Iquento Gamified Story Telling

COLLEGE OF COMPUTING AND INFORMATION SCIENCES
Bachelor of Science in Information Technology
CHAPTER 1
THE BACKGROUND OF THE STUDY
Introduction
With the modernization of our society, Smart phones have become the essential
components of our daily performance. It is one of the wisest and the most convenient technological
ideas in the history of mankind. As we look for convenience, we also respect the devices, which
can combine multiple features and used not only for communication but also for learning and
educational purposes. For students, it provides access to information and knowledge sources that
are practically unlimited, enabling a number of opportunities for personalized learning.
Mobile devices allow students to gather, access, and process information outside the
classroom. They can encourage learning in a real-world context, and help bridge school, after
school, and home environments. Mobile learning makes it possible to extend education beyond the
physical confines of the classroom and beyond the fixed time periods of the school day.
The researchers want grade 2 and grade 6 to experience mobile application learning. The
content of this application will focus on six Filipino Folklores based from the survey that the
researchers have gathered (See Appendix C). Filipino content Folklores are tales or legends
originating and traditional among a people or folk, especially one forming part of the oral tradition
of the common people. It can be also any belief or story passed on traditionally. Folktales also
offer a great entry point for teaching. This kind of literature provides an excellent way to entertain.
The application will let a user to experience interactive story and then experience games
that can gauge the reading comprehension and listening skills. By doing so, the application will let
the users to be exposed to Filipino literature, while they are entertained by the interactive characters
in the story through reading and listening. The researchers came up with an idea of creating two
iCuento: Interactive Story Telling Android Game App about the Filipino Modern Folklores for Kids 1
(2) interactive mobile application that is equipped with random quizzes to boost the mind of our
young readers and of course to enjoy their time with the application. There is one version of the
application for grade 2 and one version for grade 6. The researchers decided to separate the two
versions because of the difficulty of the stories and the game, and for the evaluation purposes. The
application will serve as an instrument to help the children in improving their reading
comprehension and listening skills. The goal of this research to create a mobile application named
“iCuento” and make it as an excellent way to learn and enjoy the Tagalog Folklores and encourage
the young Filipino to become patriots of our own culture. In this project development, the
researchers also aim to adapt with the interest of children in our present days and use it to become
beneficial to the kids and even for the instructors. The researchers are trying to develop an
educational mobile application that will serve as a learning material to develop both reading
comprehension and listening skills in a single application, thus, to relight the peoples’ interest and
imagination in Filipino Folktales.
Project Context
Children nowadays are more interested in learning through the use of their smart phones
(Android) or tablets (See Appendix E). iCuento is a mobile application for grade 2 and grade 6
that will serve as a learning material to develop both reading comprehension and listening skills
while learning the different modern folklores of our country. It will provide knowledge and
interactive learning experience. The application is equipped with interactive visuals, reading
comprehension test, listening skill test, text and voice narration based on the reading and listening
time of the actual students from grade 2 and grade 6.
The researchers came up with a system “iCuento: Interactive Story Telling Android Game
App about the Filipino Modern Folklores for Kids” that focuses on six (6) Filipino Folklores or
Alamat using the Modern Alamat Collection published by Lampara Books (2013) that were hand-
picked by Filipino and General Education teachers (See Appendix D and Appendix E). The six (6)
books are: Alamat ng Mangga by Rene O. Villanueva, Alamat ng Atis by Rene O. Villanueva,
Alamat ng Papaya by Rene O. Villanueva, Alamat ng Paniki by Jr., Alamat ng Anay by Mikhali
C. Jamisola, and Alamat ng Ahas by Segundo D. Matias, Jr. There was a different version of the
application for grade 2 and grade 6. The application can help both reading comprehension and
listening skills of a user. The game flow starts with a pre-test and ended with a post-test for both
reading comprehension and listening skills. The user could only take the pre-test once and after
that the first story will be activated. The six stories were divided into three stages of difficulty in
terms of speed and length: easy, average and proficient. Each stage of difficulty consists of two
stories, one for reading comprehension and one for listening skills. For each story, a set of
randomize questionnaires are given according to the level of question construction difficulty.
Scene slides for every story in reading comprehension only have a textual narration and timed
according to reading comprehension time of actual students agreeing to their age, grade level and
stage of difficulty. As for listening skills, scene slides for every story will only have a voice
narration and timed according to listening comprehension time agreeing to their age. At the end of
the game flow, the user will encounter a post-test in both reading comprehension and listening
skills which is the same as the pre-test that will gauge if the user improved. The researchers also
include a statistic report for the teachers, in regards to the gauging of both reading comprehension
and listening skills of the student. However, the version for the grade 2 of this mobile application
is not as hard when it comes to both story and gauging of knowledge that the users acquired. The
first level of question was identification in a graphical way. The second level will be true or false.
Then the third one will be a card pairing game. This is a challenge for the researchers because the
system will require enhanced skills in animation, graphic design, programming, mobile game
development and technical thinking.
Purpose and Description
The aim of this study is to develop an interactive android based application for children
about Modern Filipino Folklores that has a concept of interactive 2D multimedia, sound effects,
textual narration and voice narration. The focus of this study is to promote Modern Alamat which
contains moral value. The target users are grade 2 and grade 6.
In order to define the needs and expectation for such project, the researchers conducted
several interviews in both private and public schools: Systems Plus College Foundation Grade
School, Balibago, Angeles City with Mrs. Lourdes V. Cordero (Filipino Teacher, Head Elementary
Teacher and Filipino Coordinator), Lourdes Northwest Elementary School, Lourdes Northwest,
Angeles City with Mrs. Nerizza S. Catacutan (Filipino Teacher and Filipino Coordinator),
Malabanias Integrated School, Malabanias, Angeles City with Mrs. Elaine C. Santos (Teacher)
and Mr. Brian Ian L. Rodrigues, D. Ed (Teacher) and random students from the three different
schools that belong to grade 2 and grade 6. In this section, the general objective of the study is to
develop and design according to the user’s grade level (See Appendix D and Appendix E)
Based from the information that the researchers have gathered; kids are more interested to
learn using their mobile phones. Most of the children tend to be more exposed or familiar with
foreign stories than our own literatures. Also, according to the teachers that the researchers have
interviewed, Filipino teachers had limited materials or resources to use to make their lesson more
attractive to their students and children these days doesn’t have the passion or interest in reading
books anymore. (See Appendix E)
Statement of the objectives
The objectives of the researchers that they are trying to attain will be specified. They are
categorized in two objectives, the general and specific objective.
General Objective
The general objective of the study is to design and develop an interactive mobile
game application to expose and encourage the children to patronize our own literature.
“iCuento: Interactive Story Telling Android Game App about the Filipino Modern
Folklores for Kids” which is a story teller and compose of various interactive and or sensor
games that provides fun and learning for kids in grade 2 and grade 6 about the modern
Folklores that originated in our country, Philippines.
Specific Objectives
The following specific objectives must be met.
• To develop an android based interactive story telling mobile game application that can
be used as an instructional material for kids.
• To create a learning tool that can measure the reading comprehension of the player
based on the speed and length of presentation of written story and level of difficulty of
written questions.
 To create a learning tool that can measure the listening skill of the player based on the
Speed and length of vocally presented story and level of difficulty of vocally presented
questionnaire.
• To create a tool that will generate a graphical representation of reading comprehension
and listening skills per user through score sheet and bar graph representation.
Scope and Delimitation
This study covers the iCuento: Interactive Story Telling Android Game App about the
Filipino Modern Folklores for Kids. The researchers have conducted surveys among grade school
students of three different schools in Angeles City both private and public, specifically: Systems
Plus College Foundation, Lourdes Northwest Elementary School and Malabanias Integrated
School.
Scope
There will be different version of application for grade 2 and grade 6. The
application will help both reading comprehension and listening skills of a user. The game flow
will start with a pre-test for both reading comprehension and listening skills. The user could only
take the pre-test once and after that the first story will be activated. The six stories will be divided
into three stages of difficulty in terms of speed and length: easy, average and proficient, In order
for the researchers to identify the different level of difficulty, a guidance from a professional was
needed (See Appendix C). Also, the grade 6 level of questioning was derived from Costa’s Level
of Questioning (See Appendix M). Each stage of difficulty will consist of two stories, one for
reading comprehension and one for listening skills. For each story, a set of randomize
questionnaires will be given according to the level of question construction difficulty. Scene slides
for every story in reading comprehension will only have a textual narration and timed according
to reading comprehension time of actual students agreeing to their age, grade level and stage of
difficulty. As for listening skills, scene slides for every story will only have a voice narration and
timed according to listening comprehension time of actual students agreeing to their age, grade
level and stage of difficulty. At the end of the game flow, the user will encounter a post-test in
both reading comprehension and listening skills which is the same as the pre-test that will gauge
if the user improved.
The researchers came up with the average reading comprehension and listening
comprehension time/speed from the results that have been collected after the actual reading
comprehension and listening skill experiment with 15 grade 2 and 15 grade 6 students coming
from 3 different schools, both public and private as respondents. After the experimentation, the
researchers came up with the idea of adding 3 seconds per scene of every story for the beginner
stage, retain the gathered average time per scene from the experiment for the average stage and
deducted 3 seconds per scene for the proficient stage (See Appendix N). 3 seconds was used as the
interval of difficulty per stage because it is the most tolerable deduction time per scene in the
proficient stage for the students.
Textual narration which is only used in the stories that are specifically for reading
comprehension.
Voice narration, is used when the user is evaluating his/her listening skills.
The evaluation or scoring for every game is measured by points. The passing score is
at least 50% to unlock the next level.
Moral Value of each story will be included in the last part of the story.
User manipulation is accessible on user menu in order to delete or add a user.
Statistics and Evaluation will be included on user menu. It is composed of two buttons
that is specifically for the score sheets and statistics. The score sheet will show the
points gathered by the user in every stage according to their level of difficulty. Statistics
will show a graphical representation of the score sheet. This will display the progress
of the current user on reading comprehension and listening skills of a student. The
statistic or progress of every player will be available after he/she finish one level.
Delimitation
The application is developed to run only on Smart phone and Tablet Android 4.4
and later. There will be no online version of this application. The researchers decided to
make two applications with different version of stories and games for both grade 2 and
grade 6 because of the level of difficulty required and for the evaluation purposes. It will
only focus with the six (6) Modern Alamat published by Lampara Books (2013) that were
hand-picked by Filipino and General Education teachers (See Appendix D and Appendix
E). The six (6) books are: Alamat ng Mangga by Rene O. Villanueva, Alamat ng Rosas by
Segundo D. Matias, Alamat ng Langaw by Segundo D. Matias, Alamat ng Pagong by
Segundo D. Matias, Jr., Alamat ng Ahas by Segundo D. Matias, Jr., and Alamat ng Ilang-
Ilang by Segundo D. Matias, Jr., The application is offline and does not need to be
connected to the internet. The application will only be in “tagalog” language, in accordance
with the goal of the study. The system has a database for user’s registration and scoring or
rating, the researchers used the preset database from unity. The statistics and evaluation of
the application will only monitor the current user (one user at a time). It will not display a
user who is not registered in the device where the statistics and evaluation was checked or
opened.
Definition of Terms
The following terms are defined conceptually to clearly understand the technical words included in
the documentation of the system:
Smartphone It is a mobile phone with an advanced mobile operating system which combines
features of a personal computer operating system with other features useful for mobile or handheld
use. Smartphones, which are usually pocket-sized, typically combine the features of a cell phone.
Mobile learning, or m-learning refers to any educational interaction delivered through mobile
technology and accessed at a student’s convenience from any location.
Filipino folklores These are legends that form part of the oral tradition in the Philippines. They
have been passed on generation to generation by word of mouth rather than by writing, and thus
the stories have been modified by successive retellings before they were written down and
recorded.
Android It is a mobile operating system developed by Google, based on the Linux kernel and
designed primarily for touchscreen mobile devices such as smartphones and tablets.
Interactive visuals These are illustrations that respond to the actions or commands of a user.
Interactive games These are games that respond to the actions or commands of a user.
Voice narration. It is a voice-over narrating stories in clear audio.
Animation It is the process of making the illusion of motion and change by means of the rapid
display of a sequence of static images that minimally differ from each other.
Graphic design It is the process of visual communication and problem-solving through the use of
typography, space, image and color.
Programming It is a process that leads from an original formulation of a computing problem to
executable computer programs.
2D (2Dimensional) multimedia It uses bitmap and vector graphics to create and edit the animated
images and is created using computers and software programs, such as Adobe Photoshop, Flash,
After Effects, and Encore.
Moral values These are the standards of good and evil, which govern an individual’s behavior and
choices. Individual’s morals may derive from society and government, religion, or self.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides related literature and studies that the researchers pursue to impart
with regards to the proposed system. The following inspired and served as a motivation to the
researchers in developing the proposed system.
Related Studies and Literature
Related Literature
Early Filipinos had their own set of written characters and alphabet and rich oral and
written traditions of folktales and folklore which gives a glimpse into the talent of our ancestors in
storytelling. Philippine folktales are locally known as alamat. It can be further classified into:
myths which talk about the creation of man and the world, as well as super natural beings; legends
which talk about an origin of a place or a thing; fables which use animals and things to convey the
moral lesson of the story and fantastic stories which talk about odd and unusual characters. On the
other hand, Philippine folklore usually talks about the life and the beliefs of the ancestors of a
particular ethnic group. (Crisa, 2012) Philippine folklore, as in other cultures, is predominantly
about heaven and hell, good and evil. A duality that is present in most things. And similarly, it too
has survived a long history of dominations and exits - both actually and artificially - despite the
introduction of many religions and philosophies.
Synthesis:
The researchers want to introduce Philippine folklore in a modern way. The
researchers wants to develop a mobile interactive application; with this kind of
application the user can appreciate the moral values that the story contains. Also,
the application will let the users to be exposed to Filipino literature, while they are
entertained by the interactive characters in the story through reading, listening, or
both.
(Cruz, 2013) Storytelling is a tradition to our Filipinos which cannot be erased, it also
became a part of our history to be patronage. It is a way of learning from someone else’s
experiences, having to live someone else’s life vicariously. Storytelling is also a popular tool that
teachers use in their lessons and classrooms. Parents also use storytelling as a tool to teach their
children values and other things.
Synthesis:
The iCuento Mobile Application has the storytelling feature where the
users/students can listen to the story. This feature can come in handy for parents
and teachers as well. . In this project development, the researchers also aim to adapt
with the interest of children in our present days and use it to become beneficial to
the kids and even for the instructors.
(Pilona, 2013) stated that children of all ages are sharpening their growing brains with
technology. With the sea of apps that all claim to be "educational," though, let's discuss which
ones are really the best for our kids. Schools have long been using software and video games to
teach kids, of course. With tablets, advanced gaming systems, and other modern achievements,
kids can also be learning all the time at home and have fun all the while.
Synthesis:
The researchers found out that having a digitalized learning system is a great
way to show kid how important studying is, by this the kids can read and study
anywhere they go, and also this kind of software interface has user friendly
interface to be able for kids to use the software easily. The Selected Philippine
Folktales Story Teller will provide a powerful means to obtain information as the
