with 2.5% rated 4 Very Good and 21 respondents
with 52.5% rated 3 Good while 16 respondents with 40%
rated 2 Fair while 1 respondent with 2.5% rated the system
1 as Poor.

22
Figure 38. Portability (Initial) FINAL SURVEY RESULTS

A. Functional Suitability

1. Completeness
3 respondents with 5% rated the system 5 Excellent while 20
respondents with 50.00% rated 4 Very Good and 18
respondents with 45.00% rated 3 as Good.

INITIAL RESULT OVERALL MEAN
For the distribution of Likert Scale, having 4.20 to 5.00 as
the highest rating which means the criteria was evaluated
“Excellent”, down to 1.00 as the lowest rating with the
criteria interpretation of “Poor”, please refer to the table
below. (Table 1. Likert Scale)
Table 1. Likert Scale
2. Correctness
2 respondents with 5% rated the system 5 Excellent while 5
respondents with 18% rated 4 Very Good and 20
respondents with 50.00% rated 3 as Good.
3. Appropriateness
2 respondents with 5% rated the system 5 Excellent while 20
respondents with 50.00% rated 4 Very Good and 18
respondents with 45% rated 3 as Good.

Scale Interpretations
4.20 to 5.00 Excellent
3.40 to 4.19 Very Good
2.60 to 3.39 Good
1.80 to 2.59 Fair
1.00 to 1.79 Poor

Table 2. Initial Overall Mean Result

Criteria Mean Rating

Figure 39. Functional Suitability (Final)
Functional
Suitability 2.64 Good
Performance
B. Performance Efficiency
Efficiency 2.57 Fair
Compatibility 2.75 Good 1. Resource Utilization
Usability 2.56 Fair 2 respondents with 40.00% rated the system 5 Excellent
Reliability 2.66 Good while 8 respondents with 26.67% rated 4 Very Good and 10
respondents with 33.33% rated 3 as Good.
Security 2.75 Good
Portability 2.66 Good
Overall Mean 2.64 Good 2. Capacity
2 respondent with 5% rated the system 5 Excellent while 22
respondents with 55% rated 4 Very Good and 15
respondents with 37.5% rated 3 as Good lastly 1 respondent
with 2.5% rated the system 2 as Fair

23
 4. User Error Protection
2 respondents with 5% rated the system 5 Excellent while 20
respondents with 50% rated 4 Very Good and 18
respondents with 45% rated 3 as Good.

5. User Interface Aesthetics

2 respondents with 5% rated the system 5 Excellent while 24
respondents with 60% rated 4 Very Good and 14
respondents with 35.00% rated 3 as Good.

Figure 40. Performance Efficiency (Final)

6. Accessibility
2 respondents with 5% rated the system 5 Excellent while 23
respondents with 57.5% rated 4 Very Good and 15
C. Compatibility respondents with 37.5% rated 3 a
s Good.
1. Co-existence
2 respondents with 5% rated the system 5 Excellent while 22
respondents with 55% rated 4 Very Good and 15
respondents with 37.5% rated 3 as Good lastly 1 respondent
with 2.5% rated the system 2 as Fair

Figure 42. Usability (Final)

E. Reliability

Figure 41. Compatibility (Final) 1. Availability

D. Usability 2 respondents with 5% rated the system 5 Excellent while 26
respondents with 65.00% rated 4 Very Good and 12
respondents with 30.00% rated 3 as Good.
1. Appropriateness Reorganizability
1 respondent with 2.5% rated the system 5 Excellent while
26 respondents with 65% rated 4 Very Good and 13
2. Recoverability
respondents with 32.5% rated 3 as Good. 1 respondent with 2.5% rated the system 5 Excellent while
23 respondents with 57.5% rated 4 Very Good and 16
respondents with 45% rated 3 as Good.
2. Learnability
1 respondent with 2.5% rated the system 5 Excellent while
26 respondents with 65% rated 4 Very Good and 13
respondents with 32.5% rated 3 as Good.

3. Operability
1 respondent with 2.5% rated the system 5 Excellent while
28 respondents with 70% rated 4 Very Good and 11
respondents with 27.5% rated 3 as Good.

24
 Figure 43. Reliability (Final) Figure 46. Portability (Final)

F. Security FINAL RESULT OVERALL MEAN

For the distribution of Likert Scale, having 4.20 to 5.00 as

1. Integrity
1 respondent with 2.5% rated the system 5 Excellent while
21 respondents with 52.5% rated 4 Very Good and 18
respondents with 45% rated 3 as Good.
the highest rating which means the criteria was evaluated
“Excellent”, down to 1.00 as the lowest rating with the
criteria interpretation of “Poor”, please refer to the table
below. (Table 3. Likert Scale)

Table 3. Likert Scale

Scale Interpretations
4.20 to 5.00 Excellent
3.40 to 4.19 Very Good
2.60 to 3.39 Good
1.80 to 2.59 Fair
1.00 to 1.79 Poor

Figure 44. Security (Final)

Table 4. Final Overall Mean Result
Criteria Mean Rating
Functional
G. Portability Suitability 3.67 Very Good
Performance
Efficiency 3.66 Very Good
1. Adaptability Compatibility 3.6 Very Good
9 respondents with 22.5% rated the system 5 Excellent while Usability
22 respondents with 55% rated 4 Very Good and 8 3.68 Very Good
respondents with 20% rated 3 as Good lastly 1 respondent Reliability 3.68 Very Good
with 2.55 rated system 2 as Fair. Security 3.57 Very Good
Portability 4 Very Good
2. Installability Overall Mean 3.70 Very Good
11 respondents with 27.5% rated the system 5 Excellent
while 20 respondents with 50% rated 4 Very Good and 9
respondents with 22.5% rated 3 as Good.

