CHAPTER 2

LITERATURE REVIEW

In this chapter it consists of information that was related to this project. The content of
this chapter will be used to support relevant literature for the project. It provides an
overview of the Road Safety Rules and Traffic Signs, types of traffic signs and road
safety in Malaysia, existing applications that are quite similar to the project, and review
of the project methodology .

2.1 Overview of Road Safety Rules and Traffic Signs

2.1.1. History of Traffic Signs and Safety Road

Since the 1800s, traffic lights have been in use. People at the time employed
traffic lights for the same general purpose that we do now: to control traffic congestion.
The only difference was that traffic congestion was caused by horse-drawn carriages and
pedestrians at the time. John Peake Knight developed the first traffic light, which was
powered by gas. On Dec. 10, 1868, it was erected outside the House of Parliament in
London, England. The traffic light had only two colors at the time: green for go and red
for stop. During the day, the colors were visible, but at night, police officers had to
manually illuminate red or green to signal drivers (Maloney, 2022). Only a month later, a
police officer in charge of the signal was seriously injured when one of the lights
exploded in his face due to a gas main leak. The project was quickly canceled after it
was designated a public health danger (Ross, 2016).
 Garrett Morgan, a 46-year-old inventor and newspaperman, received Patent No.
1,475,074 for his three-position traffic light on November 20, 1923. Nonetheless, it was
a significant innovation: by having a third position in addition to "Stop" and "Go," it was
able to govern crossing cars more safely than previous signals. Morgan designed a
T-shaped pole with three settings as a signal. It might be placed at half-mast (like a
blinking yellow light today) at night when traffic was light, alerting automobiles to go
cautiously through the intersection. For $40,000, he sold the rights to his idea to General
Electric (History.com Editors, 2009). Figure 2.1 below shows an example of innovation
of traffic lights back then in the year of 1868 to 1924.

Figure 2.1 Innovation of traffic light

(Source:https://www.realityviews.in/2015/12/facts-history-of-traffic-lights-traffic.html)

2.1.2. Importance of Road Safety and Traffic Signs Knowledge for

Children

A traffic road sign is a symbolic transcription of a legal statement, and they can
be categorized as regulatory, warning, or informational. Every traffic sign represents a
single piece of information concerning current traffic conditions and their implications.
Uncertain interpretation of such cues in a linguistic landscape by young children may
indicate a lack of comprehension of the intended meaning. This could lead to a
misinterpretation of a road sign, with potentially dangerous consequences. As a result,
given the functional context of structured behavior and action within a social setup,
awareness of basic safety norms and information is critical. The importance of
youngsters knowing traffic signs is frequently accompanied with an adult perspective, as
adults are the primary agents of nurturing the young, according to nature's order.
Understanding adult perceptions will help us better comprehend young children's visual
semiotics (Chia et al., 2009).

Road safety education, like all learning, should begin at a young age and be
adapted to the age and circumstances of the child. Children must be aware of the road
safety rules in their local surroundings. Children frequently have no idea what is
considered safe. Their perceptions of danger are limited, and they are readily diverted.
They require continual education beginning at a young age to assist them establish safe
and right road behavior as well as a more positive attitude about their own
decision-making (THE ROAD SAFETY EDUCATION PROGRAMME: A JOURNEY
INTO THE SCHOOL CURRICULUM, 2012) . As a result, the school's duty includes
teaching parents, guardians, and caregivers how to incorporate road safety instruction
into their children's daily routines and activities. Schools play an important role by
holding many programmes about road safety to make the children learn more about road
safety such as quiz competitions about road safety and traffic rules.

2.1.3. Campaign Awareness of Safety Road

In order for people to learn more and raise awareness about safety roads and
traffic signs is through any campaign that has been held by the government, NGO and
many more. A lot of activities have been done to spread more awareness about safe
roads in Malaysia.