application brings out momentous experiences and animations, background music,
different stories to choose from thus improving ones’ knowledge, vocabulary and
expand culture.
(BHUBANESWAR, 2013) Children from tribal areas in the state will soon be able to enjoy
reading story books in their mother language. According to the writers and poets, who are native
speakers, tribal children between three and six years can get their first exposure to book knowledge
in their dialect. There is a dearth of interesting books for children from tribal areas in their mother
tongue and hence it is important to develop colorful books in their mother tongue that reflect their
tradition, culture, heritage and folk tales. "The stories will primarily focus on the culture and
surroundings of children. The books must be full of colorful identifiable pictures for children like
animals, food items and flowers," said Smruti Jena, a linguist of Pratham Books. Jenna added."
While developing the books, we are keeping in mind the language needs of first-time school goers.
The objective is to make reading fun and easy for the children, who find school lessons difficult
to cope with - the reason being the difference in the language spoken at school and home,".
Synthesis:
Using the native language must start in what a child read. Language is very
important in reading books. Of course if you don’t understand the language of what
are you reading, you cannot understand what the story is all about? The application
will also serve as an instrument to help the children in improving their
comprehension skills. Also, one goal of this research is to make the application as
an excellent way to learn and enjoy the Tagalog Folklores and encourage the young
Filipino to become patriots of our own culture.
Many broad statements are made such as the following from Murray: “What has become
quite clear is that mobile devices like the android phones have real learning value in teaching and
learning contexts, and that it is the imagination of teachers to integrate such devices in innovative
ways that is the most valuable resource” (2010, p. 51). The motive for introducing mobile
technology seems to stem from an acceptance of statements such as this which assume the value
of using mobile devices, or from a sense of moral obligation, e.g. “To prepare students for the
knowledge economy of the 21st century, schools must provide students with purposeful access to
ICT that increases their participation, engagement and achievement in education” (DEECD, 2011,
p. 3).
According to Bray, P. (2011, October 9). The increasing adoption of mobile computing in
the education sector offers wide-ranging benefits to both students and staff. The researchers came
up with the application iCuento that aims to help user through the use of their own mobile phones
anytime and anywhere. According to Salz, P. A. (2006, April), The combination of wireless
connectivity and educational content delivered according to the learner's location, requirements,
and skills level may not be an app that kills, but it is a compelling one. Mobile devices allow
everyone--and not just mainstream consumers, but also those ways out on the periphery--to learn
and exchange ideas. Active involvement from content owners and providers can help connect a
new, more universal social mind, not to mention help build the demand for educational content.
Koszalka and Ntloedibe-Kuswani (2010) acknowledge that the growth in mobile phone
usage has led to the emergence of mobile learning and not vice-versa. Laurillard describes it as “a
technology solution devised for other requirements, in search of a problem it can solve in
education” (2007, p. 153). With the growth of mobile learning, the researchers want to use this
opportunity to create an application that will help both teachers to teach and learners to learn the
modern alamat of our country.
Synthesis:
Mobile learning is currently a hot topic in education. For a
variety reasons, many schools are moving to 1:1 Technology or Bring Your Own
Device (BYOD) models. In some cases, it appears that the decision has been made
to introduce technological change before the curriculum and culture implications
are taken into account. In other cases, schools undergo a trial and use this
opportunity to explore the associated issues. Researchers in the field are attempting
to “build the plane while flying it” and develop frameworks of learning which are
appropriate for mobile learning even as mobile learning is already taking place both
formally and informally. iCuento is a mobile learning application for ages 7 and 12
years old that can help users to have fun while learning the different modern
folklores of our country. As a mobile learning application, the researchers aims it
to be a learning material that can enhance the children’s comprehension skills and
enjoy the application at the same time.
According to (Pinaroc, 2013) for most Filipinos, the Android operating system (OS) is the
mobile OS of choice when it comes to smartphones. As most users would know, the Android OS
was developed by Android, which was later on bought by search giant Google. One of the main
selling points of Android is that it is flexible and based on an open-source standard that allows
software developers to create applications. For Filipinos, it seems that the ultra-competitive price
points of smartphones that are locally made is the top reason for the uptick trend. It might be a bit
of a stretch, but aside from being the texting capital of the world, it seems the Philippines is on its
way of becoming an Android country.
Synthesis:
The iCuento is an android based mobile application. According to
researches most of the Filipino uses an android phone because it is a lot cheaper
than the iPhone. The researchers thought that in this way, most of the students in
both public and private will experience mobile learning and be exposed in our
culture.
The researchers also conducted an interview for the level of questioning and the appropriate
speed for the reading comprehension and listening skills. The interview was taped and transcribed:
Categorizing the questions
If you will going to categorize the level of questions, mauuna ka muna talaga sa easy. Wag
kang pupunta sa unknown, yung interest nung bata yung ibibigay mo, yung marami siyang
maiibibigay na examples. More likely, kung saan mas experienced yung bata. Katulad kung ang
topic ay about sa mga nouns, magtanong ka kung anong favorite nila. Yung sila mismo ang
makapag bibigay ng example. First level, is about who, what, when and where. Tapos yung
susunod yung why, medyo ayaw ng bata ito kasi gusto nila yung specific answer. Yung last is
yung panghinuha, ngayon nga dahil more on child centered tayo, categorized na yun into
collaboration, wherein sila mismo natututo sa sarili nila. Sa inferring, you make the child to think
critically. Imaginative learning, use their imagination. About dun sa grade 2, mostly more on
pictures sila. Graphical sila, like dun sa easy, tanungin mo lang kung anong itsura ng papaya. Sa
grade 6 pwede yung intermediate. Dun sa grade 2, hanggang dun lang sa bakit, tska mga games,
tapos pwede mong lagyan ng effects, kasi yun yung gusto nila. More on vocabulary lang kasi yung
grade 2.
WPS for grade 2 and grade 6:
Depende yun sa pagbabasa, kasi kung words lang pwede yung 160 WPM for grade 6 pero kung
paragraph, meron pang intonation yan, may mga punctuation marks na kailangan sundan. Lalo na
sa alamat, iba yung pagbabasa, para kang nag story telling. Para sakin, mas maganda kung mag
conduct kayo ng actual. Punta kayo sa grade 2 and grade 6 then magpabasa kayo, at least yun,
talagang actual. Tignan niyo nalang yung pagbabasa nila ng story then tignan niyo yung time.
What is the Passing Score when taking an exam?
Yung usual Passing Score is 70%. Halimbawa, when taking an exam, out of ten, seven yung
passing. Kung out of five naman, passing score natin is three. Ganun talaga yung standard for each
test.
Related Studies
The iCuento, for each strory, the 2D layered graphics draw your attention while high
quality narration clearly tells each story. Users can toggle the words to appear on-screen along
with the interactive illustrations. Each frame only takes a few seconds and children stay engaged
by clicking on the next page arrows. Navigation was intuitive and simple enough for children to
use with supervision.
The Kiddie Bible App
The Kiddie Bible App is an info-graphic with game oriented android based religious mobile
application for android phones. It is a handy application where it will help children to familiarize
stories that are given in the application. It will focus the life of Jesus Christ from New Testament
in an appealing, fresh and exciting way. The content of the app was based in the book “The
Children’s Story Bible”. (Mañalac, Paras, & Vanhooland, 2015)
Synthesis:
The Kiddie Bible App focuses on how to help children to familiarize with
the life of Jesus Christ from New Testament, iCuento, on the other hand is an
application based from various Filipino Folklores. Both mobile application aims to
deliver learning in an appealing, fresh and exciting way. Also, iCuento and Kiddie
Bible App provides its users with fun pictures, text and audio.
Costa’s Level of Questioning
To better understand the content being presented in their core subject areas, it is essential
for students to learn to think critically and to ask higher levels of questions. By asking higher levels
of questions, students deepen their knowledge and create connections to the material being
presented, which in turn prepares them for the inquiry that occurs in tutorials. Students need to be
familiar with Costa’s (and/or Bloom’s) levels of questioning to assist them in formulating and
identifying higher levels of questions. (Noelle Combs, 2014)
Synthesis:
iCuento has the level of questioning for grade 6 based on Costa’s Level of
Questioning. This different level of questioning is essential for students to learn to
think critically and to ask higher levels of questions.
TiBook Tagalog Story Teller
A mobile application of story teller which is a set of Filipino Popular Tales and Folktale.
Tales are narrative of real or imaginary events and Folktale are tale or legend originating and
traditional among a people or folk, especially one forming part of the oral tradition of the common
people. It can be also any belief or story passed on traditionally, especially one considered to be
false or based on superstition. (Austria, De Mesa, Nacion, & Ramirez, 2014)
Synthesis:
Both Tibook and iCuento are mobile application to relight the people
interest and imagination in stories utilizing the present-day technology. TiBook’s
contents includes alamat, pabula, and kwentong bayan. In contrast, iCuento only
focuses on Filipino Folklores or Alamat and it is more timely because of the style
of graphics, the books that the researchers used with is the Modern Alamat
Collection and the use interactive and or sensor games. Both application features
voice narration and 2D animation, but iCuento offers a different kind of animation
with its interactive visuals and graphics.
GABE
An interactive mobile learning application for grade 2 pupils which provides lessons and
activities where they can learn and gain knowledge through Kampampangan dialect by the use of
android phones. (Bartolo, Pascual, Solomon, & Tolosa, 2014)
Synthesis:
GABE and iCuento are both interactive mobile learning application for
kids. Through the help of android smart phones both GABE and iCuento are used
by teachers as a learning material for their students. However, GABE aims to guide
pupil in grade two to learn Kapampangan lessons while iCuento aims both ages 7
and 12 to learn modern alamat from our own country.
ESL Tests For Primary Kids
The aim of this Website Application is to improve the listening skills of a user based on
his/her grade level. Each grade level will be given three set of listening skills set. On each set, a
user must listen to a story and answer the questions given in that particular set. (ESL Tests for
Primary Kids, 2014)
Synthesis:
iCuento will be producing a randomize listening quiz. It is like the ESL
Tests For Primary Kids in a way where users will use their listening skills to answer
questions regarding the story. In iCuento listening skills quiz game, the questions
are in a form of audio type, related to a particular modern alamat that the users have
read or listened, and the choices are listed
Randall’s ESL Cyber Listening Lab
It is a web site created by Randall Davis helps ESL students to improve their listening
comprehension skills through practice with self-grading quiz pages. There will be categories for
the users to choose from. After picking a category the user must listen to the conversation by
pressing the play button of the audio type the user wants to hear, and answer the questions. Then
after taking the quiz, users will press the final score button to check their quiz. (Davis, 2015)
Synthesis:
iCuento will be producing a randomize listening quiz. It is like the Randall’s
ESL Cyber Listening Lab in a way where users will use their listening
comprehension skills to answer questions regarding the story. In Randall’s ESL
Cyber Listening Lab, the users must answer the questions by reading it. In iCuento
listening quiz game, the questions are in a form of audio type, related to a particular
modern alamat that the users have read or listened, and the choices are listed.
English Reading Test
It is a mobile application for people who want to improve their English reading skills. There
are many topics for users to choose from. The user will read a paragraph then will proceed to
answering questions related to the topic. (English Reading Test, 2015)
Synthesis:
The researchers developed an English Reading Test in iCuento to serve as
a reading comprehension quiz. It is like the English Reading Test in a way where
users will use their reading comprehension skills to answer questions regarding the
paragraph that they have read.
The English Reading Test in iCuento would work similar to the English
Reading Test mobile application, but the researchers decided to put questions
related to a particular modern alamat that the users have read or listened.
K12 Reader: Reading Instruction Resources
Recognizing letters and words is an important first step in learning to read. However, it is
only a first step; it is vital that students comprehend, or understand, what they are reading. They
must be able to get the meaning of the text: What is the author telling the reader? This is reading
comprehension, and it is an essential skill for success in school and in the real world. (K12 Reader:
Reading Instruction Resources, 2016)
Synthesis:
The researchers developed a reading comprehension game for the iCuento
focuses on the particular modern alamat that the users have read. iCuento would
work similar to the K12 Reader mobile application, but the researchers decided to
put questions related to a particular modern alamat that the users have read or
listened.
English for Everyone
On this page you will find our complete list of high quality reading comprehension
worksheets created specially by our team for students in grade levels K-12. Our worksheets elicit
the use of critical thinking skills at every level. While some questions ask the reader to peruse the
passage for particular details, most questions involve the use of deductive reasoning, conclusion
making, logical inference, sequential analysis, tonal awareness, and an understanding of scope.
These materials are highly effective in supplementing the education of verbal reasoning and critical
thinking skills on behalf of the reader. (English for Everyone, 2015)
Synthesis:
The researchers developed a reading comprehension game for the iCuento
focuses on the particular modern alamat that the users have read. iCuento would
work similar to the K12 Reader mobile application, but the researchers decided to
put questions related to a particular modern alamat that the users have read or
listened.
Hero of Mactan: An RPG Game
A single-player role-playing game regarding the first Filipino hero; Lapu-lapu; that is both
entertaining and educational. The study will benefit young students by providing knowledge
through in-game trivia as well as through the plot of the game. The researchers designed a new
historical game which is not very common today. While enjoying the challenges of the different
levels of the game, the player is also learning about the Lapu-lapu, the first Filipino hero. (Lucena,
et al., 2012)
Synthesis:
Hero of Mactan is similar to the mobile application iCuento in a way that
both application and encourage the young Filipino to become patriots of our own
culture. The researchers are trying to develop an educational mobile application
that will combine learning and fun through games in a single application, thus, to
relight the peoples’ interest and imagination in Filipino Folktales.
Sungka: A 3D Strategic Game
Board games have served the society as venues for children in developing oneself and
building learning skills. With the technology, most board games where digitally adapted and
applications were made available. Sungka: A 3D Strategic Game is a game application of the
traditional of the traditional board game in the Philippines. It is application which turns the
traditional into a digital adapted board game that can be played through the computer. (David,
Rodriguez, Constatino, & Paulo, 2012)
Synthesis:
Both Sungka: A 3D Strategic Game and iCuento reflect on the tradition in
the Philippines. These applications turn the traditional into a digital adapted game.
The application will also serve as an instrument to help the children in improving
their comprehension skills. The goal of this research to create a mobile application
named “iCuento” and make it as an excellent way to learn and enjoy the Tagalog
Folklores and encourage the young Filipino to become patriots of our own culture.
The researchers are trying to develop an educational mobile application that will
combine learning and fun through games in a single application, thus, to relight the
peoples’ interest and imagination in Filipino Folktales.
Laro ng Lahi: Traditional Filipino Games for Android Using Collision Detection Algorithm
Applications development has become an important tool for developing mobile
applications. It can be handled easily and also it is very easy to implement because of its open
source nature. The proponents came up with an idea of creating a game with the aim of compiling
some of the popular traditional Filipino games and might as well provide an educational content
for the users, especially grades four to six students with the integration of education in mobile
games. The game was evaluated by the IT experts from Mabalacat City College ICT instructors
and ICT students in the same school. (Malabanan, et al., 2014)
Synthesis:
The researchers decided to create a mobile learning application which can
help children to learn and have fun at the same time. Like the Laro ng Lahi, iCuento
also reflects on the tradition of the people here in the Philippines. Both application
aims to adapt with the current interest of the younger generations of the present
days and use it as a tool in getting their attention to learn.
Conceptual framework
This is a visual representation of the input and output process of the system. Researchers
used the IPO Diagram. Since, android game application was really in demand for the children, the
researchers think to find an application that children will play and at the same time with learning
about modern folklores of our country. It’s really obvious that a lot of children nowadays are really
addicted with the games and most of them have a mobile phone or tablet. The researchers also
have gathered interviews, questionnaires, and surveys in different individual who were have some
relation in the study. To have a feedback about the needs of the study, the problems and difficulties
specific for the target users. These problems led to users to try another application not only for fun
but also information about Filipino modern folklores. The researchers aim children to read more
of our own literatures.
