TryGo: A Mobile Game Application

in PreCalculus

___________________________________

An Undergraduate Thesis Presented to

the Faculty of the College of Science

of the Bulacan State University

City of Malolos, Bulacan

___________________________________

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Mathematics with

Specialization in Computer Science

___________________________________

by

CRUZ, DESSERIE ANGELYNETTE N.

DELA CRUZ, JOHN MARTIN VINCENT R.

MANIO, ANGELIE CLAIRE Y.

PASCUAL, JHON HONESTO T.

SANTOS, CHRISTIAN JERIC P.

April 2022
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is all about understanding rather than numbers, equations,

calculations, or algorithms (Patterson, 2017). In today’s generation, most people are

afraid of dealing with numbers, especially when they are going to study them.

Mathematics is one of the subjects that is hated by most people because they think that

they cannot do it or may fail the subject. Little did they know that mathematics was

around the corner. People need to accept the fact that mathematics is part of someone’s

daily life. Learning does not just stop when someone does not want to learn it anymore or

if they cannot understand it, but they need to find ways to easily understand this subject,

and it is better if they make their learning strategies to accelerate their learning.

Students should possess the ability to think critically. As a result, it ought to be

the duty of schools to foster and assess critical thinking abilities through the teaching and

learning process. Nowadays, many young people are inclined to use gadgets, even to use

them as a tool to be a source in their studies, and this is the reason why students depend

only on online sources, especially when there is a pandemic in our country. This is one of

the things that is saddening people because the modern generation forgets to think

critically and analyze things. Nevertheless, İşman (2021) concluded that instructors did

express more favorable effects of technology than negative ones. There were certain areas

where educators thought students could use more support but found that technology use

in the classroom increases student motivation and engagement. The ability to appraise the

excellence of ones own and another person's work is called evaluative judgment.

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Developing students' evaluative judgment is an objective of higher education, (Tai et al.

2017) which enables students to improve their work and meet their future learning needs.

Students do not just accept a rule without examining its relevance or consequences to the

scenario or problem at hand.

People employ basic math skills every day, under Indeed Editorial Team

Researcher (2020). Mastering basic math allows the person to resolve everyday tasks and

problems effectively. Everything people can see in this world has the involvement of

mathematics because it was done by solving problems or equations that had to be

accurate for the results to be good. Elementary school instructors teach fundamental

arithmetic abilities to pupils so they can proceed to higher-level math skills in courses

such as algebra, geometry, and calculus.

As society grows progressively dependent on technology, today's generation

needs to acquire computational thinking abilities to use technology successfully. Students

benefit from learning computational thinking in both the academic and financial realms.

The number of computing jobs added each year exceeds that of computer science

students, and significant job growth is anticipated (Bureau of Labor Statistics, 2022).

People are aware that the latest generation is addicted to online games or any game on

their cell phones because it becomes their entertainment whenever they are tired or has

problems they are going through. For students to become critical thinkers, it is necessary

to help their teachers and even the researchers through a unique method that will not

make the students bored. The idea of gaming can be used in education in a variety of

ways, numerous games can aid in the learning process, including quizzes, simulations,

drill and practice, problem-solving, and games with tutorials (Zirawaga et al., 2017).

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Games are an essential component of human culture and civilization, for they encourage

inspiration and perseverance (Bozkurt et al., 2018). Games may also be utilized by people

of all ages and ability levels.

The researchers surveyed the selected first-year students of Bulacan State

University under the course of Bachelor of Science in Mathematics with a specialization

in Computer Science to know their perceptions about the subject of PreCalculus. The

researchers gave the survey forms through the use of Google Forms to the class mayors

of each section, and students needed to fill them up. The questionnaires are personally

made by the researchers based on the current situation and the topics under the course

subject Pre-Calculus, with the subtopics of each lesson. The survey contains lists of the

subtopics in each lesson of the course subject, and the students may choose all the

subtopics that they find difficult to study. The researchers gathered 63 responses from the

students, among them, 45 out of 63 respondents are former STEM (Science, Technology,

Engineering, and Mathematics) students. The data showed that students found

Trigonometric Functions difficult to study during their senior high school years, as

indicated by 61 votes from the respondents. Meanwhile, 47 out of 63 respondents said

that they prefer a traditional mode of learning because, for them, it is the most efficient in

terms of learning. The researchers also included the Trigonometric identities in

preparation for Calculus 1. In the traditional mode of learning, there is no digital barrier,

so there is personal engagement between the students and the professors. This means that

learning may be made easier and more efficient. When it comes to the supplementary

educational materials, it showed that the respondents have an interest in gamified

learning which involves the use of games as a tool in learning the subject, with 35 votes.

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 As a result, the researchers developed a mobile game application called TryGo,

which is a combination of battle and educational games that enhance the mathematical

skills of the players in Trigonometry. This game could be challenging yet interesting to be

able to increase the ability of an individual when it comes to solving mathematical

equations. The objective of this study was to help an individual, especially the students,

enhance their mathematical skills in such a way that they enjoyed this game while at the

same time learning mathematical concepts.

Statement of the Problem

The purpose of the study is to create a mobile game application aimed at

evaluating the acceptability of TryGo among the 1st year college students of the Bachelor

of Science in Mathematics program at Bulacan State University.

The researchers formulated the following question that should be investigated:

1. How will PreCalculus concepts be integrated in the mobile game application?

1.1 Trigonometry Based on Department of Education (DepEd) Lesson Plan

1.1.1 Basic Trigonometric Function

1.1.2 Solving Right Triangle

1.1.3 Special Right Triangle

1.2.1 The Pythagorean Theorem

1.2.2 Measuring Rotation

1.2.3 Relating Trigonometric Function

1.3.1 Trigonometric Function of Any Angle

1.3.2 Application of Trigonometric Functions to Angles of Rotation

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 1.3.3 Trigonometric Identities

2. How will the following features of the game be integrated in the system?

2.1 Offense/Defense Strategy

2.2 Scoreboard

2.3 Storyboard

2.4 Adventure/Practice Mode

2.5 Power Ups

2.6 Solutions

3. What hardware and software will be utilized throughout the mobile game application

development process?

4. How acceptable is the mobile game application on the following criteria;

4.1 Players Experience;

4.1.1 Confidence

4.1.2 Challenge

4.1.3 Satisfaction

4.1.4 Social Interaction

4.1.5 Fun

4.1.6 Focused Attention

4.1.7 Relevance

4.1.8 Perceived Learning

4.2 Usability;

4.2.1 Aesthetics

4.2.2 Learnability

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 4.2.3 Operability

4.2.4 Accessibility

Significance of the Study

This research was conducted with the aim of developing a mobile game through

the application of mathematics. Moreover, this study also benefits the following:

Students. The main beneficiaries of this study are students from Senior High

School students. The TryGo mobile game served as a training application for

Trigonometric Function. Students can use it to improve their academic performance. This

helped encourage students to enhance their mathematical skills in a way they enjoyed

learning mathematical concepts.

Faculty. The TryGo mobile game served as a mathematical application to practice

their students' academic skills, specifically in mathematics, while applying them to a

game. The senior high school faculty used TryGo as an alternative way of learning

PreCalculus in which students could enjoy playing while learning. The students' progress

in PreCalculus focusing on Trigonometric Function can also be checked using the game.

Administrator. This study helped the administrators maintain the quality and

consistency of the students' learning. It has guided them in identifying needed

improvements in teaching Trigonometric functions for better understanding. Moreover,

the study gave the administrators additional information in relation to this matter,

including whether gamified learning can be utilized as a new way of teaching.

Future Researchers. The study was beneficial for researchers who aim to gather

information for any related research. It has served them as building blocks for a bigger

6
study in connection with the Bachelor of Science in Mathematics with a specialization in

Computer Science.

Scope and Delimitation

The study covered how gamification supported the senior high school

mathematics faculty in teaching students about making the subject enjoyable, focusing

on Trigonometric functions that helped the students boost their confidence in answering

mathematics equations. The study developed a mobile game application and made it

available on mobile platforms for better accessibility for the students. The respondents

were restricted to the students who are enrolled in the course Bachelor of Science in

Mathematics with specializations in Computer Science, Applied Statistics, and Business

Application at Bulacan State University during the A.Y. 2022-2023.

The following PreCalculus topics, such as Basic Trigonometric Functions,

Solving Right Triangles, Special Right Triangles, The Pythagorean Theorem, Measuring

Rotation, Relating Trigonometric Functions, Trigonometric Functions of Any Angle,

Application of Trigonometric Functions to Angle of Rotation and Trigonometric

Identities were all discussed during Senior High School year. The researchers used

printed questionnaires to measure the acceptability of the game. However, Google Forms

was used to disseminate survey questionnaires to the respondents to determine the

PreCalculus topics suitable for the study. In addition, some additional features are also

incorporated for educational and entertainment purposes.

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Conceptual Framework

The researchers will be guided by the diagram provided below.

Figure 1.1 The Model of the Study

The conceptual framework above used by the researchers is called the CIPP

(Context, Input, Process, and Product) model. The CIPP model is often used as a

management-oriented tool as it combines the four stages of evaluation. First, the context

of the model is the aim of this study, which is “to develop a mobile game application that

helps students.

To start building on top of the context, the researchers will input the necessary

information to provide more detail for this study. These are the related literature and

related studies, the information to be gathered from the participating individuals, and the

mechanics that will be used for the game.

The tasks needed in the process of developing TryGo will be done using Rapid

Application Development (RAD). RAD emphasizes a quick cycle of prototyping and

exchanging feedback that allows several revisions or upgrades without restarting the

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entire process of development. Requirements planning would be the initial components

for development of the system, such as the mechanics to be implemented and the flow,

theme, and genre of the game. User design will be an iterative process of prototyping,

testing, and refinement of the system. It will be a continuous back and forth of

prototyping and providing feedback from developers. Cutover is the last phase of RAD,

wherein it enters its launch period with the public. Maintenance is the main focus, as

there can be problems and bugs that were overlooked during the development phase.

These kinds of errors should be reported immediately, as it is crucial that the system

remain functional for a long period of time.

After these processes, the researchers gathered the data needed to prove that the

study “TryGo: A Mobile Game Application in PreCalculus” benefited the first-year

college students of Bulacan State University.

Definition of Terms

To ensure that all readers are interpreting these terms in the same manner as the

researchers intended, the following definitions are provided.

Adventure Mode – where the player could battle AI enemies by answering questions.

They could also create a new game or continue the current game at the exact level.

Gamification – is by incorporating educational learning materials in the game such as

PreCalculus to enhance students' learning. In addition, gamification could be considered

as another mode of learning for the students.

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Hit Points (HP) – a numerical attribute representing the health of the character. The

game’s characters are the player and the enemy. Additional HP could be gained if the

player got the correct answer and chose defense as their strategy.

Practice Mode – where the player can practice the questions asked within the game like

an online quiz without any damage to the player and the enemy’s HP.

Scoreboard – displays the ranking score of the player in every game to keep track of

their progress and learning.

Strategy – is letting the player choose their game play by choosing offense or defense

within the game.

TryGo - it is an Android game based on PreCalculus to assist Senior High School

students in learning the PreCalculus subject.

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 CHAPTER II

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents the admissible literature and studies that the researchers

considered in strengthening the importance of the present study (TryGo Mobile Game

Application). It also presents the synthesis of the art to properly comprehend the research

and improve understanding about the study.

Related Literatures

Game-based learning. The continuing pandemic brought by coronavirus disease

2019 (COVID-19) has prompted the closure of educational institutions of all levels,

involving high school and university students, and has compelled educators and

institutions to quickly alter instructional methodologies (Nieto-Escamez et al., 2021).

Game-based learning is a popular teaching method right now. According to Smiderle et

al. (2020), gamification of education may increase student engagement in the same way

that games can, allowing them to better their specific abilities and maximize their

learning. The present game, on the other hand, is a pleasant game with no specific

learning strategy behind it. Education is one of the areas most impacted by the fast

advancement of technology. In recent years, a variety of innovative technologies for use

in education have arisen. One example is mobile learning, which allows for learning to

take place at any time and from any location with the assistance of cellphones, netbooks,

and other mobile technology. This circumstance implies a paradigm shift and educational

techniques appropriate for the twenty-first century. This paradigm shift will turn a

ready-to-use learning paradigm into one that prepares students for discovery, digital

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literacy, problem solving, and creativity. Mathematics is one of the common subjects that

is the source of anxiety, for the simple reason that students find it difficult to understand.

