Treasure Juniors A 3D Adventure and Puzzle Android Game Using Unity

TREASURE JUNIORS: A 3D ADVENTURE AND PUZZLE ANDROID
GAME USING UNITY
A Thesis
Presented to the Faculty of
Information and Communications Technology Program
STI College Las Piñas
In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Science in Computer Science
Shenric C. Reyes
Sharmaine C. Rioveros
David Allen M. Dominden
Cris Janmille T. Hernandez
April 15, 2023

ENDORSEMENT FORM FOR ORAL DEFENSE
TITLE OF RESEARCH: Treasure Juniors: A 3D Adventure and Puzzle

Android Game using Unity
NAME OF PROPONENTS: Shenric C. Reyes

In Partial Fulfilment of the Requirements

for the degree Bachelor of Science in Computer Science
has been examined and is recommended for Oral Defense.
ENDORSED BY:
Mr. Miguel J. Puig

Thesis Adviser
APPROVED FOR ORAL DEFENSE:
Mr. Nestor Miguel T. Pimentel

Thesis Coordinator
NOTED BY:
Mr. Jeano Frederick U. Ermitaño

Program Head
April 19, 2023
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APPROVAL SHEET
This thesis titled: Treasure Juniors: A 3D Adventure and Puzzle Android Game
using Unity prepared and submitted by Shenric C. Reyes; Sharmaine C. Rioveros;
David Allen M. Dominden; and Cris Janmille T. Hernandez, in partial fulfilment of
the requirements for the degree of Bachelor of Science in Computer Science, has been
examined and is recommended for acceptance an approval.
Mr. Miguel J. Puig

Thesis Adviser
Accepted and approved by the Thesis Review Panel

in partial fulfilment of the requirements for the degree of
Bachelor of Science in Computer Science
Mr. Nestor Miguel T. Pimentel Mr. Jeano Frederick U. Ermitaño

Panel Member Panel Member
APPROVED:
Mr. Nestor Miguel T. Pimentel Mr. Jeano Frederick U. Ermitaño

Thesis Coordinator Program Head
January 28, 2023
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ACKNOWLEDGMENTS
Foremost, we, the proponents of this thesis project, Treasure Juniors: A 3D Adventure and
Puzzle Android Game using Unity would like to express our sincerest gratitude to our
Thesis Coordinator, Mr. Nestor Miguel T. Pimentel, and to our Program Head, Mr. Jeano
Frederick U. Ermitaño, for their guidance, support, and suggestion throughout the
project.
Besides our Thesis Coordinator and Program Head, we would also like to acknowledge
our indebtedness and extend our appreciation to all our thesis advisers who contributed to
this project. We had three thesis advisers: Ms. Joyce Ann Roxas for Methods of Research,
Ms. Rosalianne Valiente for CS Thesis 1, and Mr. Miguel Puig for CS Thesis 2. Despite
their tight schedules, we had the pleasure of working with them on this paper, which
helped us find the right path as we learned through our mistakes.
Our thanks and appreciation also go to our friends: Ms. Luiza Padua, Mr. Marvien
Salvador, and Mr. Kyle Ramasta for their ideas that further had a significant impact on
the foundation of the study.
This thesis would not be possible without the people who have willingly helped us in
developing the project, particularly Ms. Carmina Alcantara for the voice-over, Ms. Ivy
Valdez for her title suggestion, editing assistance, and late-night feedback session, and
Mr. Andrew Aligato for sharing his knowledge and ideas throughout the development of
our system.
We would like to thank our family for their unwavering support and understanding while
we were working on our project.
Finally, we would like to express our heartfelt gratitude to our Almighty God for His
guidance and the strength, wisdom, and hope that He has bestowed upon us.
Warmest thanks to God and to all of you.
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ABSTRACT
Title of research: Treasure Juniors: A 3D Adventure and Puzzle Android Game

using Unity
Researchers: Shenric C. Reyes

Degree: Bachelor of Science in Computer Science
Date of Completion: <Month year of graduation>
Keywords: Game-based learning, puzzle games, kindergarten students,

educational games.
As online educational content, particularly educational games, gains increasing