The study was divided into users (grade 2 and grade 6). Developer and users had privileges
and corresponding output. This used to accurate develop the system which was concurrent with
the objectives and deliverables set in this.
Input Process Output
Interview Research
Planning and iCuento:
Questionnaire Interactive Story
Analysis
Telling Android
Story Boarding Design
Game App about
Evaluation the Filipino
Related Literature
and Studies Implementation Modern Folklores
System for Kids
Programming Development
Language Testing
Figure 1: Paradigm of the Study
CHAPTER 3
METHODOLOGY AND DESIGN
This chapter presents the methods and activities performed in order to design the
objectives identified in the study. It includes a discussion of the different tools and instruments
used to gather and process data as well as the models necessary to analyze, design, implement
and maintain project.
Research Design
In this study, the researchers used the method of descriptive research. It assisted the
researchers to identify the problems and issues in this study that developed the proposed system
interactive, collecting the needed data and information vital. A descriptive type of research
involves the collection of data in order to test hypothesis or to answered question concerning the
current status of the subjects of the study. In using the descriptive type of research, the researchers
aimed to describe the problem, explain the possible cause and effect and validate findings.
Research Instruments
Interview. The researchers conducted interview on different students from different schools
that determined their knowledge about Alamat. The researchers also made a questionnaire that
identified how many students were interested in Filipino literature and if more students are exposed
to foreign literature. After conducting interviews in different students from different schools, the
researchers decided to make a system that will help resolve the problem and issue, the researchers
came up with the application called iCuento. The researchers also conducted several interviews in
both private and public schools: Systems Plus College Foundation Grade School, Balibago,
Angeles City with Mrs. Lourdes V. Cordero (Filipino Teacher, Head Elementary Teacher and
Filipino Coordinator), Lourdes Northwest Elementary School, Lourdes Northwest, Angeles City
with Mrs. Nerizza S. Catacutan (Filipino Teacher and Filipino Coordinator), Malabanias
Integrated School, Malabanias, Angeles City with Mrs. Elaine C. Santos (Teacher) and Mr. Brian
Ian L. Rodrigues, D. Ed (Teacher) and helped the researchers to define the needs and expectations
for such project. (See Appendix D and E)
Questionnaire. Questionnaires were used by the researchers to recognize the needs for
developing this study. Questionnaires were distributed to a number of students between grade 2
and grade 6, the researchers used this as a valuable method of collecting a wide range of
information. The test cases were distributed to the target users of the system. Another set of
questionnaires were distributed to the students from grade 2 and grade 6 of Malabanias Integrated
School, Systems Plus College Foundation, and Lourdes northwest Elementary School to know
their rating and feedbacks on the application. (See Appendix K)
Population and sampling technique
When collecting and finding some basis for the need of such system, the researchers went
to Systems Plus College Foundation Grade School, Lourdes Northwest Elementary School and
Malabanias Integrated School to interview Filipino Teachers and give questionnaires to students.
To aim the need and prove that such system helped the young Filipino in grade 2 and grade 6, and
Filipino teachers the researchers included as three sample schools both private and public schools:
Systems Plus College Foundation Grade School, Balibago, Angeles City with Mrs. Lourdes V.
Cordero (Filipino Teacher, Head Elementary Teacher and Filipino Coordinator), Lourdes
Northwest Elementary School, Lourdes Northwest, Angeles City with Mrs. Nerizza S. Catacutan
(Filipino Teacher and Filipino Coordinator), Malabanias Integrated School, Malabanias, Angeles
City with Mrs. Elaine C. Santos (Teacher) and Mr. Brian Ian L. Rodrigues, D. Ed (Teacher), 49
randomly selected students from the three different schools that belong to grade 2 and grade 6 as
test local and 2 IT Experts: Aldrel Emmanuel Cruz and Gian Matthew Oronce.
Convenience sampling was used. The same sampling techniques were used when the
researchers were finding some basis for the need of such system. The researchers identified the
sampling technique as the appropriate sampling method to be utilized since the target users are in
grade 2 and grade 6, randomly from Systems Plus College Foundation Grade School, Lourdes
Northwest Elementary School and Malabanias Integrated School. Convenience sampling (a non-
probability sampling technique where subjects are selected because of their convenient
accessibility and proximity to the researcher) was also used in which the researchers randomly
picked student in grade 2 and grade 6 from different schools, such as Systems Plus College
Foundation Grade School, Lourdes Northwest Elementary School and Malabanias Integrated
School who were present and interested to answer the questionnaires. The researchers gave an apk
file to each respondent from Systems Plus College Foundation Grade School, Lourdes Northwest
Elementary School and Malabanias Integrated School for grade 2 and grade 6 as a test local,
explaining how to install and use the application.
System Development Procedure
Agile Development methodology, the basic idea behind was to develop an application
through repeated cycles, allowing researchers to take advantage of what was learned during the
development of the earlier parts or versions of the application. Agile software development is quite
efficient and advantageous for mobile apps development, which offers tremendous chances and
value to build application in short cycles.
2. Design
1. Storyboarding
5. Deployment 3. Development
4. Feedback
Figure 1: Agile Development Process
Storyboarding
Storyboard provides an ideal display to create agile user stories and trigger conversation in
a format that is much less taxing than a wall of text. Brainstorming is also a part of this case to
have a better outcome. Defining the problems, the objectives and the resources are also included
in this stage. Storyboards offer a very amiable approach that needs little clarification. It provides
not only valuable prerequisite information, but design perceptions as well. It can also anchor
design in end use. (See Appendix F)
Storyboard helps in applying a discipline of thinking in terms of experiential flow. Using
storyboards is one way to help keep your mind on the flow and not get lost thinking of the UI
you’re designing.
Design
In the design phase, the requirements was analyzed one by one to be able to estimate the
project’s timeline and amount of resources needed. During this stage, you’ll also need to identify
any specific designs and workflows for the application. Studying how to make your application
better than the previous ones.
Researching about the stories, visualizing the characters and scenes, picturing how each
scene will be interactive, assembling the right questions for the games, and narrating for the audio.
Development
When all of the requirements have been clearly identified, the development effort can
begin. Developing an interactive mobile application requires a justifiable amount of planning. The
necessary documentation of the requirements and design are necessary in this stage in order to
process the development. Media elements will be created and the software application content will
be program.
Feedback
In this phase, getting the user’s feedback is important to ensure their satisfaction. Also, the
researchers consulted experts and co-developer regarding their observation and recommendation
about the output of the system is necessary. Researchers enhanced and dropped process here after
identifying what improvements can be made and the unnecessary functions to be removed.
Deployment
Once the system has been completed, deployment is necessary for testing. Iteration of the
system can occur if any changes are required or if any bugs are caught.
Subjects of the study
The data collected in this study were taken from the target users of the system. The iCuento
was actually designed to mature the knowledge and awareness of the children in Filipino Folklores
while they are playing and having fun. For testing and evaluation, the researchers of this study
surveyed and evaluated at Systems Plus College Foundation Grade School, Lourdes Northwest
Elementary School and Malabanias Integrated School. The target users of the study are the children
ages 7 and 12.
Requirements Specification and analysis
This section discusses the flow of the proposed system as presented through the use of
diagramming tools such as Story Board, Visual Table of Contents, Use Case Diagram, Entity
Related Diagram and Database Design.
Story Board
To help the developers to have a better view of the plan and make the designing of
the project correct and fast, a visual representation displayed in sequence. Brainstorming
is also a part of this phase to have a better outcome. (See Appendix F)
Use Case Diagram
This is a representation of the user’s interactive with the system and depicting the
specifications of a use case. A use case diagram can portray the different types of users of
a system and the various ways that they interact with the system. This type of diagram is
typically used in conjunction with the textual case and will often be accompanied by other
types of diagrams as well. (See appendix G)
Visual Table of Contents
It is an analytical tool for planning and/or documenting a computer program. Each
function represented by a rectangular box can be described in further detail in an IPO (or
input-process-output) diagram. It also shows the scope of the system where the modules
are connected VTOC shows every module of the system. The module contains the form
where it reflects on how the modules are connected and every from represents the detailed
information of every module at it is arranged through tables. (See Appendix H)
Entity-Relationship Diagram (ERD)
This was a graphical representation of an information system between people,
objects, places, concepts or events within the system. It is a data modeling technique that
can help define business processes and can be used as the foundation for a relational
database. (See Appendix I)
Data Dictionary
The data dictionary depicts different table structure and their definition to help
researchers in designing and determining the type of data to use. (See Appendix J)
Schematic Diagram
This is a representation of the elements of a system using abstract, graphic, symbols
rather than realistic pictures. A schematic usually omits all details that are not relevant to
the information the schematic is intended to convey, and may add unrealistic elements that
aid comprehension.
Application Android Phone Users
Figure 2: Schematic Diagram
Computer hardware and software to be used
The researchers used the following software and hardware for designing and implementing
the study.
Software Specification
The following software were needed in order to deploy and manage the system properly:
Software Specification Developmental Stage:
Adobe Photoshop CC
The software allows users to manipulate, crop, resize, and correct color on digital
photos. It was used to manipulate different graphics and pictures that the system requires.
Adobe Illustrator CC
Adobe Illustrator was used to make vectors for the different graphics and visuals
that was required for the project. Was also used for better output since it’s not resolution
dependent.
Adobe Audition CC
This software was used for editing voice narrations and sound effects that we need
for the application. It is a good digital audio workstation that features both a multitrack,
non-destructive edit environment and a destructive-approach waveform editing view.
C#
The researchers used C# for the backend alongside with unity for the interface. C#
is intended to be suitable for writing applications for both hosted and embedded systems,
ranging from the very large that use sophisticated operating systems, down to the very
small having dedicated functions.
Unity
Unity is a 2D/3D engine and framework that gives you a system for designing
game or app scenes for 2D, 2.5D and 3D. Unity allows you to import and assemble
assets, write code to interact with your objects, create or import animations for use with
an advanced animation system, and much more.
Hardware Specification
The hardware Specification of the different hardware used both in the deployment and
implementation of the proposed system need the minimum requirements stated in the table below.
Table 1. Mobile Implementation Stage
Hardware Specification Minimum Recommended
RAM 1GB 2GB
Processor 1.0GHz 1.8GHz
Screen Resolution 480x800 1080x1920
Android Version 4.4 (Kitkat) 6.0 (Marshmallow)
Table 2. PC Implementation Stage
Hardware Specification Minimum Recommended
RAM DDR3 SDRAM (4GB) DDR3 SDRAM (8GB)
Cache Memory 3MB 4MB
Processor 2.1GHz 3.1 GHz
CPU Intel Core i3 Intel Core i7
Graphics Adapter NVIDIA GeForce GT 540M NVIDIA GeForce GT 840M
Screen Resolution 1366 x 768 ( HD ) 1366 x 768 ( HD )
Model Acer Aspire 4750 Acer Aspire V
Test and Evaluation Plan
Test and Evaluation is the process by which a system or components are compared against
requirements and specifications through testing. The results are evaluated to assess progress of
design, performance, supportability, etc.
The software testing is performed to make sure the quality of the software is met. The
process and testing procedures were followed to ensure that the project performed according to
specified requirements and meet the objectives of the study.
The researchers visited Systems Plus College Foundation, Lourdes Northwest Elementary
School and Malabanias Integrated School where the testing and evaluation were conducted for the
application. There were 58 respondents who tested and evaluated the game composed of (55)
students (Grade 2 and 6) from Systems Plus College Foundation, Lourdes Northwest Elementary
School and Malabanias Integrated School and (3) Filipino Teachers. The first procedure was to
install the application in a device that meet its minimum requirements. While installing the
application, the researchers discussed the different objectives of the application to the respondents.
After that, the respondents created their own user account. Upon creating their own user account,
the respondents gained access to the different stories and games that the application have. The
game started with a pre-test and ended with a post-test for both reading comprehension and
listening skills. The user took the pre-test once and after that the first story has been activated. The
six stories were divided into three stages of difficulty in terms of speed and length: easy, average
and proficient. Each stage of difficulty will consist of two stories, one for reading comprehension
and one for listening skills. For each story, a set of randomize questionnaires will be given
according to the level of question construction difficulty. Scene slides for every story in reading
comprehension have a textual narration and timed according to reading comprehension time of
actual students agreeing to the respondent’s age, grade level and stage of difficulty. As for listening
skills, scene slides for every story will only have a voice narration and timed according to listening
comprehension time agreeing to to the respondent’s age. At the end, the respondent’s encountered
a post-test in both reading comprehension and listening skills which is the same as the pre-test that
gauged the respondent’s improvement. After testing the application, the researchers gave an
evaluation sheet to every respondent for the system rating and respondent’s comment and
suggestion about the application. (Appendix K)
Implementation Plan
The Implementation Plan describes how the researchers deployed, installed and
transitioned the mobile application into a mobile learning material so that the students could use
it. The plan contains an overview of the system and the overall resources needed to support the
implementation effort (such as hardware, software, and class facilitator). The system could be used
inside or outside of a classroom, with or without a supervision. Users could use it as a leisure game
or a game for activity. In order to implement or execute the proposed system a user would need to
have the minimum mobile requirements for the game application and the APK.
Evaluation Procedure
A survey was conducted to evaluate the performance of the software. (Respondents:
students, teachers and their schools) The following activities will be conducted during the
evaluation process.
1. A given set of evaluation criteria were distributed to the respondents.
2. The researchers discussed the concept and the operation of the application for the
respondents’ familiarization.
3. The researchers presented the application through a demonstration to show the
functions.
4. After the demonstration, the researchers asked some questions and answer the
respondents’ confusions.
5. The respondents rated the application based on different criteria on specified in the
instrument using the Likert Scale in Table 5.
6. After the collection of the tools, data were tallied and summarized, then the
computation of the mean.
7. The overall rating were interpreted using the numerical rating and equivalent in
Table 5.
Table 5. Likert Scale
Scale Numerical Rating Interpretation
5 4.51 - 5.00 Excellent
4 3.51 - 4.50 Very Good
3 2.51 - 3.50 Good
2 1.51 - 2.50 Fair
1 1.00 - 1.50 Poor
CHAPTER 4
RESULTS AND DISCUSSIONS
For testing, the researchers performed alpha testing by several android users. The following
were observed during the testing procedure.
1. The game application accessible in the apk format.
2. The game application is best viewed 1080 x 1920 screen resolution. However, it also
capable in a 480 x 800 screen resolution.
3. The game application were running in the following android operating system: Ginger
Bread, Ice Cream Sandwich, Jellybean, Kitkat, and Lollipo.p or later.
4. All scenes, audio, and text from story have the proper labels.
5. Scoring on the games was observed.
6. The reading comprehension was observe through the scoring of the test.
7. The listening skill was observe through the scoring of the test.
8. The graphics of the application was good in the user’s sight.
9. The game was easy to use though it did not have enough guides.
The bugs discovered in the alpha test were addressed by the android users. Then, the beta
test was conducted to 60 respondents comprised of professional people, and students from Systems
Plus College Foundation, Lourdes Northwest Elementary School and Malabanias Integrated
School.
Evaluation Results
The performance of the games was evaluated in terms of: Game Play, the outline of the
game is defined through the game rules, connection between player and the game, challenges and
overcoming them, plot and player's connection with it. The game story, basis for the context and
story line of the game. Mechanics, consisting of rules or methods designed for interaction with the
game state, thus providing its gameplay. And usability, about maximizing effectiveness, efficiency
and satisfaction thus delivering a better and deeper experience with less unnecessary interruptions
or challenges that have not been designed by the developers. There were 58 respondents who
evaluated the game composed of (55) students (Grade 2 and 6) from Systems Plus College
Foundation, Lourdes Northwest Elementary School and Malabanias Integrated School and (3)
Filipino Teachers and 2 IT experts. The researchers gave a different set of evaluation tool for the
students and teacher.
Table 1. Summary of Evaluation in Game Play
No. Game Play 5 4 3 2 1 X
It provides clear goals throughout playing the games. 45 10 4.82
Users discover the story as part of the game. 45 10 4.82
Player’s perceive a sense of control and impact onto 44 11 4.80