As studied by Johansson (2021), an effective method of teaching mathematics is by

implementing learning materials into games. It motivates and encourages students to

learn mathematics. As a result, learning developers and mathematics instructors are

expected to create materials with educational games to create a novel learning

environment for students. Furthermore, there are certain restrictions that must be

recognized. The important thing to remember is that each individual plays games at a

different pace, so their time to complete the game will vary. Students who are less skilled

at playing games cannot fully participate in the learning process. However, if students

continue to be provided with learning facilities that include game-based learning, this

problem will be addressed. To innovate teaching methods, it requires analysis and the

participation of a target beneficiary or students; the actual practice presented by gamified

learning situations produces a positive result in the long run of implementation, according

to Perera & Hervas-Gomez (2021).

In accordance with Rondina & Roble (2019), another way of learning is through

experience; activities with first-hand experience and life-like situations in relation to

mathematical concepts will help students develop proficiency in their knowledge.

Students introduced to mathematical game strategy are more likely to get higher

academic results than those used to traditional learning. In addition, mathematical games

boost the students' skills to solve problems correctly. Tokac et al., (2019) stated that video

games are an effective educational method for teaching mathematics. Video games

provide more learning opportunities for students than traditional learning methods.

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Moreover, having many teaching techniques that include game-based learning improves

students' achievements in mathematics. According to Juraschka (2019), game-based

learning helps in enhancing the quality of teaching and learning mathematics. It will

assist students in understanding mathematical concepts without them noticing it. As a

result, their confidence and capability can be improved, which will help increase their

academic achievements in mathematics. As studied by Brezovszky et al. (2019),

incorporating games into students' learning improved their mathematical skills and

knowledge. It can also be a new practical and flexible approach to the regular classroom

practices of students. Moreover, motivation is an effective stimulus that can help students

achieve their goal of being entertained and knowledgeable at the same time. Students'

basic mathematical skills, reading skills, thinking skills, and problem-solving skills will

be utilized to guarantee assignments or the game’s successful completion. Hung (2018)

stated that many teachers are advised to have progressive approaches in teaching to

advance the basic knowledge of the student. Game-based learning helps teachers design

and include games that are engaging and meet their students’ preferences. As a result, it

reduces students' anxiety and motivates them to participate in classroom activities. As

studied by Su (2019), teaching material through digital learning scenarios could help

students understand difficult subjects, especially mathematics. Gamified learning can

present and explain concepts in an effective way so that students can retain their learning.

It can also be customized in a way that is acceptable to the students. In accordance with

Coleman and Money’s (2019) study, digital game-based learning can produce an

educational practice that attracts and prepares students for classroom discussions. It also

helps students know their potential in game-based learning, and teachers know the

13
benefits of games being used in classrooms. In addition, it allows students to apply their

own learning to a safe game environment where they will not be afraid of making

mistakes and receiving feedback corresponding to their actions. Game-based learning is

seen as an option as one medium of learning whose main purpose is to have in-game

rewards to motivate students to play. The report produced by Vankúš (2021) indicates that

84% of the compiled journal articles have shown positive effects of game-based learning

on students' domain, which includes motivation and engagement, and improvements in

students’ attitudes related to mathematical content and its teaching. It presents the fact

that motivation and students’ perceptions of mathematics are the keys to their willingness

to learn and practice math diligently.

Digital games are exceedingly effective and welcome to the students. However,

students experience difficulties in grasping mathematics concepts that result in deficient

performance in the subject. However, if people utilize the usage of digital games to learn

mathematics, they can easily attain the gameplay made up by the math problem.

According to Saleem (2021), gamification in education has a tremendous benefit for

students' motivation, cooperation, and socialization. Mathematical game activities are

composed of three components—the game rules, a clear underlying structure, and

mathematical objects controlled by technology—can enhance the learners' thinking

between objects and mathematical ideas. In addition, game elements such as points,

feedback, level, rewards, and challenges are often used. Gamification has been proven to

be an effective tool for making classroom activities more engaging for students. Engaging

the game feedback from the respondents, future researchers must provide a strong

14
platform for integrating mathematics games into the teaching environment for all

conventional math topics.

Gamified Learning in Academic Performance. Gamification has been gaining

popularity within the educational field, so it is integrated into educational processes to

improve the student's motivation, academic achievement, and attitude towards the

lessons. As studied by Yildirim (2017), game-based teaching practices have led to

positive improvements in students' achievement and attitude towards learning. This was

shown through quantitative research methodology and true experimental design using

pretest-posttest on a group of students. As a support to this study, Çakıroğlu et al. (2017)

stated that gamification can also impart a positive engagement of students in their

learning. In addition, a combination of games and educational resources provided

motivational involvement that resulted in beneficial effects on students’ academic

performance. Gamification elements are said to be more effective when used in a real

classroom environment. Investigating the mathematical impact on the students' learning

achievements shows effectiveness in terms of the gamification instructional method and a

higher impact on mathematics achievement among learners based on the results scores in

Kuku and Adeniyi’s (2020) research. Gamification has been shown to increase academic

achievement, according to Aljraiwi's (2019) article. It promotes learning motivation and

educational exercises other than the usual methods. Students’ participation in the game

enhances their thinking and problem-solving skills, cooperation, and communication,

thus improving their overall academic performance. Moreover, the availability of lessons

always allows students to receive feedback and follow up on their learnings while

15
applying their skills and understanding to the game. The fulfillment of tasks will help

improve the performance of the learners and promote self-learning. However, the result

of the Türkemen and Soybaş (2019) study shows that there is only a small difference

before and after the control group was exposed to the game-based learning method, but

the academic achievement and attitude of the students exposed to the game showed an

improvement. It is important to instill self-confidence in students so they can be

independent, creative, and come up with solutions to changes in the curriculum. Games

can incorporate educational materials visually so that students can learn more

permanently and make the class enjoyable and productive. In the research of Ahmad et al.

(2020), gamification is often used to enhance the players' engagement with and

motivation for the game. As a result, it is applied to educational purposes to also improve

students’ performance, engagement in the lessons, and satisfaction. Gamification has

been proven to be an effective tool to teach difficult courses in higher education, such as

computer science, but class size should be considered for better learning.

Moreover, Pechenkina et al. (2017) stated that gamified learning positively

impacts students' academic achievement and boosts their engagement in the subject. It

created a better way for students to be captivated by the learning process, resulting in

increased retention rates and academic performance. In addition, scoring high on the

game implies achieving higher academic grades. In support of Pechenkina's research,

Hanafiah et al. (2019) concluded that gamification encourages players motivation,

engagement, and solving of problems. It allows students to accomplish and understand

learning materials according to their own capabilities while being entertained by the

game. Consequently, gamification of educational materials ensures the finished learning

16
objective with students' understanding of the topic. In accordance with the study of Briffa

(2020), a gamified teaching environment can improve student’s performance by 50% and

produce continuous positive results. As a progressive study, content caution is needed

since some engaging games are dependent on the students’ profiles with an assessment

such as gamification-related side effects. Game-based learning measures the students’

skills such as adaptability, flexibility in the environment, and decision-making (Nikolaou

et al., 2019). It can also predict their academic performance and personality towards the

subject and enhance their engagement in the activity. Because game-based assessments

can predict student performance, they could be used in place of traditional methods.

Moreover, the development of technology makes new generations of students familiar

with games, resulting in an increasing interest in game-based learning and improved

academic performance.

Pros and Cons of Game-Based Learning. A game helps improve a child’s

connection to the environment by entirely opening channels of communication.

Gamification devises a dynamic environment where students can feel their progress in

learning through various levels in the game. It will also provide outcomes to students

such as a sense of achievement, the success of completing a task, an immediate response,

and motivation (Boudadi & Gutierrez, 2020). As studied by Udjaja et al, (2018), gamified

learning helps students learn and understand mathematical materials in an interactive and

interesting way. Students also do better academically when using gamified audience

response systems over non-gamified audience response systems. Multimedia elements

present in the game, such as text, images, sound, and animations, captivate students'

interest. Moreover, students can also envision the process of solving the problem while it

17
is being taught to them, thus motivating them to master all mathematical concepts. It also

helps them develop basic numeracy skills to answer problem-solving questions so they

can enhance their overall knowledge on mathematics. Accordingly, the application of

games to mathematics teaching has positive effects on students' academic achievement

and their attitude towards mathematics courses. These were examined using MetaWin

and Comprehensive Meta-Analysis methods. According to Manzano-Leon et al, (2020),

the analysis of the educational context for the gamification systems in distinct levels of

formal education shows that students receive a positive effect from engagement with the

educational strategy. The finding shows that the group exposed to game-based learning

had remarkably higher scores in their academic performance and a higher chance of

permanent learning by using all their senses during learning. It also shows that

game-based learning can be suitable for the teacher's daily lesson in class. Game based

learning is efficient compared to traditional learning because students are more inclined

to participate, it provides motivation, and it increases their interest. However, in line with

the growing trend of gamification of online learning, there is an emotional dimension that

increases pro-environmental behavior when students participate and use intrinsic

motivation.

As studied by Rondina and Roble (2019), instructional games play a significant

role in students' academic learning because players can ask the group for mathematical

concepts needed in the game. In addition, participants can discuss or reflect on their

actions that help students retain mathematical knowledge and concepts in their minds.

According to Chen and Chang (2020), students had a better learning experience in

gamified learning with competition, but it is time-consuming compared to the traditional

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classroom activities. It motivates students to engage in the game to apply their knowledge

and to develop their interest in mathematics through competition, challenge, and

excitement. In the research of Chen et al, (2020), game-based learning improved the

learning outcomes of K-12 and college students by over 0.386 percent. It is proven that

game-based learning is most effective in mathematics with either cognitive or

non-cognitive learning objectives. Moreover, it will be functional if game-based learning

is used in puzzles, strategy, and role-playing. Students are involved in studying advanced

mathematical concepts and developing their mathematical strategies in their eagerness to

win. As a result, game-based learning has positive effects on students and can be used as

an effective learning method. Students will continuously perform well if proper guidance

and learning materials are given.

On the other hand, studying mathematics is not good for some students because

this subject requires effort when it comes to solving problems and equations. Solving

mathematical problems requires students to have a deep understanding of the lessons and

to be critical thinkers. COVID-19 is still out there, and students encountered different

trials and adjustments. Education became more flexible to the point that students needed

to study on their own. This season, students face a challenging way of learning. Lectures

must be understood on their own, and mobiles are now new notebooks or materials.

According to Musyaffi et al., (2022), accepting technology and its presented gamified

education increases a person's intention to learn and perception of being able to learn

easily. Considering Galarza’s findings, game-based learning and the formal teaching of

mathematics caused conceptual misunderstanding among the students, as they had a

tough time distinguishing one from the other. The identified reason was that students

19
played the game Dragonbox individually, which does not promote discussion among the

students. Instead of playing it individually, it is proposed here that it would be better if

the class was split into groups, played the game, and discussed the levels together.

Collaboration is an important part of classroom learning and helps students express their

ideas to each other, leading to camaraderie and new perspectives on tackling a difficult

problem. To expand on the importance of collaborative learning, İlhan’s (2021) results

show that the students in the collaborative learning group prioritize group achievements

compared to game-based learning, modeling-based instruction, and conventional learning

groups. The participating students improved their problem-solving skills, resulting in

increased motivation and achievement. The insights provided by the study of Ahmed et

al, (2022) further support İlhan’s finding as both the control and experimental groups

involved yielded parity, meaning that the game-based learning system was effective for

EFL students in learning the English language. In addition, Alomari et al, (2019), states

that there is potential for adopting gamification approaches to promote learners'

motivation, engagement, and performance, mostly by creating a comparative learning

environment that influences how a student learns rather than the context itself. This helps

develop a humorous remark for students to use to inspire them to be more involved with

the learning process, improving their interest and motivation. Understanding how

gamification tactics affect learner behavior can assist researchers and educators in

selecting appropriate techniques for their students.

Game-Aided Instructions vs. Learner-Centered Teaching Approach. As

technology continues to develop and improve, most people are becoming dependent on

the use of technology, especially the internet. Students nowadays are interested in playing

20
online games and spend much more time playing than reading books and other

educational materials. Interest in learning via computer-based games has been evident in

recent years, leading to the emergence of several educational games (McLaren et al,

2017). According to Atiaturrahmaniah and Fajri (2020), another way to learn is to

upgrade educational materials through video and games in a way where students will be

enthusiastic and make a positive contribution to their learning activities and outcomes. It

is taken from the increased average score of the students after experiencing the presented

game. Experience is the best teacher anyone can have. In keeping with Renzaho et al.,

(2020), exploration of the promising tools in teaching, it is important that learners adapt

the modern teaching into the finest approach. A learner-centered approach requires a

double effort. Also, a cooperative learning approach confirmed a positive impact on

enhancing study habits. According to Cheng et al, (2019), authentic learning is important

to educate students with the help of technology. It shows higher problem-solving

competence and environmental attitudes. Obtaining the digital competence level of

teaching extent is necessary to meet future challenges in education. For teacher-educators

use their digital skills and apply them in teaching to fill the gap of technology knowledge

and skills. Since the competence concept is emphasized, it helps the student become a

knowledge developer and promotes a learner-centered approach to the flexible learning

environment, as stated by the study of Kakeeto et al. (2020).