I. #ShellSelamatSampai

Figure 2.2 Shell Safety road Campaign

(Source:https://www.researchgate.net/figure/The-Proposed-GDLC-model-It-consists-of-6-development-ph
ases-Production-cycle-consists_fig2_271548605)

Shell relaunched its #ShellSelamatSampai road safety campaign in 2016 to raise road
safety awareness and encourage behavioral change among motorcyclists and youths, two
of the most vulnerable groups on the road. #ShellSelamatSampai has reached up to
70,000 young people, and major government agencies such as the Road Safety
Department (JKJR), the Road Transport Department (JPJ), the Ministry of Education,
and the Royal Malaysian Police (PDRM) continue to work together to develop a solid
partnership. Varsity students take on the challenge of producing interesting road safety
innovation prototypes as part of the #ShellSelamatSampai Varsity Challenge
programme, an inter-varsity road safety innovation competition. The initiative has
revealed road safety solutions such as reducing overtaking accident risks, reducing
distracted driving, increasing motorcycle rider visibility, and recycling agricultural trash
to improve existing road structures (Road Safety Malaysia - #ShellSelamatSampai, 2022).

II. Volvo and Kidzania Road Safety Campaign

Figure 2.3 Volvo and Kidzania Road Safety Campaign

(Source:https://www.carsifu.my/news/volvo-and-kidzania-road-safety-campaign)

Continues to deliver road safety instruction to Malaysian schools in conjunction with

KidZania Kuala Lumpur. In two years, the partnership between Volvo Trucks, Volvo
Cars, and KidZania has helped educate over 90,000 youngsters. Children at KidZania
learn how to sit properly in a car, how to properly use a safety belt, and the importance
of child seats, all in keeping with Volvo's objective that no one should be killed or badly
injured in a new Volvo Car by 2020. Over the course of two years, the Volvo Car
Dealership in KidZania taught a total of 32,294 children the fundamentals of road safety.
(Carsifu, 2018)

III. PIAM and MTA Launch “Us” Road Safety Campaign

Figure 2.4 PIAM and MTA Road Safety Campaign

(Source:https://www.nst.com.my/cbt/2022/01/763214/piam-mta-launches-2022-nationwide-road-safety-ca
mpaign)

The General Insurance Association of Malaysia (PIAM) and the

Malaysian Takaful Association (MTA) have joined forces to launch the
nationwide "Us" road safety campaign in an effort to minimize road
crashes and promote safety awareness among motorists. The advertising
slogan "Safety starts with a 'S,' but it starts with a 'U,'" aims to change
motorists' minds and instill safe riding and driving practices. With the
campaign, PIAM and MTA aim to see a significant reduction in the
number of crashes and deaths, especially during the holiday season.
(nst.com.my, 2022).
2.2 Types of road safety and traffic signs in Malaysia

Each country has different types of traffic signs even though some of them
follow the international standards, in Malaysia any of the yellow sign boards represent
the warning road signs. (Road and Traffic Signs in Malaysia - What You Need to Know,
2022)

2.2.1. Warning Road Signs

Indicates warning on road conditions ahead or adjacent to. Road users should
take note of any warning signs in Malaysia as they are designed to alert them of possible
dangers ahead (Road and Traffic Signs in Malaysia - What You Need to Know, 2022) .

Table 2.1 Warning road signs

Speed bumps in road

Traffic light ahead

Road work ahead warning Stop and give away to all traffic

Warning for pedestrian Slippery road surface ahead

Caution
Warning for children and minors
 2.2.2. Prohibitory Road Signs

In Malaysia, prohibitive road signs are used on all sorts of roads to restrict
particular vehicles and maneuvers, such as preventing u-turns or setting maximum
speeds (Road and Traffic Signs in Malaysia - What You Need to Know, 2022).