the game.
The game gives rewards that immerse the player 43 12 4.78

deeply in the game by increasing their capabilities and
knowledge.
The game is user friendly. 45 10 4.82
The challenges are positive game experiences, rather 44 11 4.80

than a negative experience (results in their wanting to
play more, rather than quitting).
The game achieves familiarizing the different alamat 43 12 4.78

stories.
Total 4.80
The Game Play of the game itself gained mean of 4.80 which is described as “Excellent”
indicating that the goal of game play is much appreciated, achieved good programming, game
experience and also easy to use and proves that the game is fun to play.
Table 2. Summary of Evaluation in Game Story
No. Game Story 5 4 3 2 1 X

Player understands the story line as a single consistent 42 13 4.77
vision.
Player is interested in the story line. 43 12 4.78
The player spends time thinking about possible story 40 15 4.73
outcomes.
Total 4.76
The Game Story of the game itself gained of 4.76 which is described as “Excellent”
indicating that the player understands and interested in the story line and spend time thinking about
possible story outcomes.
Table 3. Summary of Evaluation in Mechanics
No. Mechanics 5 4 3 2 1 X
The game reacts in consistent, challenging and 40 15 4.73

exciting way to the player’s actions. (e.g.,
appropriate music with action).
A player is always able to identify his/her 43 12 4.78
score/status and goal in the game.
Mechanics/controller actions have consistently 42 13 4.77
mapped and learnable responses.
Controls are intuitive and mapped in a natural way. 43 12 4.78
Players are given controls that are basic enough to 43 12 4.78
learn quickly yet expandable for advanced options.
Total 4.77
The Mechanics of the game achieved an overall mean of 4.77 and is equivalent to
“Excellent” rating. This shows that the application or the system is consistent in rules, challenging
when it comes in finding the answer, exciting to explore every stories, effects are clearly visible
to the users and learnable experience to the users.
Table 4. Summary of Evaluation to Usability
No. Usability 5 4 3 2 1 X
Provides immediate feedback for user actions. 40 15 4.73
It is easy to register a player and to swap from one 43 12 4.78
player to another.
The player experiences the user interface as 41 14 4.43
consistent.
The player experiences the menu as the part of the 40 15 4.73
game.
Sounds from the game provide meaningful 40 15 4.73
feedback or stir a particular emotion.
The interface is as non-instructive to the player as 41 14 4.43

possible.
Art should be recognizable to player and speak to 41 14 4.43
its function.
Total 4.61
The criterion on usability was graded “Excellent” as it acquired an overall mean of 4.61
which provides immediate feedback for the users actions, user experiences the user interface as
consistent, user has enough information to get started to play, get the users involved quickly and
progressive good levels and also the graphics are recognizable to the users.
Another set of evaluation tool was given to three Filipino teachers to satisfy the following
specific objectives:
a.) To create a learning tool that can measure the reading comprehension of the player
based on the speed and length of presentation of written story and level of difficulty of written
questions.
b.) To create a learning tool that can measure the listening skill of the player based on the
questionnaire.
c.) To create a tool that will generate a graphical representation of reading comprehension
Table 5. Summary of Evaluation for Reading Measurement
No. Reading Measurement 5 4 3 2 1 X
The application is capable of measuring the reading 2 1 4.66

comprehension score of the user by collecting the
passing points for the three levels of questioning in the
beginner speed and length stage.