In line with the study of Arcagok (2021), game-aided instruction practices have

shown a significant increase in students academic performance compared to the

traditional learner-centered approach of the involved education levels: preschool, primary

school, and secondary school. The preschool demographic has shown the biggest

21
disparity between game-aided teaching and a learning-centered approach, with a 57.6%

margin favoring the former. The secondary school demographic is the opposite, showing

a 28.1% margin between the two approaches. These results indicate that game-aided

teaching is far more effective on preschool students, as that is the point where students’

foundational mathematical understanding is being introduced and developed. However,

once they move up to higher forms of math, the traditional learning-center approach

begins to be more efficient, as the effectiveness of game-aided teaching drops to 44.2%

of primary school students and 28.1% of secondary school students.

Generating interest in math is the most important gateway in this field. As

mentioned by Martin (2018), game-aided learning is more effective than the traditional

teaching method. Also mentioned in his study is that both approaches impacted various

aspects of learning mathematics, as the traditional approach improved students

computation and solving word problems, while the game-aided learning approach

impacts the students’ general attitude towards math. In relation to the study of Onyema et

al., (2019), patronizing technology with a mobile learning approach, consider the

situation of the students specifically, with regard to the difficult absorption of

mathematical problems. The abilities of mobile applications are utilized to help students

engage their collaborative skills and creativity. It is favorable to educators to fill the gap

in students’ academic performance.

As stated in the study by Huizenga et al, (2019), considering the insights in the

availability of virtual instructional use by the students, none of the game attributes or

learning outcomes can affect the students' team performance. Yet, later studies have

found that game activities were measured during the game and not at the end. Students

22
may be the focus of both game-aided instructions and a learner-centered approach, but

the teachers also provide a pivotal role in this kind of situation.

Related Studies

In recent years, interactive electronic media has progressed from virtual obscurity

to one of the primary sources of entertainment for students. In recent times, the internet

has fully transformed the nature of electronic media from something individual and static

towards something interactive and social. According to Lai, A. (2018), mathematics is a

vast subject, and the inherent creativity in mathematical study is poorly conveyed by the

often-conventional educational methods used to teach it. It is also stated that students

frequently report that the typical approach of being shown concepts and being expected

to apply the learned concepts in problem-solving is boring, dry, and repetitive; many

students fail to comprehend the free and explorative nature of what mathematics study at

the post-secondary level is like. Gamification is a new instructional strategy that is being

implemented in many classrooms today. Therefore, it is called gamification. According to

Kimble (2020), every day, teachers strive to develop background knowledge while

connecting the latest content to students. Teachers must find a way to instruct their

students in a way that is interactive and makes them interested in mathematics. But in the

study of Fiuza-Fernández et al. (2022), students pursuing a degree in primary education

have never heard of the term "gamification," but they believe it is feasible to implement

in the school setting.

Gamified Learning. Nowadays, students are facing a rapid change towards the

21st century, which includes applications on mobile phones, playing video games, and

browsing social media. As studied by Welbers et al. (2019), some players have been

23
observed to binge play. They would play so many sessions in a matter of days that they

quickly learned the answers to most questions. They are not interested in the traditional

way of learning, so teachers find a better way to boost their interest in learning.

According to Rivera and Garden (2021), gamification is the technique of altering student

engagement states to assist in achieving learning objectives. This study is supported by

Rincon-Flores et al. (2018), who found out that the implementation of game-based

activities in Calculus developed the students' mathematical competencies. The

improvements include the students' performance and enjoyment of the educational

activities. Moreover, it also strengthens students' current knowledge and improves their

emotions. New education techniques are emerging to improve students' learning

motivation, such as gamification methods. According to Kimble (2020), teachers are

looking for computer applications or programs to aid in skill proficiency. They are

searching for various programs that will assist with technology integration while also

providing meaningful data to support student achievement with grade-level skills. The

study by Vogt (2018) supports this claim, as the results proved that the gamified learning

approach is a valuable resource for middle school teachers “to bring old content to life in

a new and engaging way. In addition to this, it is stated in the research of Wahid (2018)

that teachers can increase the students’ participation in class by incorporating

gamification in discussions and activities. Findings showed that students are more

motivated to reach their goals, which has a positive impact on their interest in classes.

Moreover, students cooperate positively in classroom activities, and grades in

assessments are improved compared to earlier quarters. It maximizes students' enjoyment

of learning through games and attracts or influences learners. The results of the study by

24
Chen (2017) elaborate that students who experienced the game-based instructions became

more engaged in the topic in a short span of time while also improving their learning

motivation. To tie together the study of Güntepe and Usta (2021), augmented

reality-based teaching is being influenced by algorithmic thinking in terms of teaching

convenience methods. This AR technology attracts students’ interest or attention to the

lesson and increases their capabilities to perform tasks, including those involving

complex topics. According to Greipl et al, (2020), it is highly recommended to use

games for the students academic learning. It provides individually adaptive and

functional learning environments to overcome the learning difficulties of the students.

Moreover, games create different learning methods for easier knowledge acquisition and

access for the students. The research of Akour et al, (2020) shows that digital games

serve as additional knowledge for students in their academic programs. It allows students

to be motivated and to participate in their gaming environment, where there is

entertainment, educational questions, and enhancement of the students' learning skills. As

a result, gamification helps students be aware of their level of understanding and

achievement. Students easily recall information when lessons are presented in a gamified

manner. Dela Cruz & Palaoag (2019) expand on this, as the results gathered from their

study show that the application made with the assistance of Math, English, and Science

teachers can provide supplementary knowledge for the students on top of the traditional

approach to teaching. The result of Dichev et al. (2020) study shows that incorporating

games into daily school activities is expected to improve student’s optimism and

motivation. Game-based learning activities should be based on the students' natural and

foreign drive-in motivation and on their experiences.

25
 To support Wahid’s claim in gamified learning, Tso and Lau (2018) results show

that students have increased their motivation and a deeper understanding of the subject if

it is applied in digital game-based learning. It can also enhance their problem-solving

skills and help them develop self-determination to improve their academic performance.

In some cases, the growth of games in education has been incorporated into a wide range

of subjects. Consequently, teachers are pressured to become more technologically

oriented to comply with the demands of technology. According to Kusuma et al. (2018),

gamification also increases the motivation and interest of students in learning

mathematics. It creates new learning strategies in learning activities that help improve

students’ academic achievement and involvement in the class. Turgut and Temur (2017)

claim in their study that using gamified learning has noticeable positive effects on the

mathematical learning process. One of the effects is increased motivation in students,

which also directly correlates to higher academic achievement.

As stated in Oztürk and Korkmaz’s (2019) research, educational games contribute

to excellent learning outcomes for students as opposed to traditional methods. It allows

students to be entertained and be active during their classes, thus enabling them to

express their ideas and creativity. Moreover, games aid students in building relationships

with their peers to show their emotions, gain experiences, have fun, and find solutions to

problems. According to Papp (2017), mathematics students showed an improvement in

knowledge in problem solving using games. The low-performing group was exposed to

game-based learning and exhibited a strong improvement in their prior knowledge in

mathematics. Moreover, it has proven to be an effective method for increasing the

students’ motivation, engagement, and learning. It can also be used for all age groups,

26
from children to adults. The findings show that gamified learning can be done in a small

group, but the success of cooperative learning depends on all the members of the group.

In the research of Gurjanow et al. (2019), gamification helps improve the behavior of

students by having one common goal in the game; thus, they are likely to have a higher

chance of success. It also assists the visual and verbal learning of the students, which

allows information to retain a long-term memory. As a conclusion, the impact of

gamification on success is proven to be effective for students. The research done by

Partovi and Razavi (2019) indicates that the game-based learning structure provides a

noticeable improvement in students' motivation in learning and should be incorporated

into teachers' daily lesson plans to make learning more interactive and engaging.

Apart from these, a study by Smith (2018) shows gamification is also effective as

an assessment tool for learning and teaching students mathematical concepts. It also

enables teachers to educate students with new concepts and other supporting lessons for

previous or new topics. Students can also personalize the game in a way they can

understand the lessons for a better learning experience. In relation to Dyulicheva’s (2020)

investigation of mathematics usage in a modern approach, graphical designs that are

encountered and controlled by the game may augment the reality mode of solving typical

dynamic issues such as mathematical problems. According to Tsay et al. (2018), students'

performance was significantly higher than that of those who participated in non-gamified

learning. As a result, the students' behavior in online activities is positive and improves

their performance in relation to the subject. Moreover, gamified learning can be further

developed to create a more engaging learning environment for students to enhance their

learning. Games are more effective at encouraging students to master the subject and

27
control their attitude, motivation, and interest towards the course. To further expand on

this, López-Jiménez (2021) concluded in their study that students favored the gamified

approach more than the traditional learning and ranking-based system introduced to them.

The gamified approach allowed them to be stress-free and allowed themselves to be

willing to commit mistakes and then learn from them.

In addition, students can improve their knowledge with a better understanding of

game mechanics. A game that is an object for pursuing learners’ determination to practice

problem-solving skills and in terms of collaboration. In the idea of gamified learning

activities, it is possible to predict the usefulness of game elements for learners engaging

in them. In keeping with Zainuddin (2018), the important outcome of a gamified learning

tool is the perception of the students’ better performance. The aftermath of learners’

learning motivation, competence, autonomy, and social engagement. Toda et al. (2019)

examine the students’ setting of a gamified education system to increase students’

motivation with the use of a taxonomy operation where learners can gain points per

question and receive an achievement that will flash the result through the leaderboard of

the game. According to Pombo and Marques (2019), the research findings show the

effectiveness of game-based learning when integrated into students' education. It also

serves as excellent educational material to explore additional knowledge and nurture

students' learning. However, it imposes disadvantages such as the availability of mobile

devices and the need for an internet connection.

Across technological teaching, the struggles of educators to transmit knowledge

to learners regarding gamification learning tools are evident for the development of

higher-order thinking skills, which are reflected to a great extent in the game. Moreover,

28
gamified learning can be further developed to create a more engaging learning

environment for students to enhance their learning. Also, roles of technology, which are

widely emphasized in higher education, is the construction of stimulating learning

environments that give students chances to decide independently and receive profitability

determinants for acquiring knowledge and achieving objectives. As Ramli et al. (2020)

express the new sense of teaching, the absorption of students in mathematics produces a

higher level of interest and self-efficacy and the assistance of applications. In line with

this gamified learning, the GraphIT educational website uses an interactive platform to be

a learning tool that BulSU students will maneuver through its features, such as games that

are related to the Graph Theory subject, as stated by Armentina et al. (2021). As well as

Xcape Room, which was created by the BulSUan students and is a three-dimensional

game that is available on Android devices. A learning strategy that can help the player

improve his or her mathematical skills, particularly in Algebra. This study proves the

acceptability of gamified learning for students, according to Comia et al. (2021).

Application Development. According to Jayatilleke et al. (2018), mobile

technology is an extremely fast-growing field that is deeply connected with our work and

daily lives. Every day, new developments are added to its growth, with emerging new

patterns of usage that have both positive and negative implications. To create an

innovative and seamless experience, an application will go through a rigorous process of

multiple development cycles. A step-by-step procedure will be followed that will serve as

the checkpoints that the team will strive to reach. The iterative process of creating a new

model can be derived from previously established models by taking and mixing certain

parts, which allows for greater flexibility for the developers and researchers. One

29
example of this is the study conducted by Roedavan et al. (2020), in which they used the

Atomic Design Method as the base of their proposed model while implementing the

iterative process of Rapid Application Development (RAD) in the production phase and

on the beta version release. This yielded fruitful results in the six categories that it was

evaluated in: attractiveness, perspicuity, efficiency, dependability, stimulation, and

novelty. Another work by Roedavan et al. (2021) has shown results that by combining the

characteristics of the Game-Based Learning (GBL) Foundation, the four main pillars of

affective, behavioral, cognitive, and social/cultural engagement, with the traditional

Game Development Life Cycle (GDLC), “serious games” or “applied games” can be

efficiently created using their proposed model. The serious game produced using this

model exhibited interesting learning assessment and mechanics through interactive means

compared to traditional quizzes. Ilustre and Raqueño (2020) also relied on the

Game-Based Learning Foundation in their analysis of its application in the field of

Differential Calculus. The system produced by this study is accepted as a viable tool for

learning, but it requires students to have a solid foundation in Algebra and prior

knowledge of PreCalculus. There is also a criterion by which this system is evaluated,

especially in terms of technicality. It is deemed operable on any modern operating system

and does not need any additional software downloads or browser extensions. It is also

accessible on mobile phones, either through downloading the app or via a mobile

browser. Covering all types of screen sizes allows the users to have great flexibility in

their learning process of Differential Calculus as the tool does not limit their access to

only one type of screen.