Table 2.2 Prohibitory road signs

No entry (one-way traffic) No parking

Cyclists not permitted

Stopping and parking forbidden

Pedestrians not permitted

Height restriction ahead

2.2.3. Information Road Signs

The most commonly used road signs in Malaysia are information signs, which
are used on any type of road to provide road users with general information about the
route they are on and the road ahead (Road and Traffic Signs in Malaysia - What You
Need to Know, 2022).
 Table 2.3 Information Road Signs

One-way traffic
Hospital sign

Parking permitted Mosque (Surau)

Road ahead is a dead end Rest & Service Area (found at toll
expressways)

2.2.4. Road Safety Rules in Malaysia

Table below shows some of the road safety rules and tips in Malaysia

Table 2.4 Road safety rules and tips

People should look on their left and

right before crossing the road.

(Source:https://www.researchgate.net/figure/Post
er-Showing-Road-Crossing-Tips-as-provided-by
-Road-Safety-Department-of-Malaysia_fig1_22
5163303 )
 -As a cyclist, they should wear bright
clothes to avoid accidents.
- Students should not walk behind the
bus and stand away from the road while
waiting for the bus.
- As a school pedestrian, always walk
as a group and use the sidewalk

(Source:https://mypositiveparenting.org/2016/02
/03/back-to-school-road-safety/road-safety-2016
0203/)

As a pedestrian they should cross the

road in a safe place such as the zebra
crossing and pedestrian bridge.

(Source:https://pekeliling.com/poster-keselamata
n-jalan-raya/)

2.3 Game-Based Learning

Game-based learning is a teaching method in which students investigate relevant

aspects of games in a learning environment created by teachers. Teachers and students
work together to provide depth and perspective to the game-playing experience (Team,
2013).

2.3.1 Game-based learning concept

Game traits and principles are included within learning activities in game-based
learning. Learning activities encourage student engagement and motivation to learn in
this environment. Points systems, badges, leaderboards, discussion boards, quizzes, and
classroom response systems are all part of game-based learning. Points may be rewarded
academically, such as an extra week to complete an assignment after achieving a specific
point level. If students achieve a specific level of accomplishment, they can earn badges,
while classroom response systems like Kahoot or Top Hat reward participation with
points (Tophat.my, 2019).

Overall, game-based learning appears to be more transferrable to real-world

situations than traditional 'chalk' and 'talk' lectures/traditional teaching sessions. It is also
linked to two fundamental educational theories—constructivist and cognitive
theories—in addition to game-based learning incorporating competitiveness,
engagement, and instant rewards (Patrice & Pinder, 2016).

2.3.2. Benefits of game-based learning

According to Patricia Deubel (2006), digital game-based learning has the

potential to interest and excite students while also enhancing long-term memory and
offering practical experience. The use of memorizing is frequently used in games. This
is not limited to games in which children must recall details in order to complete the
game, memorize key sequences, or monitor narrative elements. A quirky little
movement game can help kids develop their capacity to recall information in a fun,
unconventional, and energetic way. Furthermore, game-based learning may assist in the
reduction of constraints such as time and location, as portable devices allow students to
study and/or learn at any time and from any location (Plass et al., 2015). These
user-friendly tools can make difficult subjects easier to understand and memorize
(Hanus and Fox, 2015).

Apart from that, game-based learning provides immediate feedback that is just as
beneficial. Anyone who has taken a test will tell you that the best part is "when it's
finished" or "when I receive my test results back and they're good enough." Students get
the dopamine rush and motivation they need to keep improving their grades by seeing
real-time results, receiving immediate feedback, and having easy access to information
about their performance instead of receiving delayed feedback from traditional
assessment methods (Hanus and Fox, 2015).

Besides that, games for amusement have been found to motivate learners to stay
engaged for long periods of time using a variety of motivational game features (Plass et
al., 2015). Whenever the students play the game, they will keep motivated to finish the
task given in order to win the game, even though they play for a win but still they gain
some knowledge from the game. Games are very motivating since they are both
entertaining and challenging. When playing games, students are naturally motivated to
win or defeat other teams for themselves or their team. They are quite competitive while
playing because they want to take turns playing, scoring points, and winning. Students
will undoubtedly participate in the activities in class (Moayad Mubaslat & -Jordan,
2011).