average speed and length stage.

proficient speed and length stage.
The application can calculate the average reading 2 1 4.66

comprehension grade of the user per stage by
automatically adding the points gathered in the three
level then divide it by three.
Total 4.66
The Evaluation for Reading Measurement of the game achieved an overall mean of 4.66
and is equivalent to “Excellent” rating. This shows that the application or the system can measure
the reading comprehension of the player through a graphical representation and score sheet that
the application has generated, based on the speed and length of presentation of written story and
level of difficulty of written questions.
Table 6. Summary of Evaluation for Listening Measurement
No. Listening Measurement 5 4 3 2 1 x
The application is capable of measuring the listening 2 1 4.66

beginner speed stage.


average speed stage.

proficient speed stage.
The application can calculate the average listening 2 1 4.66

Total 4.66
The Evaluation for Listening Measurement of the game achieved an overall mean of 4.66
and is equivalent to “Excellent” rating. This shows that the application or the system can measure
the listening skill of the player through a graphical representation and score sheet that the
application has generated, based on the speed and length of presentation of written story and level
of difficulty of written questions.
Table 7. Summary of Evaluation Reading Comprehension Validation
No. Reading Comprehension Validation 5 4 3 2 1 X
The content of every reading story is appropriate for the 2 1 4.66

subject area and for the age.
Able to read the text font properly. 2 1 4.66
The transition speed for every scene is sufficient for the 2 1 4.66
user.
Use of a variety of graphics and illustrations to support 2 1 4.66

concepts
Total 4.66
The Evaluation for Reading Comprehension Validation of the game achieved an overall
mean of 4.66 and is equivalent to “Excellent” rating. This shows that the the Evaluation for
Reading Measurement has been validated. Also, This shows that the application can measure the
reading comprehension of the player based on the speed and length of presentation of written story.
Table 8. Summary of Evaluation for Listening Skills Validation
No. Listening Skills Validation 5 4 3 2 1 X
The content of every listening story is appropriate for the 2 1 4.66

Able to hear the voice narration clearly for each scene. 2 1 4.66
Able to understand the diction and grammar of the voice 1 2 4.34

narration.
The transition speed for every scene is sufficient for the 2 1 4.66
user.
Use of a variety of graphics and illustrations to support 2 1 4.66

concepts
4.60
The Evaluation for Listening Comprehension Validation of the game achieved an overall
mean of 4.60 and is equivalent to “Excellent” rating. This shows that the the Evaluation for
Listening Measurement has been validated. Also, This shows that the application can measure the
listening skill of the player based on the speed and length of presentation of written story.
The researchers also came up with a way that distinguished the user’s/respondent’s
progress throughout the game. A bar graph was presented as a graphical representation of the score
sheet of each user, in such way, it is easier to measure the reading comprehension and listening
skill of the user. For the score sheet and bar graph representation, each of the stages has its own
button that we’ll show the progress in that certain stage. Every stage is divided into 2 categories:
reading and listening. Each category has 3 level of difficulty in terms of questioning. The
performance of the respondents will reflect by comparing their points gathered in every stage and
level throughout the game. The progress can also be identified by comparing the pre-test and post-
test of the respondents. In APPENDIX L, it shows some of the respondents’ score and their
progress while playing the game. Hence, another criterion that was included in the application.
Table 9. Summary of Evaluation Results for the 55 Students
CRITEA MEAN QUALITATIVE INTERPRETATION

Game Play 4.80 Excellent
Game Story 4.77 Excellent
Mechanics 4.77 Excellent
Usability 4.61 Excellent
Overall Mean 4.74 Excellent
The system received a positive overall mean rating “Excellent”, showing that it had an
impact the evaluators. The evaluation for originality scored for the highest mean amounting to
4.74, achieving an excellent rating. This shows that the concept of the system appealed the most
to the users.
The content criteria received the lowest mean amounting to 4.61, which is nevertheless
equivalent to a very good rating and shows that the content of the system is in correspondence to
the capstone process.
Table 10. Summary of Evaluation Results for the 3 Filipino Teachers
CRITEA MEAN QUALITATIVE INTERPRETATION

Reading Measurement 4.66 Excellent
Listening Measurement 4.66 Excellent
Reading Comprehension Validation 4.66 Excellent
Listening Skills Validation 4.60 Excellent
Overall Mean 4.79 Excellent
The system received a positive overall mean rating “Excellent”, showing that it had an
impact the evaluators. The evaluation for originality scored for the highest mean amounting to
4.65, achieving an excellent rating. This shows that the system satisfied the 2nd, 3rd and 4th specific
objectives. Which means that the system is capable of measuring the listening skills and reading
comprehension of the users and as well as to generate a graphical representation of the scoresheet.
The researchers used Evaluation Tool below in conducting an evaluation to know the
results, suggestions and comments of the users and upon conducting the evaluation the results
number of the respondents is already shown. The Evaluation Tool can be found in Appendix J.
Researchers computed the mean with the formula:
Mean = Sum of (Number of Respondents / Total Respondents (60)) * Rate Number
CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
In this chapter presents the summary or the research work undertaken, the conclusions
drawn and the recommendations made as an outgrowth of this study.
Summary of Findings
Based on the tests and evaluation perform on the performance of the system were the
following findings of the system.
In the testing and evaluation of the iCuento: Interactive Story Telling Android Game App
about the Filipino Modern Folklores for Kids was able to complete the required application or
system for the capstone subject. The children were able to read different Filipino Folklores, meet
new different characters and play different games in the application. The users were able to learn
more about Filipino Folklores with an interactive story. The following are the processes such as
reading 3 stories and listening to another 3 stories, and at the very end of the story there is a
different game and questions about the previous story they have read / listened.
The reserchers also gave an evaluation tool for the Filipino Teachers to evaluate the content
of the application and distinguish the evaluation tool.
The application was able to implement all the needed requirements for the essential
processes of the capstone project.
Conclusions
In consideration of the objectives of the study and results of the evaluation conducted, the
researchers have come up with several conclusions:
• To develop an android based interactive story telling mobile game application that
can be used as an instructional material for kids.
In order for the researchers to build an interactive story telling mobile game application,
Unity 2D and C# was used. The performance of the application was evaluated in terms
of: Game Play, Game Story, Mechanics, and Usability. The system was equipped with
interactive animation every scene with its corresponding comprehension/listening skill
evaluation per story. Overall, the system received an “Excellent” feedback from the
respondents.
• To create a learning tool that can measure the reading comprehension of the player
based on the speed and length of presentation of written story and level of difficulty of
written questions.
A corresponding module in the game was created to satisfy/implement this
objective. A given set of evaluation was given to the Filipino experts to validate the
application as a learning tool that can measure reading comprehension. The six
stories was divided into three level to gauge the user’s reading comprehension. The
difficulty of each level depends on the speed level or each scene and reading
comprehension quiz. The system has a database for the scoresheet to measure the
user’s reading comprehension. The system is capable of producing a bar graph for
each user’s was used to make the scoresheet easier to read and understand.
 To create a learning tool that can measure the listening skill of the player based on the
questionnaire.
A corresponding module in the game was created to satisfy/implement this
objective. A given set of evaluation was given to the Filipino experts to validate the
application as a learning tool that can measure listening skills. The six stories was
divided into three level to gauge the user’s Listening skills. The difficulty of each
level depends on the speed level or each scene and listening skills quiz. The system
has a database for the scoresheet to measure the user’s listening skills. The system
was capable of producing a bar graph for each user’s was used to make the
scoresheet easier to read and understand.
• To create a tool that will generate a graphical representation of reading comprehension
The system was capable of producing a report in a form of a bar graph after each
level of quiz throughout the game. Each score for each player is stored in a database
so that it will be a lot easier to distinguish whether the user has improved with
his/her reading comprehension and listening skills.
Overall, the reserchers concluded that the developed system was succesful since the
required modules was implemented. The system was tested and evaluted resulting with positive
feedback. Furthermore, the system was rated “Excellent” by the respondents which proves that the
system is functional and usable.
Recommendations
Based on the findings and conclusions presented, the researchers recommend future
researcher to improve the application t. It will help the children to enjoy the game application in
reading, listening and playing the iCuento: Interactive Story Telling Android Game App about the
Filipino Modern Folklores for Kids. The researcher are encourage for further improvement to
make the application in 3D (Three-Dimensional) game where the researchers create a GIF
graphics. Improving the application content by means of upgrading graphics sophistication and
video representation of the story with improve animation capability, which will attract the user.
References:
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http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30.
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Competition retrieved from http://en.paperblog.com/lampara-publishing-house-and-peta-
hold-kuwentong-bata-kuwentistang-bata-story-telling-competition-285082/
Melanie Pilona 2013 The Best Educational Apps and Games for Kids retrieved from
http://lifehacker.com/the-best-educational-apps-and-games-for-kids-1302569890
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tribal-kids/articleshow/21348327.cms
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- In Their Hands Trial Evaluation Report. Retrieved from
http://www.ipadsforeducation.vic.edu.au.
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A143628544&asid=730d0f5f9c85794d7582477503ec955e
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A152542727&asid=ef23d177bb084a737ecc28ee4b5f3154
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TELLER.
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Application that Guides Pupils in Grade School using Kapampangan Lessons and
Activities. Angeles City.
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Angeles City.
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lab.com/
ESL Tests for Primary Kids. (2014, September 16). Retrieved from eslforprimarykids:
http://www.eslforprimarykids.com/
Lucena, M. K., Fernandez, P. B., Nicolar, M. J., Mangulabnan, A., Ramos, R., & Malang, B.
(2012). Hero of Mactan: An RPG Game.
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https://play.google.com/store/apps/details?id=com.jquiz.english_reading&hl=en
Appendix A
Gantt Chart
Activity Weeks Precedence
A. Project Identification 2 None
B. Information Gathering 1 A
C. Project Planning 1 A,B
D. Designing System (User 1 C

Interface)
E. Development of the System 18 C,D
F. System Testing 2 D,E
G. Implementation 2 F
Highlights of Activities
- Data gathering for basis of title