30
 The development process is not the only thing that is considered during

application development. The thought process behind it is also considered. The

underlying structure at which applications are made must be understood too. These

underlying structures are called “frameworks”, and they dictate how each development

model is made and evaluated. Some examples of these frameworks are Level Up, the

experiential gaming model, Framework for Analysis, the RETAIN Model, the Adaptive

Digital Game-Based Learning Framework, A Theoretical Framework for Serious Game

Design, the “I’s” Have It (A Framework for Serious Educational Game Design), and the

e-VITA framework for SG, which are found in the analysis done by Tahir & Wang

(2018). Using comparative analysis, these frameworks are evaluated based on the six

game-based learning attributes: learning, game factor, affective reactions, usability, users,

and environment. The results of this analysis concluded that learning and game factors

are the most important attributes in designing educational games. The insights provided

in another study by Tahir and Wang (2020) expanded on this finding, and they were able

to further improve their established Learning, Game Factors, Affective-Cognitive

Reactions, Usability, User, and Environment (LEAGUÊ) framework, from which the

previous frameworks are evaluated. They were able to provide comprehensive evidence

using a metric to evaluate game-based learning games. The results gathered from this

metric can be used to entice stakeholders to invest more in this genre of games and

educators who are struggling to make their students engaged and motivated during

discussion. Another framework provided by Scholz et al. (2021) proves that a

game-based learning model of approach allows learners to be more engaged on the topic

they were presented with. The elements that were present in the model are tailored to

31
students' engagement with the course rather than learning, as they believed that

game-based learning should not focus on grade-based improvement.

Another aspect of application development is establishing game mechanics. Game

mechanics dictate the flow of interactions and necessary conditions to trigger an event in

a game session through a set of predefined rules or methods (Verschueren et al. 2019).

Game mechanics are important as they will be the main determining factor that will affect

the motivation and engagement of the players with the game. These need to be detailed,

simple, concise, and easy to understand for all types of players. Web based educational

games are also widespread today. These have the capacity and scalability to reach more

students and learners, as the Internet has a global outreach to learners and students alike.

The experience detailed by Antón-Rodríguez et al. (2020) highlights the effectiveness of

their platform, eLiza, which is a web based educational game, in learning programming.

Based on their research, the challenge in developing web-based games was to deliver

their product as simply as possible, given the limitations of a web browser. Their

interactions in their game are simple points and clicks, as they surmised that eLiza could

also be played on touch screens on smartphones instead of the traditional mouse and

keyboard. Considerations such as these incentivize developers to think of more ways on

how to present their content in a more appealing way to generate motivation and

engagement from their players.

Mechanics are also derived from previously released games to alleviate the

process of iteration on how things should work and interact. Ismail et al. (2019) used

these characteristics as the outline of their game instructions in their study. Each

interaction is explained in a simple and straightforward way that allows their players to

32
only worry about answering the questions that were provided in the game. Web-based

educational games are also widespread today. These have the capacity and scalability to

reach more students and learners, as the Internet has a global outreach to learners and

students alike. Taking inspiration from cultural and traditional beliefs is one viable way

of developing an educational game. One such example is the study conducted by Husniah

et al. (2018), where they use the folklore “The Legend of Tanjung Menangis (Crying

Cape)” as the story element of their game. The assets and mechanics that were used are

also based on the story itself. Instead of the traditional storytelling of folklore, they

decided to introduce it using a game to entice people, especially children, to learn more

about it. The results that were gathered using a posttest indicate a noticeable

improvement in how the participants can recall the events that transpire in the story.

Developing educational games to be implemented in traditional classrooms remains a

challenge. With a proper budget, empirical evidence, and public support, it will become

more common and widespread than it is now.

Jablonka (2017) stated that mathematical games are often multiple choice since

manual typing can lead to typographical errors. In addition, students can answer quickly

under pressure. The game can also be used for monitoring the emotions of the child

player in order to regulate pleasant and enjoyable mathematical activities to learning

mathematics. As studied by Andrea and Nursobah (2021), mathematical games often

display simple education in the form of quizzes using role playing methods. The main

character is tasked with attacking ghosts to enter a safe place. Moreover, defeating

enemies gives a sense of accomplishment to the players. The researchers can improve this

33
by having better arena designs, incorporating scoreboards and storyboards, adding a

timer, and providing correct solutions to the questions.

The synthesis matrix, which provides the list of relevant studies correlated

to the study, is shown below.

Table 2.1

List of Related Study (Synthesis Matrix)

TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND

YEAR CONCLUSIONS

Game-Based Akour, M., Create a Age The experiments

Learning Alsghaier, gaming conducted reached the
Approach to H., & environment for Time game app’s factors as
Improve Aldiabat, S. students an educational
Self-Learnin (2020) through the use UI of the platform for students.
g Motivated of game-based game
Students. learning
applications. GPA

Satisfaction

Finite State Andrea, R. Games are Game Players can

Machine & Nursobah, considered as mechanics experience
Model in S. (2021) alternative subject-related
Jungle entertainment Time quizzes through
Adventure and fun for games. In addition, it
Game an children and Performance only displays simple
Introduction adults. of students education in the form
to Survival of quizzes.
Skills Effects of
FSM to enemy
AI

34
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

An Antón-Rodrí Gamify the Time Majority of the

Experience guez, M., teaching and respondents
of Pérez-Juárez learning Software bugs considered using
Game-Based , M.A., process of detected eLiza to improve the
Learning in Pernas, F.J., learning process of teaching
Web Ortega, programming User Interface and learning covered
Applications D.G., and its by the course.
Development Martínez-Za paradigms Benefits
Courses rzuela, M., gained
& Aguiar,
J.M. Satisfaction
(2020)

GraphIT: An Armentina Enhancing Time It is acceptable as a

interactive T.M. et. al., students' strategy to assist
Educational (2021) knowledge on Game students in
Website for Graph Theory mechanics understanding the
real-life subject. subject. As a learning
application Student tool, researchers
of Graph motivation suggest improving
Theory and learning features by adding
outcomes tutorials or
instructions.

Empirical Chen, Y.-C. Relate students Universities In a short span of

Study on the (2017) learning involved time, students were
Effect of motivation and able to improve their
Digital achievement Learning problem-solving skills
Game-Based through digital motivation that also enhanced
Instruction game-based and their learning
on Student’s instruction achievement motivation and
Learning teaching achievement.
Motivation practice
and
Achievement

35
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Xcape Comia A.C. Help users Topics Tutorials helped

Room: A I et. al., improve involved students to understand
three-dimens (2021) mathematical the flow of a game.
ional android skills (Algebra). Assets and Questions operated
game on features of the with such sub topics
Algebra system from algebra. As a
result, BulSU
Student respondents marked
performance, the game as
skill and acceptable to use as a
learning learning strategy.
outcomes

An Empirical Dela Cruz, Enhance Assets and The application can

Study of C. & learning features of the create conditions for
Gamified Palaoag, T. capabilities of system an effective learning
Learning 2019 learners process especially on
Application through a Hardware and motivation, attention,
Engagement gamified software and learning
to learning system requirements performance
Exceptional
Learners Student
performance

Gamifying Dichev, C., Motivate Gamified Learners are

Learning for Dicheva, D., learners with concepts and motivated when
Learners & Irwin, K. gamified strategies exposed to the
(2020) experience gamified approach in
derived from Motivational learning
Gamification factors
Approach
Student
engagement

36
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

On the Dyulicheva, Investigate the Math and Study finds how to

Application Y.Y. (2020) usage of Physics topics overcome difficulties
of mathematics by augmented reality
Augmented and physics Applications technology. Producing
Reality learning in used mobile applications
Technology augmented (GeoGebra with an ability to
in the reality and obtain graphic hints
Process of VectorAR) when
Teaching problem-solving.
Mathematics
and Physics.

Study of the Fiuza-Ferná Assess the Age Students pursuing a

knowledge ndez, A., knowledge of degree in primary
about Lomba-Port instructors on Gender education have never
gamification ela, L., gamification as heard of the term
of degree in Soto-Carball instructional "gamification," but
primary o, J., & resource Students' they believe it is
education Pino-Juste, knowledge feasible to implement
students M. R. (2022) in the school setting.
Student’s
Perception

Potentials Greipl, S., To examine the Game-Based It provides

and Limits of Moeller, K., importance of Learning individually adaptive
Game-Based & Ninaus, games for and functional
Learning M. (2020) learning and Learning learning environments
measure the full Outcomes to overcome the
potential of learning difficulties of
game-based the students
learning.

37
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Augmented Güntepe, Measure’s AR AR-based/technology

Reality E.T., & ability of AR application-ba and teaching materials
Application- Usta, N.D. application-bas sed teaching attract students'
Based (2021) ed materials. material interest in the lesson.
Teaching Teachers use
Materials Viscera algorithm effects
Effect on Learning through an application
Viscera through as a learning material.
Learning algorithmic
through thinking
Algorithm
Thinking,

Mathematics Gurjanow, To provide a Level of It assists the visual

Trails: I., Oliveira, completely gamification and verbal learning of
Shallow and M., Zender, gamified used the students that
Deep J., Santos, P. platform for allows information to
Gamification A., & planning, Student be retained in a
Ludwig, M. coordinating, engagement long-term memory.
(2019) and carrying
out Learning
mathematics outcomes
activities.

Gamification Husniah, L., Create a game Use of After playing the

And GDLC Pratama, that involves gamification game, most of the
(Game B.F., & the original tale respondents’ state that
Development Wibowo, H. of the Sumbawa GDLC they gain knowledge
Life Cycle) (2018) people by about the legend of
Application utilizing the User Tanjung Menangis
for Unity 3D game engagement story
Designing engine as a
the Sumbawa medium to Learning
Folklore present the outcomes
Game “The Tanjung
Legend of Menangis
Tanjung Legend.
Menangis
(Crying
Cape)

38
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Development Ilustre, J.M., Bridge the gap Game Based The experimental and
and & Raqueño, of Learning control groups have
Evaluation of A.R. (2020) understanding System comparable results.
Game-Based in their The game-based
Learning Pre-Calculus Topics in learning system was
System for most especially Differential an effective tool to
Differential for the Calculus increase the
Calculus non-STEM performance of the
students who Student students in
were not able to engagement Pre-Calculus.
take and learning
Pre-Calculus in outcome
their senior
high school
strand

Identifying Ismail, N.Y., Outline the Student survey Game based learning
Game Thammajind development of can be a viable tool to
Variables a, O., & GBL variables Game be used for teaching.
from Thongpanya, from the variables For it to be effective,
Students’ U. (2019) research stakeholders need to
Surveys for question(s) into see the viability of it
Prototyping the developers’ when it comes to
Games for flow chart, to teaching. Game
Learning be responsive to developers should
the GBL design game-based
beneficiaries’ learning apps with
preferences and proper awareness of
expectations the game’s purpose
and its use.

Gamification Jablonka, E. To know how Gamification, The game can also be

, Standards (2017) the game standards and used for monitoring
and regulates surveillance the emotions of the
Surveillance student players, child-player in order
in to have Student to regulate pleasant
Mathematics self-discipline motivation and enjoyable
Education: or mathematical
An self-awareness, Engagement activities to learning
Illustrative and to the of students mathematics.
Example normalization
of game-based Learning
learning. outcomes

39
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Development Jayatilleke, To demonstrate Mobile-app Development of the

of mobile B., the creation and design mobile application
application Ranawaka, testing of an revealed challenges in
through G., innovative User terms of development
design-based Wijesekera, mobile device satisfaction time, high production
research C. & design-based costs, technical and
Wijesekera, research Task organizational issues
M. (2018) application performance and academic
workload.

The Impact Kimble, T. To investigate Game To modernize

of (2020) how the use of mechanics students' learning,
Gamification gamification teachers are using
on the (computer-base Student gamification into the
Mathematics d games) could achievement regular teachings..
Achievement improve student Students use devices
of math Standardized daily, which is a
Elementary achievement. scores growing trend in
Students (tests,grades society. Students who
or other used gamification
assessment) performed
significantly better
than students who did
not use gamification.