2.3.3. Game Genre

There is a difference between game type and game genre in video games, despite
the fact that they are commonly used interchangeably in the business. When it comes to
game story, we distinguish between game type and game genre (Fullerton, 2019). Game
type refers to the game's gameplay, while game genre refers to the game's narrative
content. The way the story is told in a game is referred to as the game genre. A genre is a
narrative style that influences the structure of a story, character depth, and other aspects
of storytelling (Grace, 2014). Some of the game genres are action games, adventure
games, casual games and many more.

I. Adventure Game
Exploration and problem solving are the key attractions of these games.
The most frequent skills required of a successful adventure game player
are logic, imagination, and curiosity. The player generally plays the part
of a character on a quest or mission of some kind. Characters are
 important in adventure games, although unlike in role-playing games,
they are not frequently customizable and do not typically gain in money,
rank, or experience (Fullerton, 2019). Figure below shows the example of
an adventure game which is The Legend of Zelda, a game that has a quest
which gathers all 8 pieces of triforce and defeat Gannon the monster.

Figure 2.5 Legend of Zelda

(Source:https://www.zelda.com/breath-of-the-wild/)

II. Educational Game

Educational games combine learning with fun. The goal is to entertain
while educating the user. Educational game cover topics range from
reading, writing, and arithmetic to problem solving- and how to-games.
Most of the educational titles are targeted at kids, but there
are some that focus on adults, especially in the areas of acquiring skills
and self-improvement (Fullerton, 2019). The example of an educational
game is motion math refer to figure below, is a game about mathematics
where they play games and learn math at the same time.

Figure 2.6 Motion Math

(Source:https://www.commonsense.org/education/website/motion-math)

III. Puzzle Game

Puzzle games are a type of video game that focuses on solving puzzles.
Many problem-solving skills, such as logic, strategy, pattern
identification, pattern solving, and word completion, can be tested by the
types of puzzles to be completed (Adams, 2009). Despite the fact that
many action and adventure games include puzzles such as getting
inaccessible things, a true puzzle game prioritizes puzzle solving as the
primary gameplay activity. In most games, the player must manipulate
shapes, colors, or symbols in a specified pattern, either directly or
indirectly (Miller Skyler, 2010). One examples of puzzle game is
minesweeper where the player needs to clear a rectangular board
containing hidden "mines" or bombs without detonating any of them,
with help from clues about the number of neighboring mines in each
field.

Figure 2.7 Minesweeper

(Source:https://p2k.unkris.ac.id/IT/1-3065-2962/puzzle-video-game_21102_p2k-unkris.html)

2.3.4. Game Viewpoint and Perspective

A digital game's interface is made up of a camera view of the game world, a visual
display of the game's status, and controls that allow the user to interact with the system.
The controls, viewpoint, and interface all work together in a symbiotic way to generate
the gaming experience and give the player agency over the system (Fullerton, 2019).
Some of the perspective and game viewpoints are overhead view, side view, third person
view, first person view and many more.

I. Overhead View

Overhead or known as top-down perspective is a view where the camera

is placed above the play area (ign.com, 2020). Looking down at an object
is an odd angle, but it allows you a clear perspective of the terrain, which
can be advantageous in some games, such as those in the tower defense
genre . Figure below shows the example of an overhead view.

Figure 2.8 Overhead view

(Source:https://gamicus.fandom.com/wiki/Top-down_perspective_video_games)

II. Side View

Side view or known as side scroller is a perspective where any action on
the game is seen from a side-view camera perspective, and the screen
follows the player as they move left or right (wikipedia.org, 2022). Figure
below shows the example of a side view.
 Figure 2.9 Side view

(Source:https://libregamewiki.org/Side-scrolling_games)

III. First Person View

The camera is in the perspective of the player. The player can see the
world through their eyes, as if they are in the game themselves (ign.com,
2020). Most of the first-person view can be found on any first-person
shooter (FPS) shooting game such as Valorant from the figure below.