- Data gathering for average time in reading comprehension and listening skill.
- Beta testing for interval selection using 2 version of apps ( 3 secs interval and 5 secs
interval )
- Final testing for the complete app
Appendix B
Letter of Appointment
Appendix C
Basis Questionnaire
Appendix D
Transcript of Interview
If we will make an Interactive Application for children ages 7 – 12 to learn Alamat, what is your
opinion?
Interactive medium to appreciate Philippine literature like legend and myths would be an
innovative way of educating the young. Although one has already paved way - Juan Tamad App
by GMA network.
What benefits for the kids will bring the implementation of this project?
Accessibility to young kids in search of localization of stories.
Sa iyong palagay, importante ba sa kulturang Pilipino ang mga alamat? Bakit?
Oo, sapagkat ang panitikan ay bahagi ng kultura nating mga Pilipino.
Anu-ano ang maitutulong ng Alamat sa mga kabataan ngayon?
Ang alamat kasi ay kwentong nagpapakita ng kung saan nagmula ang mga bagay bagay na
kung iyong babasahing maigi at iintindihin, may aral kang makukuha mula sa kwento.
Makakatulong ba ang pag gawa ng mga aktibidad sa mobile, tulad ng mga laro para mas maigi
pang matutunan at maunawaan ng mga kabataan ngayon ang alamat?
Oo, para maengganyong lalo ang mga bata at maunawaan ito.
Sa iyong palagay, maeengganyo ba ang mga kabataan sa ganitong paraan ng pag aaral? Bakit?
Oo, sapagkat ang mga kabataan ngayon mas nahihilig sa aktibidad sa mobile kesa sa
nagbabasa. Kaya kung meron nito mas mapapadali nating mapaunawa sa mga bata ang
kahalagahan ng alamat sa ating kultura na unti-unti nang nakakaligtaan ng mga kabataan.
May posibilidad bang gamitin o irekomenda mo ang mobile application bilang instrumento sa
pagtuturo. Bakit?
Oo, para kahit saan ang bata kahit saan pwedeng buksan ang application.
Sa iyong palagay, maganda bang gamitin ang mga modernong alamat bilang kasangkapan para
maipabatid sa mga kabataan ang mga bagay-bagay sa makabagong mundo at makapulot ng
makabuluhang aral? Bakit?
Oo, isa itong mabuting paraan upang palagiang maipabatid sa mga kabataan ngayon ang
kahalagahan ng alamat na may mga kabutihang naidudulot at mabuting aral na makukuha mula
dito.
opinion?
Gets their attention.
It will enhance the creativeness of each pupil.
Oo, para malaman ng mga bata ang kahalagahan ng isang bagay at kung saan nagmula.
Karagdagang kaalaman lalo na sa maliliit na bata.
Oo para sa interaksyon ng mga batavat maibahagi narin ang kanilang karanasan sa binasang alamat.
Oo, para hindi sila mainip at makuha ang kanilang atensyon.
pagtuturo. Bakit?
Oo, dahil mas makukuha mo ang atensyon ng mga bata.
Oo, para lumawak ang kanilang imahinasyon.
opinion?
It is a good idea to come up with that application kasi there are only few materials or programs in
the internet which we can use as an instructional material. Kasi halimbawa ngayon sa klase ko, meron na
kaming TV tska Projector, so may mga videos ako yung mga alamat, actually ngayong first grading, alamat
ng agila, yun yung ginamit ko as a springboard para dun sa lesson ko sa pagbabasa. So ginagamit talaga
namin yung mga alamat. So kung merong available na ganyan, pwede naming magamit yun.
Number one kasi di ba yung mga alamat may mga values na pwedi nilang matutunan. Tapos
ngayon kasi hindi na interested yung mga bata sa reading eh di ba? Pero halimbawa nakita nila yung
application niyo, yung mga alamat na yan, magiging interested sila na basahin yung book. Magiging
motivation nila for love of reading.
Oo naman, kasi bahagi yan ng kultura natin. Ang paniwala nga ng mga bata, kasi, akala nila totoo,
tapos sabi ko “hindi, mga ano lang yan, mga likha lang ng mga imahinasyon ng mga writers.” So “bakit po
may alamat?” tanong lagi ng mga bata, sabi ko “kasi nuon, wala pang TV, wala pang mga kung ano anong
pwedeng basahin, so nagkwekwento yung mga lolo, nag iimbento sila ng mga alamat, so nasulat yan, so
bahagi yan ng kultura natin.”, nadedevelop, nagiging libro.
Ayun, number one yung values na pwedeng matutunan na pwede nilang gamitin sa pang araw
araw nilang buhay, tska yun, sa pagbabasa, mas maeengganyo silang magbasa.
Oo, kasi yung mga bata ngayon mga e-learning na. Yung mga nasa 21st century learning, kasama
yung visuals talaga sila, kung puro reading, di rin sila masyadong interested, pero kung gumagalaw, mas
maeengganyo silang basahin.
Oo, kasi exposed sila sa media. So dahil sa telebisyon, sa internet, kung meron nang e-book, o
book na para sa mga alamat, mas maganda siguro para satin, kasi dun sila interesado.
pagtuturo. Bakit?
Oo kasi, naghahanap talaga kami ng mga pweding gamitin, ng mga learning materials na pwede
nating gamitin, kasi sa FIlipino very limited eh, sa english madami, kaya sariling gawa talaga, kahit power
point wala di ba?
Oo naman, kasi di ba nga yun yung objective ng mga alamat, ibahagi yung kagandahang asal. Yun
kasi yung tinuturo ng mga alamat, kahit yung ibang babasahin natin nuon. Mas natututo sila kapag may
mga nakikita, kaso nga lang kung walang magtatanong about the story wala na ding na retain sa kanila,
kaya mas maganda yung gagawin niyong may mga laro.
opinion?
For me, in my opinion, for this program is highly recommended, why? kasi tinitignan natin ngayon
yung interest ng bata, kailangan ng bata. Sila yung learner so sila yung dapat nating bigyan at pangalagaan
kung ano ang interest nila, para sa ganun, yung pagkatuto so they can learn more and they will not find it
boring, kasi nowadays meron nga tayong tinatawag na generation x, meaning to say yung mga bata
ngayon, yung type of interest nila is very very limited. Number one diyan is yung social media and also
yung mga gadgets ngayon, yung technology. So kailangan pa din natin ng interactive application by means
of giving like yung ginagawa niyo you are creating a program na kinukuha , kini-cater niyo yung gusto or
kiliti ng mga bata kung saan kinukuha yung gusto nila para magkaroon sila ng interest katulad ng
pagbabasa. Kung ang pag babasa dati dapat sa isang araw, isang oras nagbabasa, ngayon, ang
pagbabasa ng mga bata parang sapilitan nalang. Hindi mo makikitang magkukusa ang isang bata to
raise their hands to read a whole story without asking them. Hindi naman lahat, pero ngayon mostly
ganun. Pero kapag meron kang pinakita o pinanuod sa kanya, specially colorful visuals tska yung mga
may animation. Kaya kung napapansin natin ngayon yung mga nasa telebisyon ginagawa nila in a form of
animation, may dubbing nalang ng mga artisa. Kasi nga nakikita nila yung interest ng mga manunuod
specially the young ones. They want adventure, so mas gusto nila yung ganun.
The benefit for this project is for the kids to continue patronizing or reading the legend, alamat,
not only that the fables, pabula, the kwentong bayan, sometimes even the talambuhay, they find it very
boring. Talambuhay or Biography, Kaya nga ngayon nakikita niyo specially in cinema instead of reading it,
ginagawa nilang pelikula para lang yung bata, yung atensyon, pano kukunin yung interest nga bata para
lang matapos at maintindihan yung mga kwento.
Importanteng importante bilang Pilipino, dapat yan di namamatay, kung hindi patuloy dapat yan
para sa susunod na henerasyon or for the next generation. Kapag sinabing alamat, kasi ang alamat tayong
mga Pilipino marami tayong paniniwala. Kagaya ng mga kasabihan, tayong mga Pilipino kaya nalalapit tayo
sa panginoon, dahil sa mga paniniwala natin, lalo na yung mga binibigay ng mga alamat. Kagaya ng alamat
ng pinya, nakikita dito ng bata na dapat pala bina-value nila yung utos ng magulang, dapat silang sumunod
agad agad and dapat nilang mahalin yung magulang nila. Yung alamat ng makahiya naman, ang nakikita
doon ay dapat magkaroon ng tiwala sa sarili ang bata. So yung dito sa kulturang Pilipino natin hindi dapat
nawawala yan. Lalo na sa ibang bansa yung mga ibang Pilipino dala-dala pa rin nila yung kultura nila.
Kasama duon yung pagiging maasikaso, masipag, at yung tinatawag nating hardworking. Yung tulong ng
mga alamat ay parang gabay sa ating guide para sa paggawa ng mabuti so kailangan na kailangan yan kasi
para sa sususnod na henerasyon.
Kung ikukumpara natin ang panahon ngayon, sa palagay ko, makakatulong. Talagang dapat
ganyan ang isipin ng iba, gumawa sa programang ganyan para nga mapanatili natin yung kagustuhan ng
mga bata sa pagbabasa ng alamat, hindi nila ibabaling yung kanilang atensyon sa paglalaro lang ng mga
computer games o ibang mga larong wala namang naitutulong o kaalamang maibibigay. So, dapat na
dapat yung mga alamat sa ganoong paraan.
Sa palagay ko oo, yung nga ang motivation. How to motivate the children, use a lot of visuals
actually concrete visuals. They like the concrete visuals kagaya nga ng programa niyo, kailangan ng
interactive di lang puro pagbabasa para sa mga bata, at the same time pwede pa nilang i-roleplay yung
nakita nila, pwede pa nilang tularan yun at magagamit nila sa school yung nakita nila.
pagtuturo. Bakit?
Oo, lalo na ngayon lahat ng ating pasilidad, gumagamit tayo ng telebisyon. Madali lang itong
gamitin, so that the children will find it interesting. Specially listening and participating on the program
and then they will not find it boring.
Oo, totoo yan, yan ang ginagawa ng DepEd ngayon. Kaya kung napapansin natin ibang iba po yung
curriculum, so dati merong tayong utilize education ngayon talagang inisip ng gobyerno, kasi nag attend
ako sa seminars ng k-12 where yan ang ini-implement nila. Makabago, tayo o ang gobyerno ang aangkop
sa mga panganga ilangan ng bata, hindi ang bata ang susunod kung ano lang ang mayroon. So ngayon nga
hinahanap natin kung paano, kung ano ang interest ng bata para sa madaling pagka tuto. So they can learn
from their interest ang ibig sabihin nun ay dapat child friendly tayo, so ang kasangkapan na gusto niyong
gawin, modern, yan ang gusto ng mga bata at lagi nila itong madaling maiintindihan kasi nakaka relate at
the same time nag eenjoy pa sila while they are learning kasi nga may interactive at meron yung programa
ninyo may mga laro.
Follow up questions:
Yung mga alamat po is fundamental sa tinuturo?
Oo, kasi ang mga bata kasi mahilig sila sa mga fiction. Kasi ang mga bata malawak ang
imahinasyon at creative sila. Minsan nakakagawa pa sila ng sarili nilang ending. So dahil dito sa
mga alamat, natututo silang magtanong ng magtanong. Katulad ng “totoo po ba yung ganun?” o
“totoo po ba yung ganyan?” kaya nga sa aking palagay kaya yung mga ninuno natin kaya mahilig
silang mag kwento ng alamat ay dahil sa pagtatanong ng mga bata o kaya bilang aral sa mga bata.
Halimbawa ang bata ay di masunurin, may ikwekwento sila tungkol dun. Kaya yung mga bata dati
ganun eh, nag uumpukan sila para lang makinig ng kwento yung ang interest ng bata yung makinig
ng kwento kapag nilagyan pa yan ng laro, lalo pa silang makikinig.
Categorizing the questions
If you will going to categorize the level of questions, mauuna ka muna talaga sa easy. Wag
kang pupunta sa unknown, yung interest nung bata yung ibibigay mo, yung marami siyang
maiibibigay na examples. More likely, kung saan mas experienced yung bata. Katulad kung ang
topic ay about sa mga nouns, magtanong ka kung anong favorite nila. Yung sila mismo ang
makapag bibigay ng example. First level, is about who, what, when and where. Tapos yung
susunod yung why, medyo ayaw ng bata ito kasi gusto nila yung specific answer. Yung last is
yung panghinuha, ngayon nga dahil more on child centered tayo, categorized na yun into
collaboration, wherein sila mismo natututo sa sarili nila. Sa inferring, you make the child to think
critically. Imaginative learning, use their imagination. About dun sa grade 2, mostly more on
pictures sila. Graphical sila, like dun sa easy, tanungin mo lang kung anong itsura ng papaya. Sa
grade 6 pwede yung intermediate. Dun sa grade 2, hanggang dun lang sa bakit, tska mga games,
tapos pwede mong lagyan ng effects, kasi yun yung gusto nila. More on vocabulary lang kasi yung
grade 2.
WPS for grade 2 and grade 6:
Depende yun sa pagbabasa, kasi kung words lang pwede yung 160 WPM for grade 6 pero kung
paragraph, meron pang intonation yan, may mga punctuation marks na kailangan sundan. Lalo na
sa alamat, iba yung pagbabasa, para kang nag story telling. Para sakin, mas maganda kung mag
conduct kayo ng actual. Punta kayo sa grade 2 and grade 6 then magpabasa kayo, at least yun,
talagang actual. Tignan niyo nalang yung pagbabasa nila ng story then tignan niyo yung time.
What is the Passing Score when taking an exam?
Yung usual Passing Score is 70%. Halimbawa, when taking an exam, out of ten, seven yung
passing. Kung out of five naman, passing score natin is three. Ganun talaga yung standard for each
test.
Appendix E
Basis Statistics
1. Marunong ka na bang magbasa?
7 Years Old
0%
100%
Can Read Can't Read
12 Years Old
0%
100%
Can Read Can't Read
2. Kung Oo, anong lengguwahe ang gamit mo sa pagbabasa?
7 Years Old
16%
0%
84%
Tagalog English Both
12 Years Old
13%
29%
58%
Tagalog English Both
7 and 12 Years Old