Analysis of Kusuma, G. To examine the Gamification Different game

Gamification P., Wigati, E. effects of Models models are proposed
Models in K., Utomo, combined to increase students'
Education Y., & Putera various game Student motivation and
Using MDA Suryapranat mechanics as engagement, involvement in the
Framework a, L. K. well as rewards motivation classroom activities.
(2018) in form of and learning
badges and outcomes
trophies in the
game

40
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

A Study of Lai, A. Offer instances Gamification The gamification

Gamification (2018) of successful techniques in learning tool promotes
Techniques gamification in teaching learning beyond the
in education from mathematics book, improves the
Mathematics the research and performance on one's
Education current Student’s own initiative,
application, as mathematics encourages creative
well as to achievements hypothesis making,
analyze fosters and integrates
gamification students into
ideologies as collaborative
stated in the environments of
literature. teamwork.

Effects of López-Jimén To describe the Use of Using ranking,

Gamification ez, J. J., effects of three gamification badges, teams, and
on the Fernández-A experiences, techniques in points in a CRS had a
Benefits of lemán, J. L., two with a student statistically significant
Student García-Bern gamified CRS response positive effect on the
Response á, J. A., and one without system marking of the
Systems in López gamified students' final exam,
Learning of González, features, on Student according to the
Human L., González student engagement, findings. Statistical
Anatomy: Sequeros, performance motivation tests showed that team
Three O., Nicolás and perceptions and learning activity can have a
Experimental Ros, J., in a locomotor outcomes significant impact on
Studies Carrillo de system anatomy each team member's
Gea, J. M., course. individual
Idri, A., & performance.
Toval, A.
(2021)

41
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

The Effect of Oztürk, I., & To investigate Gamification It includes visual and
Gamification Korkmaz, Z. the impact of techniques verbal learning of the
Activities on (2019) educational students that allows
Students’ games on Academic information to be
Academic students' achievement retained in a
Achievement academic long-term memory.
s in Social performance Attitude As a conclusion, the
Studies and attitudes. towards the impact of
Course, course gamification over
Attitudes success is proven to
towards the Cooperative be effective to
Course and learning skills students.
Cooperative
Learning
Skills

Gamification Papp, T. To observe the Gamification The low performing

Effects on (2017) impact of techniques group were exposed
Motivation gamification on to game-based
and primary and Motivation learning and exhibited
Learning: college a strong improvement
Application students’ Learning in their prior
to Primary motivation and knowledge in
and College learning. Surveys and mathematics.
Students assessments

The effect of Partovi, T., To examine the Game-Based Computer educational

game-based & Razavi, Game-Based learning games are good for
learning on M. R. (2019) Learnings' method students and teachers.
academic effectiveness on It also improved the
achievement the academic Academic academic motivation
motivation of achievement achievement of the students.
elementary motivation of
school elementary Motivation
students school students.

42
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Improving Pombo, L., Acknowledging Use of mobile Execute the

Students’ & Marques, the outcome of augmented effectiveness to the
Learning M.M. (2019) learning reality students of those
with a through mobile approach values accessible
Mobile devices. up-to-date
Augmented Students’ information and
Reality learning motivating for
Approach: learning.
The EduPark Game applications
Game innovate interactive
learning.

Enhancing Ramli, I.S., Game-based Game-Based In this new sense of

Students Self Maat, S. M., Learning Learning learning, it can help
Efication in & Khalid, F. approach can increase student
Mathematics (2020) enhance student Student’s interest in
by Using engagement in efficacy in Mathematics.
Game-Based Mathematics. mathematics Students' interest in
Learning higher learning will
motivate self-efficacy.

Strengthenin Rincon-Flor To study the Performance Game-based learning

g an es, E., improvement assessment strengthens students'
Educational Gallardo, K., process of current knowledge
Innovation & De La gamification Meta-evaluati and improves their
Strategy: Fuente, J. M. activity in a on emotions. The
Processes to (2018) Calculus course implementation of
Improve for Student game-based activity in
Gamification undergraduate engagement Calculus developed
in Calculus students. and the students'
Course motivation mathematical
through competencies.
Performance
Assessment
and

43
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Meta-Evalua
tion

Gamification Rivera, E. Create a Design Gamification is the

for student S., & theoretical technique of altering
engagement: Garden, C. framework that Gamification student engagement
a framework L. P. (2021) permits elements states to assist the
application of learning objectives
gamification Student being achieved.
with the goal of engagement
influencing and learning
student process
engagement
and improving
academic
results.

Adaptation Roedavan, Create a new Phases of Using the Rapid

Atomic R., Rapid Game development Game Development
Design Pratondo, Development of the Model can
Method for A., (RGD) proposed significantly
Rapid Game Pudjoatmodj approach to model accelerate the game
Development o, B., & accelerate game development process,
Model Siradj, Y. development. Activities even within a limited
(2020) involved in the time and budget
proposed
model

Serious Roedavan, Enhance Learning and The study has been

Game R., knowledge in Assessment theoretically
Development Pudjoatmodj the game Mechanics confirmed and
Model Based o, B., Siradj, development practically
on the Y., Salam, field and Phases of demonstrated to be
Game-Based S., & game-related development capable of producing
Learning Hardianti, application of the Serious games that
Foundation B.D. (2021) research proposed deliver intriguing
model learning processes and
evaluation in more
dynamic ways than
traditional quizzes.

44
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Gamifying Scholz, K., Enhance Learning Game-based learning

History: Komornicka, student competency and its designs
Designing J., Moore, engagement and prior employ student
and A. (2021) and increase knowledge of responses that
Implementin learner students underscore that
ga investment in learning did indeed
Game-Based the course. Frameworks occur, and students
Learning involved in the were primarily
Course development encouraged through
Design process narrative courses,
Framework particularly with the
mini game.

Integrating Smith, N. To examine Integration of It allows teachers to

Gamification (2018) teachers’ gamification educate students with
Into perception of new concepts and
Mathematics gamification on Teachers’ and other supporting
Instruction: students’ students’ lessons to previous or
A Qualitative academic perceptions on new topics.
Exploratory performance on gamification
Case Study mathematics.
on the
Perceptions
of Teachers
at the Fourth
and Fifth
Grade Level
Gamification
and
Mathematics

45
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

Insights into Tahir, R., & Analyze the Learning, The research
Design of Wang, A.I. fundamental Game factor, describes findings
Educational (2018) Game-based Affective from ongoing research
Games: Learning reactions, that aims to identify
Comparative attributes in Usability, and validate the core
Analysis of existing design Users, dimensions for (GBL)
Design models Environment and the shift
Models dimensional focus
Identify the Design between the
common focused pre-production
features that frameworks (design), production
illustrate their (development), and
value for the Design post-production
design phase principles (testing and
and identify any maintenance) phases
gaps in attribute of the life cycle of
validation and educational game
framework development.
enhancement
research.

Codifying Tahir, R., & Provide Journals to be The framework

Game‑Based Wang, A.I. empirical evaluated provides a detailed
Learning: (2020) evidence of the picture of GBL that
Development viability of will guide not only
and game-based Learning, researchers and
Application learning as a Environment, evaluators but also
of LEAGUÊ supplemental Affective-cog designers and
Framework medium for nitive developers of
for Learning teaching reactions, educational games
Games Game factors,

Usability,
UsÊr
(LEAGUÊ)
framework

46
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

How to Toda, A., To facilitate the Gamification A gamified education

Gamify Palomino, gamified elements used system increased
Learning P., Oliveira, educational students’ motivation
Systems? An W., systems to Engagement was
Experience Rodrigues, implement the learners can gain
Report using L., Klock, gamification Motivation points per question
a Taxonomy A. C., elements and receive an
for Gasparini, I., focused on the Learning achievement.
Gamification Cristea, A., educational outcomes
Elements in & Isotani, S. end.
Education (2019)

Enhancing Tsay, C. H. To evaluate the Technology-m The students can have

student H., Kofinas, use of ediated understanding and
learning A., & Luo, J. gamification to gamification boost their interest in
experience (2018) students the subject.
with compared to Student
technology- traditional learning
mediated learning. experience
gamification:
An empirical
study

An Tso, A. W. To know how Use of The results show that

Explorative B., & Lau, J. young learners gamification students develop
Study on the M. Y. (2018) consider in classrooms self-determination,
Pedagogical electronic deeper understanding
Potential of gaming in the Students’ in the subject, and
Gamification mathematics engagement, problem-solving
curriculum and learning skills.
how it increases outcomes and
their motivation motivation
and improves
their academic
performance.

47
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

The Effect of Turgut, S. & Examine the Game-assisted The application of

Game-Assist Temur. Ö. effect of using mathematics games to mathematics
ed (2017) games in education teaching has positive
Mathematics teaching effects to student’s
Education on mathematics. Academic academic
Academic achievement achievement and their
Achievement in attitude towards
in mathematics mathematics courses.
Turkey: A
Meta-Analys
is Study

Developing Verschueren, Determine and Framework This research led to

Theory-Driv S., Buffel, evaluate the for developing the development of a
en, C., & SGH serious games framework for
Evidence-Ba Vander community's constructing
sed Serious Stichele, G. requirements, Research theory-driven,
Games for (2019) recommendatio community evidence-based SGH
Health: ns, and insights that meets many of
Framework guidelines. the needs outlined in
Based on Development the literature by SGH
Research of stakeholders.
Community theory-driven
Insights serious games

Middle Vogt, S. Understand Use of digital DGBL continues to

School (2018) how teachers game-based provide a valuable
Teacher’s use digital learning resource for middle
Use and game-based school teachers to
Perceptions learning Perception on bring old content to
of Digital (DGBL) in the game-based modern standards that
Game-Based classroom and learning enhances the students’
Learning their motivation to continue
perceptions of learning
factors that
influence their
use of DGBL

48
 TITLE AUTHOR / OBJECTIVES VARIABLES FINDINGS AND
YEAR CONCLUSIONS

The Wahid, S. Z. To improve Gamification It maximizes students'

Effectiveness (2018) students' in teaching enjoyment of learning
of performance through games and
Gamification and interest Student attracts or influences
in Improving through performance learners.
Student gamification. and learning
Performance outcomes
for
Programmin
g Lesson

Gamification Welbers, K., Examine the Gamification The feedback revealed

as a tool for Konijn, E. usage app to that it has a positive
engaging A., Burgers, assist university Student effect on player
student C., de Vaate, students learn engagement participation, whereas
learning: A A. B., Eden, about how their personalized feedback
field A., & university Learning could not be
experiment Brugman, B. works, and to outcomes established.
with a C. (2019) analyze how
gamified app manipulating
game features
and feedback
can improve
engagement
and learning.

Students’ Zainuddin, Examines Experimental Study confirms the

learning Z. (2018) student learning and control students’ competence,
performance performance groups autonomy,
and between relatedness, and better
perceived gamified and Students’ performance may
motivation in non-gamified learning reveal the successful
gamified instructional performance approach of gamified
flipped-class models. flipped-class
instruction Perceived instruction.
motivation

49
Synthesis of the Studies and Literatures

The research mentioned above presents varied analyses of how each finding

relates to and differs from other findings. The research is focused on how gaming

applications affect academic performance. Emphasizing the broad advantages of

technology to the learning approach. Students that use game-based learning to influence

academic performance might develop more creative approaches to solving a particular

challenge.

Game-aided instruction and a learner-centered teaching approach show that some

of the study leads to more innovative strategy and gets the students better results or score

compared to the traditional approach. According to McLaren et al. (2017) and Arcagok

(2021), game-aided teaching is more effective in improving students' mathematical

understanding, with 57.6% in favor and 28% opposed. As technological improvements

continue to penetrate every sector of the economy, it comes as no surprise that the

previous result favoring game-aided teaching produced more favorable learning

outcomes for students as well as new opportunities for instructors to apply different

approaches to teaching. In the view of authentic learning, obviously there is a high level

of competency in teaching, but it reveals a prominent level of execution when it explores

the digital world (Cheng et al, 2019). The new normal of learning gave students the

experience of a sudden transition from face to face to online learning, and some teaching

methods embrace the gamification of education. The pandemic gave the education sector

a breathing space to learn new ways to approach learning as the traditional approach to

learning is getting outdated. The use of digital platforms to introduce game-aided

learning allows students to embrace the concept quickly, as this generation of current

50
students is more inclined to the Internet than any generations before it. By using online

games for learning, educators may help students strengthen their skills. As Juraschka

(2019), Brevorsky et al. (2019), and Smirderle et al. (2020) stated, game-based learning

allows students to perform beyond the usual perspective with the assistance of mobile;

this implies a paradigm shift into discovery, digital literacy, problem solving, and

creativity. This kind of learning process helps to enhance the quality of understanding

mathematical concepts and academic achievements. It provides a more advanced and

knowledgeable game-based learning environment. As digital games have lost their role as

entertainment, they can help students become more engaged in the educational process

and develop deeper and broader skills when used as teaching tools (Chen, 2017).