25
 Appendix C:
SURVEY FORM
(INITIAL & FINAL)

26
 EVALUATION CRITERIA FOR SOFTWARE MATERIAL (ISO 25010)

<CAPSTONE PROJECT TITLE>

Name: ___________________________________________ Designation: _____________________

Name of School / Company: __________________________ Student No. / ID No. _______________
Date and Time Administered: _________________________

Instrument: Please evaluate the software material by using the given scale and placing a checkmark ()
under the corresponding numerical rating.

Numerical Rating Equivalent

5 Excellent
4 Very Good
3 Good
2 Fair
1 Poor

INDICATORS 5 4 3 2 1
A. Functional Suitability
1. Completeness. Set of functions covers all the specified tasks and user
objectives.
2. Correctness. System provides the correct results with the needed degree of
precision.
3. Appropriateness. Functions facilitate the accomplishment of specified tasks
and objectives.
B. Performance Efficiency
1. Resource utilization. The amounts and types of resources used by the
system, when performing its functions, meet requirements.
2. Capacity. The maximum limits of the system parameter meet requirements.
C. Compatibility
1. Co-existence. The system can perform its required functions efficiently while
sharing a common environment and resources with other products, without
detrimental impact on any other product.
D. Usability
1. Appropriateness recognizability. Users can recognize whether a product or
system is appropriate for their needs.
2. Learnability. The system can be used by specified users to achieve specified
goals of learning to use the system with effectiveness, efficiency, freedom from
risk and satisfaction in a specified context of use.
3. Operability. The system has attributes that make it easy to operate and
control.
4. User Error Protection. The system protects users against making errors.
5. User Interface Aesthetics. User interface enables pleasing and satisfying
interaction for the user.

27
 6. Accessibility. The system can be used by people with the widest range of
characteristics and capabilities to achieve a specified goal in a specified
context of use.
E. Reliability
1. Availability. The system is operational and accessible when required for use.
2. Recoverability. In the event of an interruption or a failure, the system can
recover the data directly affected and re-established the desired state of the
system.
F. Security
1. Integrity. The system prevents unauthorized access to, or modification of,
computer or data.

G. Portability
1. Adaptability. The system can effectively and efficiently be adapted for
different or evolving hardware, software or other operational or usage
environments.
2. Installability. Effectiveness and efficiency with which a product or system can
be successfully installed and/or uninstalled in a specified environment.
Created by QUINTINA MAMAUAG RACAL- VERCELES
Any further comments regarding the software: ___________________________________________

____________________________________________________________________________________

Summary: Average

A. FunctionalitySuitability ______ Certified True & Corrected by:

B. Performance Efficiency ______
C. Compatibility _______
D. Usability ______
E. Reliability ______ Signature over Printed Name
F. Security ______
G. Maintainability ______
H. Portability ______

Evaluator
Total Score ______ / 7 = _______
Equivalent Meaning _______ Date: __________________

28
 Appendix D:
APPROVAL FOR
TESTING (INITIAL AND
FINAL)

29
 ADAMSON UNIVERSITY
College of Science
Information Technology & Information Systems Department

CAPSTONE PROJECT INITIAL TESTING

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of BACHELOR SCIENCE OF

SCIENCE IN INFORMATION TECHNOLOGY, this capstone project in IT Research Project 2
entitled “BUG ARENA: A DEBUGGING BATTLE GAME” has been prepared by Franz Joseph
B. Aguja, Earlvin D. Arriola, Tobiel V. Lucas, Renzo C. Pedrajeta who are hereby recommended
for initial testing of the system to the target respondents.

Mrs. Anabella C. Doctor

30
 ADAMSON UNIVERSITY
College of Science
Information Technology & Information Systems Department

CAPSTONE PROJECT FINAL TESTING

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of BACHELOR SCIENCE OF

SCIENCE IN INFORMATION TECHNOLOGY, this capstone project in IT Research Project 2
entitled “BUG ARENA: A DEBUGGING BATTLE GAME” has been prepared by Franz Joseph
B. Aguja, Earlvin D. Arriola, Tobiel V. Lucas, Renzo C. Pedrajeta who are hereby recommended
for final testing of the system to the target respondents.