25
20
15
10
0
Age 7 Age 12
English 0 7
Tagalog 21 3
Both 4 14
English Tagalog Both
3. Mahilig ka bang makinig sa mga kwento?
7 Years Old
20%
80%
Likes Storytelling Doesn't Like Storytelling
12 Years Old
50% 50%
Likes Storytelling Doesn't Like Storytelling
4. Mas interesado ka bang matuto kung gagamitin ang Smart phones o Tablet sa
pagtuturo?
7 Years Old
0%
100%
Interested in Mobile Learning Not Interested in Mobile Learning
12 Years Old
4%
96%
Interested in Mobile Learning Not Interested in Mobile Learning
5. Mas pamilyar ba sayo ang mga foreign stories katulad nga Cinderella, Beauty and the
Beast, at iba pa, kumpara sa mga Alamat ng ating bansa?
7 Years Old
0%
100%
More Familiar with Foreign Stories More Familiar with Alamat
12 Years Old
0%
100%
More Familiar with Foreign Stories More Familiar with Alamat
6. Alam mo ba kung ano ang isang Alamat?
7 Years Old
4%
96%
Knows Alamat Doesn't Know Alamat
12 Years Old
0%
100%
Knows Alamat Doesn't Know Alamat
Statistics for the Six Alamat
Alamat survey for teachers

4.5
3.5
2.5
1.5
0.5
Alamat ng Manga Alamat ng Anay Alamat ng Paniki

Alamat ng Papaya Alamat ng Atis Alamat ng Pating
Appendix F Story Board
Appendix G
Use Case Diagram:
User Login
Load Quest
Reading
comprehension
story
Select Story
Listening
skills story
Pre-test
Add / Delete a Post-test

User
On / Off
Music
View
Statistics
Appendix H
Visual Table of Contents:
Home
Menu
Mga
Manlalaro Statistics Settings Exit
Alamat
Show
Story Map Add Player Music About
Statistics
Delete
Pre-test On
Player
Story 1-6 Off
Reading
Listening
Skills quiz
Post-test
Appendix I
Entity Relation Diagram
Users Level
PK ID PK ID
username User_id
User_level
User_scorel1
User_scorel2
User_scorel3
User_pretest
User_postTest
Appendix J
Data Dictionary
User Table
Fieldname Type Size Description Key
ID INT 10 User’s number PK
Username VARCHAR 35 User’s name
Level Table
Fieldname Type Size Description Key
ID INT 10 User’s level number PK
User_ID INT 10 User’s number FK

User_scorel1 INT 10 User’s score in level 1
User_pretest INT 10 User’s level in pre-test
User_posttest INT 10 User’s score in post-

test
Appendix K: Evaluation Instrument
EVALUATION FORM
iCuento: Interactive Story Telling Android Game App about the Filipino Modern Folklores for
Kids
Name:
Age:
Educational Attainment:
Please indicate a check mark under the column that best describes your responses for each item
about the iCuento: Interactive Story Telling Android Game App about the Filipino Modern
Folklores for Kids.
Please use the rating below:
Numerical Rating Equivalent
5 - Excellent
4 - Very Good
3 - Good
2 - Fair
1 - Poor
Instruction: Please rate the proposed system using the criteria given below:
No. Game Play 5 4 3 2 1
It provides clear goals throughout playing the games.
Users discover the story as part of the game.
Player’s perceive a sense of control and impact onto the

game.
The game gives rewards that immerse the player deeply

in the game by increasing their capabilities and
knowledge.
The game is user friendly.
The challenges are positive game experiences, rather

than a negative experience (results in their wanting to
play more, rather than quitting).
The game achieves familiarizing the different alamat

stories.
No. Game Story 5 4 3 2 1
Player understands the story line as a single consistent

vision.
Player is interested in the story line.
The player spends time thinking about possible story

outcomes.
No. Mechanics 5 4 3 2 1
The game reacts in consistent, challenging and exciting

way to the player’s actions. (e.g., appropriate music with
action).
A player is always able to identify his/her score/status

and goal in the game.
Mechanics/controller actions have consistently mapped

and learnable responses.
Controls are intuitive and mapped in a natural way.
Players are given controls that are basic enough to learn

quickly yet expandable for advanced options.
No. Usability 5 4 3 2 1
Provides immediate feedback for user actions.
It is easy to register a player and to swap from one

player to another.
The player experiences the user interface as consistent.
The player experiences the menu as the part of the

game.
Sounds from the game provide meaningful feedback or

stir a particular emotion.
The interface is as non-instructive to the player as

possible.
Art should be recognizable to player and speak to its

function.
Comments/Suggestions:
Signature:
EVALUATION FORM for Filipino Teacher
iCuento: Interactive Story Telling Android Game App about the Filipino Modern Folklores for
Kids
Name:
School:
Educational Attainment:
Please indicate a check mark under the column that best describes your responses for each item
about the iCuento: Interactive Story Telling Android Game App about the Filipino Modern
Folklores for Kids.
Please use the rating below:
Numerical Rating Equivalent
5 - Excellent
4 - Very Good
3 - Good
2 - Fair
1 - Poor
Instruction: Please rate the proposed system using the criteria given below:
No. Reading Measurement 5 4 3 2 1
The application is capable of measuring the reading

correct answer points for the three levels of questioning
in the beginner speed and length stage.
correct answer points for the three levels of questioning
in the average speed and length stage

comprehension score of the user by collecting the correct
answer points for the three levels of questioning in the
proficient speed and length stage.
The application can calculate the average reading
No. Listening Measurement 5 4 3 2 1
The application is capable of measuring the listening

beginner speed stage.
average speed stage.
proficient speed stage.
The application can calculate the average listening
No. Graph Generation 5 4 3 2 1
The graph’s format and way of presentation are easy to

understand and correct.
The graph and scoresheet is capable of showing the

points gathered by the user per stage and per level.
The data that were listed in the scoresheet match the bar
graph visualization.
The formula in computing the average of the scores is
right and accurate.
The user can compare his/her previous and current score
per story by the use of progress history.
No. Reading Comprehension Validation 5 4 3 2 1
The content of every reading story is appropriate for the

Able to read the text font properly.
The transition speed for every scene is sufficient for the

user.
Use of a variety of graphics and illustrations to support
concepts
No. Listening Skills Validation 5 4 3 2 1
The content of every listening story is appropriate for the

Able to hear the voice narration clearly for each scene.
Able to understand the diction and grammar of the voice

narration.
The transition speed for every scene is sufficient for the
user.
Use of a variety of graphics and illustrations to support

concepts
Comments/Suggestions:
Signature:
Test Tool or Acceptance Testing
SYSTEM ACCEPTABILITY TEST
The following acceptability test is provided as a tool to assist the researchers in the
assessment of the iCuento: Interactive Story Telling Android Game App about the Filipino
Modern Folklores for Kids.
Part 1: Personal Information
Name:
Profession/Designation:
Affiliations:
Part 2: Test case scenarios. Write Yes in the Pass column if the system successfully
performed each action and marked No if unsuccessful.
Module Action Performed Expected Pass Suggestion
User Make new user Account save

Management account
User Login with existing Login successful

Management account
User Deleting existing Deleting successful

Management account
Pre-Test and Start Pre-Test Story Show the Pre-Test story

Post-Test Module
Pre-Test and Play Reading Quiz Answer questions that is

Post-Test Module Game for Pre-Test about the particular story
that the user have
read/listened and
displayed together with

the choices.
Play Listening Quiz Answer questions that is

Game for Pre-Test about the particular story
that the user have
Pre-Test and
read/listened and the
Post-Test Module
choices is displayed but
the user will listen to the
question.
Game Module Show Map button Shows the map with 6

stories icon
Game Module Click Story button Show the story menu
Game Module Play Story button Start the story telling
Play Reading Quiz Answer questions that is

Game about the particular story
that the user have
Game Module
read/listened and
the choices.

Game about the particular story
that the user have
Game Module read/listened and the
question.
Pre-Test and Start Post-Test Story Show the Post-Test story

Post-Test Module
Play Reading Quiz Answer questions that is

Pre-Test and that the user have
Post-Test Module read/listened and
the choices.

that the user have
Pre-Test and
read/listened and the
Post-Test Module
question.
Progress/Statistics Show Scoring Shows the total score

Module after each game.
Pre-Test and Completed Pre-Test Unlock the Story Map

Post-Test Module
Pre-Test and Completed Post-Test Show the Statistics

Post-Test Module
Completed Story Unlock the Reading

Game Module
Quiz Game
Completed Reading Unlock the Listening

Game Module
quiz game Quiz Game
Completed Listening Unlock the next story

Game Module
quiz game
Completed the Story Unlock the Post-Test

Game Module
Map
Show Statistics Show progress for

Progress/Statistics comprehension quiz
Module game and listening quiz
game
Part 3: A set of open-ended questions is provided, in order to assess the overall perspective
and background knowledge of the evaluator to the system.
1. Upon using the application, do you think it will contribute to the knowledge of the users to our
different folklores?
2. Does the games included are relevant to the app?
3. Does the android app graphics are attractive to the users?
4. What are the major strengths of the application?
5. What are the weaknesses of the application?
Other comments:
Signature:
Date:
Appendix L
Respondent’s Progress
READING COMPREHENSION LISTENING SKILLS