Considering the study from the researcher at Bulacan State University, (Armentina et. al.,

2021 and Comia 2021) gamified learning is acceptable when the particular subject is

applied to the game. The learning tool can be used to access lectures about the topics and

practice their skills through games and quizzes presented on the GraphIT educational

website and Xcape Room application. As gamified learning in academic performance

proves, there is a relationship between game implementation and student academic

performance academically. In accordance with Ilustre and Raqueno’s (2020) statement,

there are a number of ways in which teachers can be able to achieve these objectives, and

one approach or strategy that is capable of being encouraged through the use of

game-based learning strategies is for students mathematical skills to reach their

maximum potential. The combination of both games and educational resources appears

more effective and beneficial to students (Yildirim, 2017; Çakıroğlu et al., 2017).

Gamification of education is a developing approach for increasing learners' motivation

51
and engagement by incorporating games in educational environments. The current

educational resources present a reliable way of presenting information to students, but the

rise of gamified learning allowed those resources to be presented in a more mainstream

way, as playing games is one of the most common hobbies of this generation of students.

Using numerous connected research and literary works as a guide, the researchers

produced an idea of how game-based learning will be utilized to enhance academic

performance. It is beneficial, especially to the students who find mathematics a hard

subject to learn. According to Jayatilleke et al. (2018) and Dando et al. (2018), an

operated application development avails growth in emerging new patterns to create a

step-by-step procedure that develops one's flexibility to learn. As game-based learning is

implemented into the game, it reveals the challenges in the making of a game application.

Technologies have been applied in the teaching and learning process as required by

today’s students. Rapid technological advancement has affected the development of

students' self-esteem and the application of mathematics in the teaching and learning

process (Ramli, Maat, and Khalid, 2020). It has been found that teaching technologies are

being used to attract students, improve their learning outcomes, and that the use of social

media networks is leading to higher levels of student satisfaction. Since game design has

a huge impact on the entertainment flow, it is an indication that correct content should

always compliment the design of the game, according to Andrea & Nursobah (2021) and

Jayatilleke et al. (2018). A cohesive and simple design of both the user interface and user

experience allows players to get more hooked on the gamified learning application, as the

consistency shows the dedication of the developers in making the game.

52
 The researchers boldly present TryGo: A Mobile Game Application in

PreCalculus with the information gathered that allows students to improve their

knowledge in the field of PreCalculus.

53
 CHAPTER III

RESEARCH METHODOLOGY

This chapter defined the study's methodology and how the researchers established

and developed the TryGo mobile game application. The study's respondents, research

instruments, statistical treatment of the data, and assessment procedures used for precise

data analysis and interpretation were tackled.

Method of Research Used

The researchers used the most suitable methodology for the study, which is

Descriptive Research. This methodology is used to investigate different situations in

order to develop a deeper understanding of the study's problem. This also allowed the

researcher to determine all the possible questions and information to obtain from the

respondents. It focused on answering what, where, when, and how questions rather than

why questions as a basis. In addition, survey tools are essential for collecting answers or

responses to questions from the targeted audience. The researchers used Google Forms to

distribute questionnaires to the respondents that contained questions suitable for the

study. It comprises a variety of questions so that potential problems can be addressed

properly. In this research, the respondents are the deciding factor as to whether the study

is effective and has probable future alterations for improvements.

Process of Developing System

The researchers used Rapid Application Development, also known as RAD. It is a

progressive development paradigm that emphasizes quick prototyping and rapid feedback

54
throughout a lengthy development and testing cycle. This technique enables developers to

easily make several revisions and upgrades to software without having to restart a

development plan from scratch each time. The main advantage of the RAD method is

quick project turnaround, which makes it an appealing alternative for developers working

in a fast-paced setting such as software development. The focus of RAD on eliminating

the planning stage and emphasizing prototype development allows for this quick speed.

RAD enables project managers and stakeholders to precisely monitor progress

and communicate in real time on emerging issues or changes by decreasing planning time

and prioritizing prototype iterations. This leads to increased efficiency, quicker

development, and more effective communication.

Figure 3.1

Rapid Application Development (RAD)

Requirements Planning. This is the primary thing needed to develop the game

TryGo: A Mobile Game Application in PreCalculus to enhance the academic

performance of senior high school students. The first thing that the researchers did was

gather relevant information for PreCalculus.

55
 User Design. This consists of three iterative phases: Prototype, Test, and Refine.

Prototype. In this stage, the researchers continued gathering data regarding the

design of the game that met the expectations of the users.

Testing. After knowing the features and the expectations of the user, the next step

is the testing stage, where the partial design of the game will undergo testing. This stage

helped the researchers determine which parts of the design needed revision.

Refine. This is the last stage under the user design—the finalization of the design

and features of the game. It would be based on the expectations of the user after testing

and receiving their feedback and suggestions.

Rapid Construction. The researcher developed a final working model much

faster than they could if they used conventional project management methodologies.

This phase is divided into four compact steps:

● Getting ready for quick construction

● Development of programs and applications

● Coding

● System evaluation

In this stage, the researchers collaborated to determine that everything was

running smoothly and that the final product met the goals as well as the expectations of

the users.

56
 Cutover. This is the final stage of the Rapid Application Development process,

where the finished product is launched for execution. It includes user training in addition

to data conversion, testing, and changeover to the new system. The researchers and users

continued to scan the system for faults.

Respondents of the Study

The respondents are all first-year students taking the course of BS Mathematics

with specializations in Computer Science, Applied Statistics, and Business Application at

Bulacan State University, along with all mathematics faculty members within the College

of Science throughout the academic year 2022-2023.

This study has a population size of 297, with 109 students enrolled in Computer

Science, 64 students in Applied Statistics, and 86 students in Business Application, both

regular and irregular, 32 mathematics faculty, and 6 IT experts as respondents. The total

number of respondents, students, and mathematics faculty is computed using Cochran's

formula with a five percent (5%) marginal error.

The sample size was calculated using Cochran’s formula. The researchers desired

a 95% confidence level and ± 5 precision, with a 0.5 estimated proportion.

First formula:

Second formula:

57
 Wherein, 𝑛0 = Initial number of samples

𝑍 = Confidence coefficient

𝑝 = Estimated proportion

𝑒 = Margin of error

𝑛 = Reduced number of samples

𝑁 = Total population

Table 3.1

The Study’s Respondents

Respondents Population Sample Acquired

Size Sample Size

1st year BS Mathematics students with

specialization in Computer Science, Applied 259 156 158
Statistics, and Business Application

College of Science: Mathematics Faculty 32 30 9

CICT Experts (Allied Core Faculty) 6 6 6

Total 297 192 173

The suggested sample size for each population data was in Table 3.1 and was

acquired using Cochran's formula. It was shown that the total number of respondents is

297, which consists of 259 students, 32 mathematics faculty, and 6 CICT faculty. The

researchers were able to complete the recommended sample size for the students and

CICT faculty. However, only 9 mathematics faculty members were able to evaluate the

system since some faculty members were unavailable during the researchers evaluation

period.

58
Research Instrument

The researchers conducted a survey to check the validity of the study. The survey

has questions that the respondents must answer. The study instrument is based on the

Evaluation Instrument for Games, a standard for assessing games developed and verified

by instructors from the Mathematics Faculty of Bulacan State University's College of

Science.

The study's respondents evaluated the system by completing the evaluation form

supplied in order to determine whether the system complies with the requirements stated

below. These standards are provided to the respondents in order to assist them in filling

out the assessment form.

The evaluation criteria are as follows:

Players’ Experience. The game tackles the intangible effects of the game for the

user. The focus of this assessment is to quantify these effects in specific areas that allow

improvements to the overall experience offered by the game. The player’s experience

would deal with the game’s ability to provide more value to the user on top of its main

purpose. For the sub-categories of players' experience, confidence, challenge,

satisfaction, fun, focused attention, relevance, and perceived learning of the respondents

are measured. Confidence was measured by the respondents confidence in learning the

game based on the game’s contents. Moreover, the challenge was to determine whether

the game could provide new challenges and interest for the students. Satisfaction and fun

were perceived by the respondents if it gave them a sense of accomplishment by

59
advancing in the game and made them feel happy by using the mobile application.

Furthermore, the respondents focused their attention on the game by finding something

interesting or unique within it, as well as relevance, which captured their interest, related

to their course, and allowed them to contemplate the game as an adequate teaching

method. Additionally, perceived learning was included in the calculation of the game's

capabilities to provide efficient learning for PreCalculus compared to other activities.

Usability. An assessment of how difficult it is to learn and how user-friendly the

game is. Usability was defined by the users’ perspective of the game, whether they find it

helpful and easy to use or understand or not. It allows the users to easily define each

aspect of usability, which means that the game is able to present its technical aspects in a

simple and concise way. Moreover, usability has sub-categories to further estimate the

game’s acceptability, such as aesthetics, learnability, operability, and accessibility. For the

aesthetics, the game design was observed, as were the text and color choices. Besides

that, learnability and operability are simply determining if the game is adaptable by the

respondents and whether the instructions or rules are easy to understand. Furthermore,

accessibility distinguished the font and colors chosen for the entire game.

Table 3.2

Scale and Remarks

Numerical Ratings Description of Range Verbal Interpretation

Significantly above the criteria for

5 Excellent
the system’s performance.

Generally exceeds criteria for the

4 Very Good
system’s performance.

Meets criteria for the system’s

60
 3 Good performance.

It does not meet half or less of the

2 Fair criteria for the system’s
performance.

Few or no criteria were met for the

1 Poor
system's performance.

The researchers used the Likert Scale shown in Table 3.2 to interpret the answers

of the respondents. A 5-point rating means that the system’s performance significantly

exceeded the respondent’s expectation, while a 4-point rating generally surpassed the

criteria. Consequently, a 3-point rating met the criteria for the system’s performance.

However, the 2-point rating system barely met half of the criteria, while the 1-point rating

system does not meet any or some of the criteria.

Statistical Treatment of Data

All the gathered data in this research was coded and entered into a data matrix

using the Microsoft Excel software. The following statistical procedures were also

observed:

All the information collected by the researchers is classified and presented based

on the research instrument and the defined problem. The results were examined in detail.

Each respondent had an option, with one being the lowest and five being the highest,

depending on their experience using the TryGo mobile game application. The weighted

mean was the statistical tool used by the researchers in smoothing out the collected data

and enhancing the accuracy of the research result. It would also be an indication of what

features had been addressed in the research.

61
Table 3.3

Mean Rating Interpretation

Range Description of Range Verbal Interpretation

4.50 - 5.00 The respondents are completely

Highly Acceptable
satisfied with the system's performance.

The system’s performance is acceptable

3.50 - 4.49 Acceptable to respondents however; minor
improvements are expected.

The system’s performance is

2.50 - 3.49 moderately acceptable to respondents
Fairly Acceptable
however; the system requires
considerable improvement.

The respondents seem to accept the

1.50 - 2.49 Slightly Acceptable system’s functioning, but major
improvements are required.

1.00 - 1.49 The respondents are dissatisfied with

Not Acceptable
the system’s performance.

Table 3.3 was shown to interpret the values of each selected option of the

respondents to create a weighted mean. Each of the mean ranges was used to represent a

specific trait, whether the mobile game application is highly acceptable, acceptable, fairly

acceptable, slightly acceptable, or not acceptable to the respondents. The respondents are

completely satisfied with the existing system if it is highly acceptable, however, minor

improvements are expected if the respondents find the game acceptable. In addition, the

game is fairly acceptable if the system's performance is somehow working, but

considerable improvements are recommended. Furthermore, if the system is functioning

but major improvements are needed, the respondents find the game slightly acceptable.

Despite that, it is not acceptable if the respondents are dissatisfied with the system’s

performance.

62
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In this chapter, the researchers included the presentation and interpretation of the

data gathered in the study. It also includes the software used in building the system, the

graphical user interface (GUI), and the evaluation of the system. The study examined and

interpreted the data gathered as well as the validation and acceptability of the system.

Analysis of the Developed System

The researcher gets the idea of an all-known Axie Infinity play-to-earn game that

rewards a player in exchange for crypto. Under the influence of the said game, the

researcher developed the TryGo mobile gaming application, which intends to support

senior high school students with their approach to learning mathematics, especially

trigonometry, and offer ways to learn outside the norm. Through the game, students are

able to play, practice, and study trigonometric topics.