Figure 2.10 First person view(fps)

(Source :https://www.youtube.com/watch?v=bdiC3WYH9GE)

2.3.5. Browser- Based Game

A browser-based game is a computer game that is played via the Internet using a
web browser. It's commonly written in a browser-based programming language like
JavaScript, HTML5, or PHP. Backend processing or browser plug-ins, such as Flash,
Java, and Silverlight, may be used in these games. WebGL can be used to allow
hardware graphics acceleration. Because they are designed to be played on a wider range
of systems and devices, browser games are less graphically intensive and so have lower
system requirements. Thousands of browser games are accessible now, including new
games and classic games that have been remade for the web (computerhope.com, 2017).
Pac-Man is an example of a classic game that can now be played in your browser.

A browser-based game may usually be played on any computer with Internet

access, though certain functionality on the computer may be required to play the game.
The game is played in a browser, which means the user does not need to download it to
his computer or require a specific gaming device to play it. Because the game is hosted
on a website, the player must have the same type of browser as is used to view websites
such as Internet Explorer, Google Chrome and Mozilla Firefox (Tara Barnett Last
Modified Date: May 30, 2022).

Figure 2.11 Pacman

(Source:https://fictionalcrossover.fandom.com/wiki/Pac-Man)

2.4. Game Flow Model

The Game Flow model aspires to be a universal model of player satisfaction that
can be applied to any game genre or platform. The Game Flow model has been widely
used in analyzing many sorts of games, as well as non-game applications, since it was
derived from an universal set of criteria for creating satisfying player experiences
(Sweetser et al., 2013). Since its initial publication in 2005, the Game Flow model has
received thousands of citations and hundreds of uses in the design and evaluation of
games and gameful experiences (Sweetser, 2020).

The fundamental characteristics of player enjoyment in video games were

determined in the original Game Flow paper (Sweetser & Wyeth, n.d.) by undertaking a
comprehensive study of the literature on usability and user experience in games.
Concentration, challenge, skills, control, clear goals, feedback, immersion, and social
interaction were identified as the eight basic characteristics of player enjoyment in
games. These essential elements were found to overlap with the elements of flow and
were later mapped to them (Csikszentmihalyi, 2009).

a) Concentration

A game must need concentration in order to be fun, and the player must be able
to focus on the game. The more the absorption in the task, the more focus it requires in
terms of attention and workload (Sweetser & Wyeth, n.d.). It's essential to enhancing the
player's workload while staying aware of his or her perceptual, cognitive, and memory
limitations (Lazzaro & Keeker, 2004). Furthermore, the player should not be assigned
duties that he or she does not consider important (Fullerton, Swain, & Hoffman, 2004).
Finally, distractions from key game tasks should be minimized during play by
eliminating non-game related interactions (e.g. setting preferences) and minimizing the
game interface to maximize the amount of screen taken up by game activity (Johnson &
Wiles, n.d.).

b) Challenge

The most important characteristic of effective game design is constantly regarded

as a challenge. Games should be suitably demanding, fit the skill level of the player,
change the difficulty level, and maintain a reasonable speed (Sweetser & Wyeth, n.d.).
When the challenges outnumber the skills, worry results, and when the challenges
outnumber the skills, indifference results (Johnson & Wiles, n.d.). As a result, games
should be designed to provide a suitable level of challenge, rather than being too
difficult or too easy.

c) Player Skills

Games must encourage player skill growth and mastery in order to be enjoyable.
For a player to experience flow, their perceived talents must equal the game's challenge,
and both challenge and skills must reach a specific level. As a result, in order to properly
experience the game, the user must improve their game-playing skills. The manner in
which a player is taught to play the game is crucial to their skill development and
enjoyment (Sweetser & Wyeth, n.d.). In order for a player to master the game, they need
to have some tutorials and a clear instruction on how to play the game before exploring
deeper into the game and increasing their skills.