Mrs. Anabella C. Doctor

31
Appendix E:
Certificate of
Implementation

32
33
 Appendix F:
Certificate of Authentic
Authorship

34
35
Appendix G:
User’s Manual

36
User Manual Step 3:
Step 1:

Here is the guideline section of the game, we provided

This is the menu screen of the game, here you can see
all the things that you can do in the game. Let’s tackle
each of them.
Step 2:
all the basic information you need in order to
understand the language that you are playing.
Remember, this guideline will not give you all the info
you need so in that way we encourage the players to
read more and in return they will have a vast
knowledge about each programming languages.
Step 4:

Inside the option, you can customize the theme of the

game and turn on or off the music and sound effects.
In theme selection you can choose four colors (gray,
black, white, purple).

Before we go directly to the game here is our avatar

selection. In order to acquire a new avatar, you must
play the game and earn coins as long as you can to buy
another avatar that you can use for the entire game.

37

Step 5:
This section tells you all about our game, why we
come up with it and why we want this game to be
published.
Step 6:
Now to the game, on the right you can see three level
of difficulty and each has 4 stages to beat. For basic,
the game has two stages that consists of true or false
and fill in the blank game. It is for the users to have a
familiarity before moving up to the other difficulties.
38
Step 7:
This is the actual gameplay, first you have to select
from the four error buttons and then find it in the block
of codes given. After selecting you will tap the attack
button (fist symbol) to attack if it is correct your avatar
will attack the AI and if not, you will have 15 seconds
interval before you can select again. Same with
tapping the refresh icon (circle arrow symbol) but this
will give you another set of codes after the 15 seconds
interval.
Step 8:
The timer above them is the enemy’s attack time.
Every 15 seconds the enemy AI will damage you
avatar’s health points so make sure you get ahead of
the AI to win the game by choosing the correct answer
for the error given.
Step 9:

The game will be decided who wins if one of their

health points is depleted or if the game time runs out
and who has more health points will win and
automatically if the user wins, they will get in game
coins to save and to purchase a new avatar.

Step 10:

This is the true or false and fill in the blank mini game
between the basic level and after each game you will
earn coins depends on how many correct answers you
answered.

39
Appendix H:
Curriculum Vitae

40
FRANZ JOSEPH B. AGUJA

Age: 27 Birthdate: March 21,1992 Civil Status: Single Citizenship: Filipino Mother: Melba Aguja Occupation:
Housewife Father: Pancracio Aguja Occupation: OFW Location: Jubail, KSA Sister: Pamela Grace Aguja Occupation:
Content Marketing Researcher Address: 2641 Int. 37 Pasigline Sta. Ana Manila Contact Numbers: 242-9959 /
09560392797 Email: franzjosephaguja@gmail.com Hobbies & Interest: Computer Games, Sports, Movies and Motorcycle

Objective:
▪ To obtain a position in a leading information technology group that utilizes my skills as consistent
troubleshooter and network specialist with great attention to detail.
▪ First-hand experience from the professionals in IT industry or any related job.
▪ Practice work and personal life balance.

Education
Tertiary Level: Adamson University
Program: BSComputerScience (2008-2015) Shift
BS Information Technology (2015-Present)

Primary and Secondary Level: Paco Catholic School (2004 & 2008)

Past Occupations, Trainings and Job Description

❖ PLDT Inc. (January 2019 – May 2019)
On the Job Training
 Receive calls from installers and repairmen to comply for the Service Order of
new installation and Repair of client’s telephone line
 Troubleshooting of defective ports and providing a good quality of telephone
line of the customers
 Cabling of assigned nodes to designated ports

❖ Global B2B Consultancy (2014-2016)

Shift Analyst (Salary: 15,000-16,000.00)
➢ Report to Shift Analyst Supervisor for the miss-information taken from the website
➢ Double check gaming/sports website on the schedules posted on the websites provided by the client.
➢ Provide correct information and troubleshoot with the clients.
➢ Place odd bets for online players on the website

41
 ❖ SK Chairman Barangay 778 Zone 85 (December 2007-December 2010)
(Salary: 10,000.00/ every 3months )
➢ Hold fund-raising activities the proceeds of which shall be tax-exempt proceeds of which shall be tax-
exempt and shall accrue to the general fund of and shall accrue to the general fund of the SK
➢ Provided however, that in the appropriation thereof, the specific appropriation thereof, the specific purpose
for which such activity has purpose for which such activity has been held shall be first satisfied; been held
shall be first satisfied ; .
➢ Create such bodies or committees as it Create such bodies or committees as it may be deemed necessary
to may be deemed necessary to effectively carry-out its programs and effectively carry-out its programs
and activities

Organizations
▪ Adamson University Junior Philippine Computer Science-Member and Documentation
Officer- (2010-2011)
▪ Adamson University IT& IS Society (2015-Present)

Character Reference
Mrs. Gladys A. Lumberio
PAG-IBIG, Head Office
8225078

Mrs. Ludivina S. Lazarte

PLDT Inc. Paco Central Office
5679996

Mr. Daniel Destura Domasig

REX Group of Companies
09551007110

42
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44
45
46