The theme of the game was following the storyline that stands as a guide in order

to reach the end. A fictional story that is applicable and connected to its features and

content. Considering the total of three (3) levels, where the respective level conveys the

topic of pre-calculus, which is trigonometry. On the first level, players would answer the

topics of Basic Trigonometric Functions, Solving Right Triangle, and Special Right

Triangle. The second level covers the topics of relating trigonometric functions, the

Pythagorean theorem, and measuring rotation. Lastly, the final level consists of

trigonometric functions of any angle, the application of trigonometric functions to angles

63
of rotation, and trigonometric identities. These questions will give the player a chance to

attack or damage the enemy when they choose the correct answer. Since the goal of the

game is to help players be able to study the solution provided by the given question. At

the end of the game, a scoreboard shows and allows the player to analyze and view their

overall score after accomplishing all of the stages. The TryGo game added a

player-dependent game option where the players have the ability to play either adventure

or practice mode, both of which have a timer for each respected question and the

privilege to choose after getting the correct answer between the two strategies, which are

damage or shield. while in practice mode, where the player could practice without

stressing about the life status of their character.

User Interface Design of the System

The TryGo's mobile game application logo exhibited the purpose of the game for

the user to "Try" and play. It combined the word "trigonometry" into "trigo" denoting that

this is what the game concerns.

Figure 4.1

TryGo’s Logo

64
TryGo’s Logo. The game logo used a 3D model of a cubic instruction with the word

“Try” on top that is reflecting letters “Y” and “T”. The chosen color of the logo is related

to the colors inside the game, such as the characters and the settings for each stage.

Figure 4.2

Home Screen of the Game

Home Screen. This is the landing page of the game after the TryGo application is open.

There are three main buttons, which are the “Adventure”, “Practice” and “About”. The

first two of the main buttons led the user to different game modes, which are the

Adventure game and Practice game. However, the third button led the player to view the

content of the game and details about the creator of the game.

65
Figure 4.3

Adventure Mode

Adventure. In this game mode, players can proceed to the new game or return to the last

game.The last game is just the saved level of the player, depending on whether a stage is

accomplished or unlocked. The game followed with a story of a parent mourning and

looking for their missing daughter. Under the power of the family, anyone would be

thrilled to find the daughter. On the other point of view, one soldier decided to conquer

the challenge just to find and return the lady safely. Thereafter, players proceeded to the

first stage based on the given map.

66
Figure 4.4

Storyboard for First Scene

Storyboard First Scene. Figure 4.4 shows the story behind the game. This storyboard

for the first scene introduced the main characters that encountered during the gameplay.

After establishing the pilot storyboard, it directed the soldier, who acts as the main player,

to the first of three stages.

Figure 4.5

Adventure: Stage Select

67
StageSelect. As shown in figure 4.5, the player proceeds from the given first stage up to

the final stage of the game. Each game consists of three different opponents. The stages

contain nine sub-topics of Precalculus that are focused only on trigonometry lessons. For

each question, there is an equal chance for a player to answer the given Precalculus

problem.

Figure 4.6

First Stage: Basic Trigonometric Functions, Solving Right Triangle and Special Right

Triangle

First Stage Basic Trigonometric Functions, Solving Right Triangle, and Special

Right Triangle. The design of the setting on the first stage of Figure 4.8 starts with a

light color, and a sun portrays a hint that it is the beginning of the soldier’s journey. It

also shows the game questions, and the required answers to the random question of Basic

Trigonometric Functions, Solving Right Triangle, and Special Right Triangle. By the

given timer, the player is about to work out their thinking skills and exert their adrenaline

68
hormone to fight-or-flight while choosing the letter of the correct answer. The

timer-controlled question is determined by the difficulty of the first three PreCalculus

topics. An easy question is given 60 seconds, a moderate question 90 seconds, and a

difficult question 120 seconds. As previously indicated, the complexity of the questions

and the allotted time for answering them also determined the enemy's level 1 damage. A

subsequent damage where players take away 5 life from the enemy, a hard question takes

away 10, and a moderate question takes away 15.

Figure 4.7

Game Strategy: Hard Attack and Hard Shield

Game Strategy. Above is the player's own choice and tactic for the enemy to lose and

empty their lives until the opponent is dead. Employing a hard shield to extend the

player's life further and executing a hard attack strike to damage the enemy.

69
Figure 4.8

Game Strategy: Power up

PowerUp. PowerUp activates the side player’s beneficial privilege after two consecutive

correct answers are completed. It deals twice the equivalent damage to the opponent,

exactly as the player answered the question.

Figure 4.9

Scoreboard: Stage 1

ScoreBoard. The total score for the level is shown in Figure 4.8, which flashes the total

of correct answers over the total number of questions per level. It is the player’s score

70
after completing the 6 presented questions in the first stage of the game. Another feature

under the scoreboard is saving the previous high score of the player. However, the “Level

Complete” player viewed the score and player’s best score even in “Level Failed”.

Figure 4.12

Storyboard for Second Scene

Storyboard Second Scene. The main character's journey's second incident was guided

toward the second stage, as shown in figure 4.12. Such hints or cues regarding the

soldier's upcoming level are bound to be encountered by players. It is the continuation of

the story after completing the first stage by following the tracks and hints. It also included

the narration and lines of the main character and his second opponent. There will be a

skip button in the upper right of the screen. This button can be accessed in all the

storyboards of the game.

71
Figure 4.13

Second Stage: Relating Trigonometric Functions, Pythagorean theorem and Measuring

Rotation

Second Stage: Relating Trigonometric Functions, the Pythagorean Theorem, and

Measuring Rotation. The game plot established in Figure 4.13's concept is based on the

before-dark scenario. It also depicts an adversary wearing an arch as armor. Stage two has

the same game play and strategy. Second-Stage hard attacks increased the player’s

damage by 5 with each hit. The player will now answer the topics Relating Trigonometric

Functions, Pythagorean Theorem, and Measuring Rotation, and the second stage still

indicates a timer to challenge the player to manage the given time, and, at the same time,

think of the best strategy to choose. Players can pick a strategy based on their life bar

status, whether they have an extra life or need a hard attack to damage the enemy.

72
Figure 4.14

Scoreboard: Stage 2

Scoreboard: Second Stage. The provided total correct score in figure 4.14 after

completing the game and a button for proceeding to the next level or final stage displays

the same data indication or the best score of the player in the game run. Moreover, it

displays a button for accessing the next stage or final level.

Figure 4.15

Storyboard: Final Stage

73
Storyboard: Final Stage. Figure 4.15 illustrates the way a soldier is delivered to the

witch in the woods at the last moment of the final level. With the help of evidence in the

last stage, the player finally learns where to find the lost daughter. In order to be able to

save the daughter of this royal family, the player must successfully complete the last

battle stage.

Figure 4.16

Final Stage: Trigonometric Functions of any Angles, Application of Trigonometric

Functions to Angles of Rotation and Trigonometric Identities

Final Stage: Trigonometric Functions of Any Angle, Application of Trigonometric

Functions to Angles of Rotation, and Trigonometric Identities. As seen in figure

4.15, the main character finally sees the daughter and sustains the triumph by correctly

answering questions to gain dominance over the opposition. The third and final stage is

where there remains a potential to save the daughter and finish the three stages. The new

set of trigonometric topics are Trigonometric Functions of Any Angle, Application of

Trigonometric Functions to Angles of Rotation, and Trigonometric Identities, after

74
answering all the questions. In the final stage, the damage is 15 for easy questions, 20 for

moderate questions, and 25 for hard questions. The player's final battle score will be

displayed at the conclusion of the final level, similar to the stages before this.

Figure 4.17

Storyboard: Ending Scene

Storyboard: Ending Scene. At the end of the story, the player can now return the

daughter by completing the three stages. The value of overcoming obstacles and

dedicating time to learning is seen in Figure 4.17. This scenario will lead to the results

from a previous game of the player.

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Figure 4.18

Summary: Total Score

Summary: Total Score. The summary is the player’s score from the beginning of the

game until the end. Players can review the number of the correct answer. By

demonstrating the manner in which to keep winning, results transparency may help

ensure that players maintain their concentration. The Score Summary Screen is a tool for

giving participants enjoyment with their match outcomes.

Figure 4.19

Practice Mode

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Practice Mode. Figure 4.19 sets the graphics based on its objective. For players to focus

more on the questions and their own characters. Practice mode is the second main button,

as seen in Figure 4.3. The player encountered the same trigonometry topics in Adventure

mode. In this mode, the player's life bar is not included. In this manner, the player can

review the question without being concerned about the challenge of playing against an

opponent.

Figure 4.20

About: Game Information

About. This button conveys the learning origins and premise of the game "TryGo'' in this

section. It is the channel between the user and the background of the game. An

educational game since the application is set up for studying trigonometry.

77
Figure 4.21

About: Creators

About: Creators. The creator's information is likewise accessible to the player. The

player can contact the creator by phone or email.

Figure 4.22

Game Instruction

78
GameInstruction. TryGo prepared an instruction as shown in Figure 4.22, with the

question mark symbol placed at the homescreen. It indicates what lesson the player will

try to answer with. Furthermore, the damage, timer, and basic techniques of the game

were included.

System Requirements

The researchers developed a game application using C# as the main programming

language. In support of these, other significant tools are engines, and an integrated

development environment was used, specifically Unity Engine version 3.4.1. In addition,

the layout of the system was applied using Adobe Photoshop versions 12.0 and

Sketchbook version 5.3.1, as mentioned in the software application development of the

mobile application. The developed system required a necessary software specification for

the system to function properly. These are the minimum and recommended requirements

of the system, as well as the system’s functions, and features that will be explained below.

Table 4.1

Requirements for Developing

Hardware Specification of Hardware Software

(Minimum Requirement) Application
(Recommended)

Operating System
Windows 10, and Windows 11
64-bit versions only.
Laptop Graphic API Unity 3D
API 22
RAM
1.5 GB of RAM

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 Operating System
iPadOS 16.3.1, 64-bit architecture
Ipad or Tablet and embedded motion
co-processor.
RAM
3 GB of RAM

Table 4.1 shows the minimum requirements for developing the game, which

comprise hardware and software such as tablets and laptops with a minimum operating

system, CPU, graphics API, and RAM.

Table 4.2

Requirements for Playing

Specification
Devices
(Minimum Requirement)

Operating System
Android 5.1 (Lollipop)
RAM
Mobile Phones 1.5 GB of RAM
Storage
Free 500MB storage
Screen Resolution
1280x720 resolution

Table 4.2 shows the minimum requirements of the applicable device or

smartphones to play the TryGo game. The mobile device must have at least Android 5.1

(Lollipop) version as its operating system. It is more functional and detailed with Android

version 12 for optimum performance. On the other hand, the minimum RAM (Random

Access Memory) is 1.5 GB in order to work synchronously with the device, and the

minimum storage required is 500MB. Lastly is the screen resolution for the game’s

perceptibility, where the graphics are fit to the game screen.

80
 The integrated systems’ functions and features will be explained below. The

Basic Functionalities, discussed the primary goal of the game, such as practice mode and

adventure mode, in which the game mode is selected. The offense and defense engaged

during a game, as well as the level of complexity of the questions offered at each game

stage. Along with this, additional features of the game solution, power-ups, timer, and a

scoreboard.

For the Basic Functionalities:

1. Adventure and Practice - This feature allows the player to choose an adventure

mode to fight enemies while answering the questions. However, in practice mode,

you practice all questions that will be asked in the game.

2. Offense and Defense - If the player answers a question correctly, they can

choose attack or defense as their tactic to defeat the enemy. If offensive, the

player can reduce the hit points (HP) of the enemy depending on the level of the

question. If defensive, additional shields will be given. However, if the answer is

incorrect, the player will skip a turn and suffer random damages. This feature is

only applicable in adventure mode.

3. Difficulty of Questions - Each round, a random question will be given (easy,

moderate, or hard) to the player. The easy card consists of 10 damage or defense

points, moderate has 15 points, and hard with 20 points.

4. Game Stages - When moving on to the next location, the player must unlock

three different stages. New monsters were waiting for each stage. The questions

that will be asked will be restricted to three lessons or topics per level, which are

Basic Trigonometric Functions, Solving Right Triangles, Special Right Triangles,

81
 The Pythagorean Theorem, Measuring Rotation, Relating Trigonometric

Functions, Trigonometric Functions of Any Angle, Application of Trigonometric

Functions to Angle of Rotation and Trigonometric Identities respectively.

For the Additional Features:

1. Solutions - This feature allows the players to view the correct answer or solution

after every question if it is correct.

2. Power Up - The player can double the damage done to the enemy if three

consecutive questions are answered correctly.

3. Timer - A countdown timer will be flashed after the question is shown. The

allotted time will depend on the questions' difficulty, where easy has 60 seconds,

moderate has 90 seconds, and hard has 120 seconds.