d) Control

Players must be able to be in control over their activities in order to experience

flow. The player should be able to move the character freely and easily manipulate any
object in the game world. Having a sense of control over the game interface and the
game controls to control the system is the most crucial thing in the game. The game
control should be easy to learn with and allow the player to customize the control
settings according to their own likes (Sweetser & Wyeth, n.d.). The game must be easy
to start and exit too, besides that any game should have an autosave or a save setting so
that player can continue playing again later. All of these are important since the player
needs to have enough sense of control in order to play the game based on their own
pace.

e) Clear Goals
Every game must provide the player with clear goals so that every player knows
what task they need to do in order to win the game successfully. Early in the game, they
should give the player a clear overarching goal (Federoff, 2002), which is frequently
accomplished with an introductory cinematic that introduces the backstory (Pagulayan et
al., n.d.). The goal should be delivered in a straightforward way so that players can
understand easily.

f) Feedback
 In game, players must receive appropriate feedback at appropriate times such as
whenever they finish a certain level (Sweetser & Wyeth, n.d.). Players need to know
how much XP points they need to unlock a new mission or how many items are left on
their inventory so that they can upgrade it. Feedback is so important since it can affect
the players determination on winning the game or finishing the mission.

g) Immersion
Involvement in a game should be deep but easy for players. Immersion,
engagement, and absorption are widely discussed and essential ideas in game design and
research (Sweetser & Wyeth, n.d.). Those who are too immersed with playing games are
mostly in their own world, they tend to know nothing or less about what is happening
surrounding them since they've been playing almost a whole day. A good graphic quality
and audio are mostly contributing for immersion in the game. These two play an
important role to attract players to get more immersed in the game.

h) Social Interaction
Social interaction should be encouraged and supported via games. In order to
support social interaction any game should have a cooperation and competitive mode
where players can interact with teammates and fight the battle to win the game
(Sweetser et al., 2013). These features have been mostly used in Fortnite, Valorant,
CSGO and many more multiplayer games online.
2.5 Existing Applications

This section will be discussing and elaborate the existing application which are Take The
Lead: THINK!, Road Safety and Traffic Rules for Children. All the applications are
believed to be a game that are related with the game project.

2.5.1 Take The Lead: THINK!

Figure 2.12 Take The Lead :THINK!

(Source:https://www.think.gov.uk/resource/take-the-lead-game/)

This game teaches traffic safety to young children aged 7 to 12. To win the game,
the game player is presented with many road safety scenarios in which they must make
the necessary decisions in order to arrive at their destination safely (THINK!: et al.). It is
a web-based game where you can play only through the website link given with your
laptop, pc, tablet and mobile phone. The game was developed by THINK! education
homepage which is run by the department of transport in the United Kingdom
(THINK!,n.d).
2.5.2 Road Safety

Figure 2.13 Road Safety game

(Source:https://www.izzygames.com/road-safety-t5624.html?gclid=Cj0KCQjw4uaUBhC8ARIsANUuDj
Wr8LuJzJVuYLg5eqBlKxtx5dGSL-8ZhZsl6Z_MCjHPceP4d9P5zR0aAtFsEALw_wcB)

Road Safety is based on the rules of the classic game Frogger, but in a unique
way. In the game, we must safely transport a specified number of passengers across the
streets. Therefore, we click on the person who should cross the road next. Possibly in
that moment we hope it is saved to go (Kelebogile & Welly, 2015). The game has a
certain time to accomplish the level, if players fail to do so they need to retry again. It is
a web-based game where you can play only through the website link given with your
laptop, pc, tablet and mobile phone.

2.5.3 Traffic Rules for Children

Figure 2.14 Traffic Rules for Children

(Source:https://play.google.com/store/apps/details?id=com.appsbergman.trafficforkids&hl=en&gl=US )

For the child to learn some boards and traffic rules for drivers and pedestrians.
The game allows the player to choose 3 different types of mode where first option they
play as a pedestrian and learn all of the safety road rules as a pedestrian in crossing any
streets or road (Traffic Rules for Children, 2020). The second option mode is a game
where the player is a driver and learns all of the traffic signs board ahead of them.
Lastly, the game mode option is a quiz theme game to find the match sign board based
on the situation given. The game is a mobile game where it is only available on mobile
or tablet devices only.