Student Name Pre-test Score Post-Test Score Pre-test Score Post-Test Score
Princess (Grade 2) 3 3 2 4
Jasper (Grade 2) 1 4 2 4
Ivy (Grade 2) 4 5 3 5
Esther (Grade 6) 6 9 5 7
Michelle (Grade 6) 6 9 7 9
Shakira (Grade 6) 7 10 7 8
The table shows some of the respondents’ score and their progress while playing the game.
For the score sheet and bar graph representation, each of the stages has its own button that we’ll
show the progress in that certain stage. Every stage is divided into 2 categories: reading and
listening. Each category has 3 level of difficulty in terms of questioning. The performance of the
respondents will reflect by comparing their points gathered in every stage and level throughout the
game. The progress can also be identified by comparing the pre-test and post-test of the
respondents.
Princess (Grade 2)
Jasper (Grade 2)
Ivy (Grade 2)
Esther (Grade 6)
Michelle (Grade 6)
Shakira (Grade 6)
Appendix M
Costa’s Level of Questioning
Appendix N
Speed Basis Summary
Experiment procedure in gathering data for the average time consumed for every story:
The researchers used the exact books that were used in the application in conducting the
experiment. The summarized/shortened version of the stories were used by the grade 2 students,
while the original length of the books were used by the grade 6 students. The experimentation was
conducted at 3 different schools, both public and private. 5 students from grade 2 and 5 students
from grade 6 for each school were asked to participate in the activity. The data for the average
reading comprehension speed per story were generated by letting every student read the story while
being monitored and timed by the researchers in every scene of the story. In the other hand, the
average time consumed for the listening comprehension skills for every story were generated by
letting some of the students read the story out loud while the rest of the students listened and
comprehend the stories. The story was timed by the researchers and served as the basis for the
listening skills average speed. After the average speed for every story were gathered, the
researchers have made some modification in the speed of time presentation of every story and
partitioned the stories in to three stages. The researchers tried modifying the speed by using the
intervals 3 and 5. 3 second speed were added per scene for the beginner stage, retained the gathered
average speed for the average stage and deducted 3 seconds per scene for the proficient stage. The
same process were made in using 5 seconds as the interval for the stages. After conducting the beta
test of both applications with both 3 and 5 intervals by grade 2 and grade 6 students. Most of them
said that the difficulty of the application with the interval of 5 is too fast for them that is why
majority have chosen 3 seconds as the interval of difficulty because it’s more tolerable to them.
Average reading and listening comprehension time per story
(Grade 2)
Ahas Paniki Guyabano Butanding
1.) 22.96 1.) 21.03 1.) N/A 1.) N/A
2.) 21.93 2.) 33.96 2.) N/A 2.) N/A
3.) 28.23 3.) 36.67 3.) N/A 3.) N/A
4.) 29.80 4.) 27.34 4.) N/A 4.) N/A
5.) 31.26 5.) 31.08 5.) N/A 5.) N/A
6.) 21.22 6.) 36.9 6.) N/A 6.) N/A
7.) 40.62 7.) 34.91 7.) N/A 7.) N/A
8.) 42.58 8.) 27.95 8.) N/A 8.) N/A
9.) 43.74 9.) 25.43 9.) N/A 9.) N/A
10.) 39.20 10.) 21.27 10.) N/A 10.) N/A
11.) 49.41 11.) 36.62 11.) N/A 11.) N/A
12.) 63.21 12.) 27.89 12.) N/A 12.) N/A
13.) 57.37 13.) 21.59 13.) N/A 13.) N/A
14.) 73.73 14.) 35.21 14.) N/A
15.) 62.81
16.) 50.52
Sum=678.50 Sum=417.85 Sum=295.21 Sum=389.39
*unit of measurement= seconds
Mangga Papaya Anay Atis
1.) 18.17 1.) 13.77 1.) 18.16 1.) 32.65
2.) 12.95 2.) 8.77 2.) 33.51 2.) 18.22
3.) 16.39 3.) 21.86 3.) 26.39 3.) 32.75
4.) 17.70 4.) 14.26 4.) 15.68 4.) 29.54
5.) 8.98 5.) 13.86 5.) 28.87 5.) 26.26
6.) 10.80 6.) 13.61 6.) 19.41 6.) 17.07
7.) 13.5 7.) 19.46 7.) 23.46 7.) 31.37
8.) 13.25 8.) 21.93 8.) 27.13 8.) 26.87
9.) 18.17 9.) 19.99 9.) 15.38 9.) 21.92
10.) 17.28 10.) 17.57 10.) 25.24 10.) 45.92
11.) 8.18 11.) 18.45 11.) 26.23 11.) 37.51
12.) 14.16 12.) 25.12 12.) 17.48 12.) 29.37
13.) 17.7 13.) 16.97 13.) 34.26 13.) 25.89
14.) 17.18 14.) 25.10
15.) 11.62
16.)17.24
17.)22.35
18.)31.00
Sum=286.62 Sum=225.62 Sum=336.3 Sum=375.34
Average reading and listening comprehension time per story
(Grade 6)
Ahas Paniki Guyabano Butanding
1.) 42.24 1.) 24.68 1.) N/A 1.) N/A
2.) 25.55 2.) 65.98 2.) N/A 2.) N/A
3.) 26.21 3.) 55.34 3.) N/A 3.) N/A
4.) 34.06 4.) 26.75 4.) N/A 4.) N/A
5.) 31.05 5.) 65.15 5.) N/A 5.) N/A
6.) 30.04 6.) 74.57 6.) N/A 6.) N/A
7.) 42.45 7.) 51.93 7.) N/A 7.) N/A
8.) 36.85 8.) 54.86 8.) N/A 8.) N/A
9.) 63.57 9.) 15.57 9.) N/A 9.) N/A
10.) 19.43 10.) 20.75 10.) N/A 10.) N/A
11.) 40.39 11.) 66.24 11.) N/A 11.) N/A
12.) 47.68 12.) 67.22 12.) N/A 12.) N/A
13.) 43.62 13.) 92.21 13.) N/A 13.) N/A
14.) 78.45 14.) 87.42 14.) N/A
15.) 52.3
16.) 97
Sum=710.89 Sum=768.67 Sum=320.69 Sum=576
Mangga Papaya Anay Atis
1.) 12.32 1.) 19.36 1.) 9.94 1.) 36.88
2.) 8.17 2.) 12.48 2.) 24.96 2.) 11.98
3.) 13.28 3.) 18.11 3.) 22.93 3.) 30.14
4.) 12.04 4.) 11.39 4.) 20.88 4.) 16.94
5.) 6.25 5.) 13.85 5.) 36.23 5.) 44.63
6.) 5.20 6.) 16.86 6.) 9.72 6.) 17.74
7.) 8.92 7.) 17.28 7.) 15.34 7.) 41.1
8.) 27.46 8.) 13.28 8.) 24.01 8.) 24.69
9.) 12.16 9.) 18.74 9.) 10.18 9.) 19.06
10.) 15.84 10.) 14.25 10.) 18.25 10.) 45.55
11.) 6.30 11.) 15.38 11.) 13.52 11.) 35.4
12.) 5.31 12.) 20.23 12.) 9.76 12.) 44.57
13.) 12.62 13.) 21.32 13.) 24.41 13.) 34.83
14.) 13.36 14.) 14.38
15.) 9.21
16.) 9.20
17.) 13.53
18.) 22.84
Sum=214.01 Sum=213.16 Sum=254.06 Sum=403.51
( Grade 2 )
Difficulty interval selection
Name 3 seconds interval 5 seconds

interval
Xhanelle O. Natividad
John Matthew T. Benedicto
Danny Velasco
Angelo Giwu
Charlene Angela W. Pinzon
Precious Cordero
Rhian Laine Chloe B. Mendoza
Khim Galang
Lorraine Ashly Dotimas
Jed Ezykiel Curimao
Jared Maverick Quito
Francine Mhae Torres
Jay Cejares
-
Kirby Tiglao
-
Althea Johara Barcena
Difficulty interval selection
( Grade 6 )
Name 3 seconds 5 seconds

interval interval
Carlo Chito genesi Mungcal
Cielo Angeli Pinzon
Aeric Joseph Angeles
Mark Lanzanote
Levi Redito
Ryza Mariel Gonzales
Valdeen Velez
Shaun Cerrada
Charlotte Yncierto
Angela Vargas
Jade Gonzales
Gleenzie Leth Fabros
Asianhel Grace C. Perez

-
James Christian Conos

-
Chrizzy Marie M. Galang
Sample Pictures During System Evaluation:
Appendix O
User Manual
User’s Manual
Mga Manlalaro
The “Mga Manlalaro” consist of three icons:
1. User List: Allows the user to choose their own user.
2. Bagong Manlalaro: Allows the user to create a new user.
3. Home Button: Allows the user to go back to the Main Menu.
Main Menu
The Main Menu consist of eight icons:
1. Magsimula: Allows the user to go to the Main Map.
2. Manlalaro: Allows the user to go to the User Selection.
3. Progreso: Allows the user to show the scoresheets and bar

graph representation of the points gained in every level of the
stories.
4. Isarado: It allows the user to close the Application.
5. Catching Game: It allows the user to play the catching game.
6. Delete User: It allows the user to remove the user account itself.
7. About: It shows the credits who created the Application.
8. Sound button: It allows the user to adjust the volume control.
Note: Catching Game will be available if you have finished your Post Test.
Main Map
The Main Map shows all the six stories included in the application
that the user must finish and it consist of five icons:
1. Instruction Button: Allows the user to view all the instructions

on how the game flow works.
3. Pre-test Button: Allows the user to go to the Pre-Test Menu.
4. Story Buttons: Allows the user to go to each stories of the

application.
5. Post-test Button: Allows the user to go to the Post-Test Menu.
Note: You need to unlock all the story buttons so you can proceed to the Post-Test
Menu.
Pre-Test Menu
The Pre-Test Menu consist of four icons:
1. Magsimula(For Reading): Allows the user to take the Reading

Pre-Test.
2. Magsimula(For Listening): Allows the user to take the

Listening Pre-Test.
3. Main Map Button: Allows the user to go back to the Main Map.
Note: The Magsimula Button (both Reading and Listening) will be disabled after you take
the Pre-test.
Story Menu (Submap)
The Story Menu consist of four icons:
1. Play Button: Allows the user to play the Story.
2. Level Buttons: It consists of questions arranged by its difficulty

level.
4. Story Number: It indicates the Story Number of the Main Map.
Story Interface
The Story Interface consist of two icons:
1. Timer: It shows the time duration of the story.
2. Map Button: Allows the user to go back to the Submap of the

story.
Quiz Interface
It shows all the questions that the user must answer and pass so you
can proceed to the next quiz level. The Quiz Interface consist of six icons:

story.
3. Tanong: It indicates the number of questions for the Quiz.
4. Puntos: It shows the correct points that the user have gained in
answering the questions.
5. Quiz Timer: It shows the time for answering the Quiz.
6. Choices: It allows the user to choose the correct answer for that
given question.
Note: For Grade 6 version, you need to have five correct answers and three correct
answers for Grade 2 version so you can pass the quiz and go to next quiz level.
Matching Game (Grade 2)
For Grade 2, this is the 3rd and final level for every story. The objective of
the user is to match all the cards before the time expires. The Matching
Game consists of four icons:

story.
3. Timer: It shows the time for matching the cards.
4. Cards: These are all the items that you need to match so the
user can accomplished the game.
Note: In this game, we have the star rating after the user matched all the cards. The
early you finish the game, the more star/s you get.
Post-Test Menu
After the user have finished the six stories, The Post-Test will activate, this
will measure if the user have progress from the Pre-test that he/she taken.
The Post-Test Menu consist of four icons:
1. Magsimula(For Reading): Allows the user to take the Reading

Pre-Test.
2. Magsimula(For Listening): Allows the user to take the

Listening Pre-Test.
Note: If you have accomplished the Post-Test, the catching game will be available located
at the Main Menu.
Catching Game
This game was created for the leisure of the user. The Catching Game
consists of four icons:
2. High Score: It shows the given high score of the game.
3. Score: It shows the score gained while catching the correct
object.
4. Lives: It shows the lives for the user to continue to play the
game.
Note: In this game, the user must catch the correct object as many as he/she can
for him/her to achieved or able to beat the high score of the game.
Progreso
The Progress consists of three icons:
2. Mga Puntos: It shows the scoresheets recorded on the quiz
taken by the user.
3. Mga Grap: It shows the bar graph representation recorded on
the quiz taken by the user.
Note: In Mga Puntos and Mga Grap, the scoresheets and graphs are arranged according
to their difficulty level and has an interface with the total and average scoresheet and bar
graph representation.

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COLLEGE OF COMPUTING AND INFORMATION SCIENCES

Bachelor of Science in Information Technology

THE BACKGROUND OF THE STUDY

are practically unlimited, enabling a number of opportunities for personalized learning.

imagination in Filipino Folktales.

time of the actual students from grade 2 and grade 6.

development and technical thinking.

Purpose and Description

books anymore. (See Appendix E)

Statement of the objectives

categorized in two objectives, the general and specific objective.

Folklores that originated in our country, Philippines.

The following specific objectives must be met.

be used as an instructional material for kids.

• To create a tool that will generate a graphical representation of reading comprehension

Scope and Delimitation

if the user improved.

proficient stage for the students.

at least 50% to unlock the next level.

User manipulation is accessible on user menu in order to delete or add a user.

Segundo D. Matias, Alamat ng Langaw by Segundo D. Matias, Alamat ng Pagong by

the documentation of the system:

technology and accessed at a student’s convenience from any location.

Voice narration. It is a voice-over narrating stories in clear audio.

typography, space, image and color.

Programming It is a process that leads from an original formulation of a computing problem to

executable computer programs.

After Effects, and Encore.

REVIEW OF RELATED LITERATURE AND STUDIES

researchers in developing the proposed system.

Related Studies and Literature

introduction of many religions and philosophies.

The researchers want to introduce Philippine folklore in a modern way. The

researchers wants to develop a mobile interactive application; with this kind of

entertained by the interactive characters in the story through reading, listening, or

children values and other things.

the kids and even for the instructors.

application brings out momentous experiences and animations, background music,

will also serve as an instrument to help the children in improving their

Filipino to become patriots of our own culture.

modern alamat of our country.

Mobile learning is currently a hot topic in education. For a

to introduce technological change before the curriculum and culture implications

folklores of our country. As a mobile learning application, the researchers aims it

enjoy the application at the same time.

way of becoming an Android country.

The iCuento is an android based mobile application. According to

Categorizing the questions

WPS for grade 2 and grade 6:

What is the Passing Score when taking an exam?

use with supervision.

The Kiddie Bible App

Children’s Story Bible”. (Mañalac, Paras, & Vanhooland, 2015)

Costa’s Level of Questioning

identifying higher levels of questions. (Noelle Combs, 2014)

Questioning. This different level of questioning is essential for students to learn to

think critically and to ask higher levels of questions.

TiBook Tagalog Story Teller

false or based on superstition. (Austria, De Mesa, Nacion, & Ramirez, 2014)

interest and imagination in stories utilizing the present-day technology. TiBook’s

with its interactive visuals and graphics.

android phones. (Bartolo, Pascual, Solomon, & Tolosa, 2014)

and 12 to learn modern alamat from our own country.