4. Scoreboard- The total number of correct answers over the total questions.

However, the summary scoreboard flashed after completing each stage.

System Evaluation

The selected freshmen students evaluated TryGo from the College of Science,

taking up a Bachelor of Science in Mathematics with Specializations in Computer

Science, Applied Statistics, and Business Application, as well as the selected faculty

members from the Mathematics Department and CICT Department (Allied Courses).

The evaluation form is for the researchers to know how acceptable the developed

game is. The researchers are open to suggestions and comments from the respondents on

how to improve the game and provide a much better experience and outcome. The

respondents were given a set of questions to be read first and explained with the

82
instruction of evaluation. The mobile game application was presented and demonstrated

in terms of features, functions, and capacity. In addition, the mobile game application was

evaluated based on the criteria. Due to the unavailability of some mathematics faculty,

the target number of respondents was not met. The result of the application evaluation

was tabulated and interpreted below.

Table 4.3

Evaluation of Mean Rating on the Players Experience on the game.

Evaluation of the
Evaluation of the 1st Evaluation of the
Totality of the
year Respondents Faculty
Respondents
Players Experience
Mean Description Mean Description Mean Description
Rating of Rating Rating of Rating Rating of Rating

1. Confidence.

The contents and Highly

structure helped me 4.25 Acceptable 4.563 4.28 Acceptable
Acceptable
to become confident
that I would learn
with this game.

2. Challenge.
Highly Highly Highly
This game is 4.63 4.563 4.63
Acceptable Acceptable Acceptable
appropriately
challenging for me.

The game provides

new challenges
(offers new 4.49 Acceptable 4.54 Highly 4.50 Highly
obstacles, situations Acceptable Acceptable
or variations) at an
appropriate pace.

The game does not

become monotonous Highly
as it progresses 4.05 Acceptable 4.5 4.09 Acceptable
Acceptable
(repetitive or boring
tasks).

83
 3. Satisfaction.

Completing the 4.42 Highly

Acceptable 4.563 4.43 Acceptable
game tasks gave me Acceptable
a satisfying feeling
of accomplishment.

It is due to my
personal effort that I Highly
4.11 Acceptable 4.54 4.15 Acceptable
managed to advance Acceptable
in the game.

I would recommend
this game to my Highly
4.25 Acceptable 4.54 4.28 Acceptable
friends / colleagues. Acceptable

4. Fun.
Highly
4.39 Acceptable 4.563 4.41 Acceptable
I had fun with the Acceptable
game.

Something happened
during the game
(game elements, 4.24 Acceptable 4.375 Acceptable 4.25 Acceptable
competition, etc.)
which made me
smile.

5. Focused
Attention.

There was
4.35 Acceptable 4.375 Acceptable 4.35 Acceptable
something
interesting at the
beginning of the
game that captured
my attention.

I was so involved in
my gaming task that Acceptable 4.438 Acceptable 3.93 Acceptable
I lost track of time. 3.89

I forgot about my
immediate
surroundings while 3.82 Acceptable 4.375 Acceptable 3.86 Acceptable
playing this game.

6. Relevance.
Highly
The game contents 4.02 Acceptable 4.625 Acceptable 4.07 Acceptable

84
 are relevant to my
interests.

It is clear to me how
the contents of the 4.55 Highly 4.563 Highly 4.55 Highly
game are related to Acceptable Acceptable Acceptable
the course.

This game is an
adequate teaching Highly
4.37 Acceptable 4.563 4.37 Acceptable
method for this Acceptable
course.

I prefer learning with

this game to learning 4.06 Acceptable 4.375 Acceptable 4.08 Acceptable
through other ways.

7. Perceived
Learning.
Highly
The game 4.32 Acceptable 4.5 4.33 Acceptable
Acceptable
contributed to my
learning in this
course.

The game allowed

for efficient learning
compared with other 4.06 Acceptable 4.415 Acceptable 4.09 Acceptable
activities in the
course.

Mean
Highly
4.24 Acceptable 4.5 4.26 Acceptable
Acceptable

Table 4.3 explains the mean rating of the player’s experience and their total mean,

as well as the corresponding interpretation. From the calculated player experience rating

of all the respondents and faculties, the mobile game obtained a mean of 4.24, which

means that the mobile game is “Acceptable” to the selected college of science students.

On the other hand, the evaluation mean score of the Mathematics faculty is 4.53 which

means that the game is also “Highly Acceptable” to them, while the CICT faculty gets a

mean score of 4.46 “Acceptable”. When combined, a mean of 4.5 which is equivalent to

“Highly Acceptable”. Overall, the player's experience of the game based on the totality of

85
the respondents gets a mean score of 4.26, which concludes that the game is

“Acceptable”.

Table 4.4

Evaluation of Mean Rating on the Usability of the game

Evaluation of the Evaluation of the

Evaluation of the
1st year Totality of the
Faculty
Usability Respondents Respondents

Mean Description Mean Description Mean Description

Rating of Rating Rating of Rating Rating of Rating

1. Aesthetics.

The game design is 4.25 Acceptable 4.478 Acceptable 4.27 Acceptable

attractive (interface,
graphics cards, boards,
etc.).

The text font and colors

are well blended and 4.11 Acceptable 4.353 Acceptable 4.13 Acceptable
consistent.

2. Learnability.

I needed to learn a few 4.37 Acceptable 4.375 Acceptable 4.37 Acceptable

things before I could
play the game.

Learning to play this Highly

game was easy for me. 3.87 Acceptable 4.5 3.92 Acceptable
Acceptable

I think that most people

would learn to play this 4.06 Acceptable 4.438 Acceptable 4.01 Acceptable
game very quickly.

3. Operability.
Acceptable Acceptable Acceptable
I think that the game is 3.86 4.438 3.92
easy to play.

The game rules are clear Highly

and easy to understand. 4.48 Acceptable 4.625 4.49 Acceptable
Acceptable

86
 4. Accessibility.

The fonts (size and 4.16 Acceptable 4.313 Acceptable 4.17 Acceptable
style) used in the game
are easy to read.

The colors used in the Highly

game are meaningful. 4.27 Acceptable 4.5 4.29 Acceptable
Acceptable

Mean 4.16 Acceptable 4.447 Acceptable 4.17 Acceptable

Table 4.4 shows the mean rating of the respondents based on the mobile game

application “TryGo’s” usability. The game proved “Acceptable”. According to the

evaluation from first-year students and faculties, the TryGo criteria reached the game

category of Usability, which obtained a total mean rating of 4.17. However, the computed

Aesthetics result under Usability “The game design is attractive (interface, graphics

cards, boards, etc.)” gets a mean rate of 4.27, which means “Acceptable” and “The text

font and colors are well blended and consistent.“ gets a 4.13 mean rating, which means

that the mobile game’s Aesthetics is “Acceptable” by the 1st year college science

students and faculties. The game's usability is "Acceptable" according to the computed

mean rate for Learnability, which receives a 4.37 mean rate for "I needed to learn a few

things before I could play the game," a 3.92 mean rate for "Learning to play this game

was easy for me," and a 4.01 mean rate for "I think that most people would learn to play

this game very quickly." The criteria for Operability of "I think that the game is easy to

play." gets a mean rating of 3.92 and "The game rules are clear and easy to understand. "

gets a 4.49 mean rating with a combined result for Learnability is marked as

"Acceptable" by the first-year students and faculties. The last criteria of Usability is the

Accessibility of the TryGo game. The mean rate for “The fonts (size and style) used in

the game are easy to read.” is 4.17, and the mean rating for “The colors used in the game

87
are meaningful.” is 4.29 which means the merge result from the evaluation is

“Acceptable”.

From the different types of respondents, the mean from students under TryGo's

Usability gets a mean rating of 4.16 which means that the first-year students marked the

game as “Acceptable”. While the faculty mean rating is 4.447, this indicates that the

game's usability was rated "Acceptable" by the faculties of mathematics and CICT.

Table 4.5

Grand Mean Rating of the Respondents

Criteria Rating Description Rating

Players Experience 4.26 Acceptable

Usability 4.17 Acceptable

Grand Mean 4.22 Acceptable

Table 4.5 shows the grand mean of the mobile game application “TryGo” based

on the player’s experience and its usability. The result shows that the game is

“Acceptable” by all the respondents, with a grand mean of 4.22.

88
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter covered the summary of findings, conclusions, and suggestions.

Based on the collected data, the researchers presented their findings about the previously

discussed problems, reached conclusions, and made recommendations.

SUMMARY OF FINDINGS

“TryGo: A Mobile Game Application in PreCalculus” was created to create a

combination of battle and educational games that aims to enhance the mathematical skills

of the students. This game could be challenging yet interesting to be able to increase the

ability of an individual when it comes to solving mathematical equations. Upon

completion of the research, the researchers have come up with the following:

1. Pre-Calculus is one of the most challenging subjects during the senior high school

years. The content subjects in TryGo were selected based on the results of the

pre-survey. Furthermore, the questions in this game were found in online

resources and in PreCalculus textbooks. As a result of the evaluation, the

researchers discovered that the game could assist students in having a better

understanding of the subject. As a result, the TryGo mobile game efficiently

established topic material.

2. The mechanics that were finalized by the researchers to be implemented in the

mobile game were Offense/Defense, Scoreboard, Storyboard, Adventure/Practice

mode, and Power Ups. The Offense or Defense mechanic is triggered whenever

the player answers a question correctly. The damage and the shield given will also

89
 correspond to the difficulty of the question. Scoreboard is shown at the end of

each stage and also at the end, which gives a summary of the players’ scores

throughout the game. The story will revolve around a soldier rescuing the princess

that was kidnapped by a witch, and, as mentioned before, the type of gameplay to

be used will be a timed multiple choice. The Adventure/Practice modes will have

the same flow, but the Practice mode will be stripped of the story and the health of

both the player and enemy character. The researchers used C# as the primary

programming language to create a gaming application. Other key tools are

engines, and an integrated development environment. The TryGo: A Mobile

Game Application had acceptable evaluation results. The researchers derived the

following means for each criterion: Players Experience 4.26, and Usability 4.17,

for all of the respondents. The grand mean of the evaluation is 4.22, indicating

that the game’s performance is acceptable to the respondents; however significant

improvements are still required.

3. The researchers used C# as the primary programming language to create a gaming

application. Other key tools are engines, and an integrated development

environment, notably Unity Engine version 3.4.1, were utilized to support it.

Furthermore, as specified in the software application creation of the mobile

application, the system layout was implemented utilizing Adobe Photoshop

versions 12.0 and Sketchbook version 5.3.1. The constructed system needs a

software specification in order for it to function properly.

4. The TryGo: A Mobile Game Application had acceptable evaluation results. The

researchers derived the following means for each criterion: Players Experience

90
 4.26, and Usability 4.17, for both respondents. The total mean of the respondents

is 4.22, indicating that the game’s performance is acceptable to the respondents

however, significant improvements are still required.

CONCLUSION

By analyzing the gathered data, the researchers were able to form these

conclusions:

1. The researchers referred to the official lesson plan of the Department of Education

(DepEd) on the topic of Trigonometry with a multiple choice type of gameplay.

2. The mobile game has two separate game modes: Adventure and Practice mode,

which will have 3 levels of difficulty (easy, moderate, and difficult), where the

damage from both the player’s and the enemy’s damage, shield HP and timer will

be based.

3. To achieve better performance in the game, any other device’s specifications

higher than the minimum mentioned will give players’ an optimal experience of

playing the game.

4. The mobile game was able to gather a grand mean of 4.22, which is equivalent to

“Acceptable.” The respondents agree that the mobile game will be an effective

learning tool for PreCalculus and, if deployed, will benefit students and

instructors.

91
RECOMMENDATION

1. Improve UI and UX design. Continuously innovating the UI and UX is key to

making the game as user and visually friendly as possible. Thus, the researchers

recommend conducting surveys frequently to make changes based on their players

preferences for how the UI and UX need to be changed.

2. Introduce more enemy variations and stages. The researchers recommend

exploring other races such as giants, fairies, elves, and abstract beings, which are

common tropes found in other games. With more enemy variations, multiple

stages can be generated based on either their design or race affiliation.

3. Provide cosmetics and player customization. Making one’s character truly their

own creation gives players motivation to play a game. It is recommended to

implement character creation at the beginning and give liberty to the players to

switch between their preferred designs.

4. Apply a rewards system. A simple rewards program such as daily login rewards

improves the ability of a game to maintain healthy player retention over a long

period of time. Quests are also recommended by the researchers so players can

play the game and be rewarded with points. If implemented, these points can then

be used to buy cosmetics or other valuable items in the game shop.

92
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