Table 2.5.3 Existing software comparison

Application Take The Lead: Road Safety Traffic Rules for

/Characteristic THINK! Children

Overview The game player is In the game we try to A game that has 3
presented with many get a certain amount different modes to
road safety scenarios of people over the play which are
in which they must streets safely. Player crossing the road as
make the necessary needs to click on the a pedestrian, a
decisions in order to person who should driver who learns
arrive at their cross the road next. all of the sign
destination safely. (Kelebogile & Welly, boards ahead of
2015) them and match the
(THINK!: et al.)
following picture
based on the
situation
given.(Traffic
Rules for Children,
2020)
Game Genre - Educational - Skill game - Exploration
and skill game genre game genre
genre

Game 2D 2D 2D
Dimension

Accessibility Online Online Offline

Suitability Primary School Primary and Primary School

Students Secondary School Students
Students

Platform Windows, Mac, Windows, Mac, Android

Android, iOS Android, iOS

2.6 Review of Methodology

This section will be discussing and elaborate some of the methodology which are Game
Development Life Cycle (GDLC), Rapid Application Development (RAD) and Agile
Software Development.

2.6.1. Game Development Life Cycle (GDLC)

Figure 2.15 Game Development Life Cycle (GDLC)

(Source:https://www.researchgate.net/figure/The-Proposed-GDLC-model-It-consists-of-6-development-ph
ases-Production-cycle-consists_fig2_271548605)

The Game Development Life Cycle (GDLC) is a procedure used by game

development teams to design, develop, test, and build AAA quality games. It is
comparable to the Software Development Life Cycle. The GDLC's goal is to create a
high-quality game that complies to the design and concept for customer pleasure and is
completed on time and under budget. It also focuses on the streamlined process for
developing games for all of today's platforms, including virtual reality (Virtual Reality)
(Summitgamesentertainment, 2015).

2.6.2. Rapid Application Development (RAD) Methodology

Figure 2.16 Rapid Application Development

(Source:https://www.tatvasoft.com/blog/top-12-software-development-methodologies-and-its-advantages-
disadvantages/)

Rapid Application Development (RAD) is a useful methodology that allows for

considerably faster development and higher-quality output than traditional software
development methods. It is built in such a way that it may readily maximize the benefits
of software development. Rapid application development methodology's major goal is to
speed up the entire software development process (tatvasoft.com,2020). Because it
permits active user participation in the development process, the goal is simple to
achieve. RAD allows project managers and stakeholders to precisely monitor progress
and communicate in real time on emerging issues or adjustments by decreasing planning
time and prioritizing prototype iterations. As a result, there is more efficiency, quicker
development, and better communication (lucidchart.com, 2018).

2.6.3. Agile Software Development Methodology

 Figure 2.17 Agile Software Development

(Source:https://www.tatvasoft.com/blog/top-12-software-development-methodologies-and-its-advantages-
disadvantages/)

The agile software development technique is used to create a well-organized

project management procedure that allows for continuous changes. It is an innovative
approach and one of the top software development models (tatvasoft.com,2020). Agile
development approach is, without a doubt, one theoretical framework for tackling a
variety of software products and projects . Another advantage is that it reduces risk by
developing software in short time periods known as iterations, which can run anywhere
from one week to one month (1 et al., 2021).

2.7. Summary

This chapter 2 concludes with a survey of the literature on road safety and traffic
signs. The development of the Road Safety Rules and Traffic Signs Game for primary
school could be developed using the following guidelines and references. The game will
be built in 2D and will be available as a web-based game that users may access from
their laptop, computer, or tablet. In terms of game evaluation, the game will be built on
the GameFlow model, which will assess the game's enjoyment among primary students.
A game development approach must be chosen in order for the development process to
flow properly. Rapid Application Development (RAD) is chosen as the overall
principles as well as the game development.
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