popularity, educational institutions are embracing various digital forms of education,
including educational video games. However, it is worth noting that accessibility to these
resources remains limited for public schools in specific barangays within Las Piñas
District 1, namely Daniel Fajardo, Elias Aldana, Ilaya, Manuyo Uno, Manuyo Dos,
Zapote, B.F. International, Pulanglupa Uno, Pulanglupa Dos, Pamplona Uno, and
Pamplona. There is a need for educational video games that cater to kindergarten
students and align with the Most Essential Learning Competencies (MELCs) in
Mathematics and Science, as specified by the Department of Education (DepEd)
curriculum. Currently, the availability of such resources focusing on these specific
competencies is lacking in these public schools. Addressing this gap would be beneficial
in providing equal opportunities for quality digital education to kindergarten students in
these areas. To gain further insights and a deeper understanding of the problem, the
proponents conducted a survey among kindergarten teachers in the specified location.
This survey provided valuable information about the challenges and issues faced by the
respondents. Utilizing the feedback gathered from the survey, the proponents were able
to develop and design an Android application that specifically addresses the core
competencies of mathematics and science within the Department of Education
kindergarten curriculum. The proponents decided to use the Iterative Waterfall Model in
the development of the said application as it allows the game to grow in complexity as
the project progresses. This way, bugs can be found and fixed early in development. The
game itself consists of multiple types of puzzle games, including drag and drop games,
memory games, and more. These games are designed to focus on the mathematics and
science concepts outlined in the kindergarten curriculum set by the Department of
Education. By incorporating a variety of puzzle game formats, the application aims to
engage and educate kindergarten students in an interactive and enjoyable manner.
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TABLE OF CONTENTS
Page
Title Page i
Endorsement Form for Proposal Defense ii
Approval Sheet iii
Acknowledgments iv
Abstract v
Table of Contents vi
List of Tables vii
List of Figures viii
List of Appendices ix
Introduction 1
Background of the problem 3
Overview of the current state of technology 3
Objectives of the study 4
Scope and Limitations of the Study 6
Literature Review 12
Review of related literature, studies, or systems 12
Synthesis 19
Conceptual Framework 20
Treasure Juniors: A 3D Adventure and Puzzle Android Game using Unity 21
Results and Discussions 37
Conclusions and Recommendations 47
References 51
Appendices 56
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LIST OF TABLES
Table Page
1 Frequency Distribution of the Ages of the Respondents 41
2 Frequency Distribution of the Gender of the Respondents 41
3 Relevance/Standard 42
4 Monitoring Module 43
5 Experience 44
Visual
6 45
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LIST OF FIGURES
Figure Page
1 Conceptual Framework (I.P.O) 20
2 Iterative Waterfall Model 22
3 Use Case Diagram 28
4 Activity Diagram (Main Menu) 29
5 Activity Diagram (Settings) 29
6 Activity Diagram (Parent Account) 30
7 Activity Diagram (Achievement) 31
8 Activity Diagram (Pause Game) 31
9 Activity Diagram (New Game) 32
10 Activity Diagram (Create Account) 33
11 Storyboard A 80
12 Storyboard B 81
13 Storyboard C 82
14 Storyboard D 83
15 Transition Paradigm 85
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LIST OF APPENDICES
Appendix Page
A. Gantt Chart of Activities 57
B. Actual Thesis Expenses 60
C. User’s Manual 63
D. Use Case Description 71
E. Storyboard 79
F. K to 12 Kindergarten Curriculum Guide 84
G. Survey Questionnaire 88
H. Letters and Forms 90
I. A* Algorithm 103
J. Documentation 105
K. Thesis Fee 110
L. Curriculum Vitae of the Researchers 111
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INTRODUCTION
The Internet has increasingly impacted people’s lives as our world embraces modern
technology. Educational games have been a part of the K-12 experience since the early
1980s (Smith, 2020). Early titles taught kids important arithmetic, history, and problem-
solving concepts, just like games do today. These games helped introduce a whole
generation of kids to technology and laid the groundwork for future educational games.
Over time, technological advances have led to distinctive features of technological
design. Much has changed, but one thing has remained the same – the best educational
games are not just teaching tools – they show children that learning can be fun and
inspire a lifelong desire to learn. The use of games in education has a long history, and
digital educational games are extensively utilized and have become an essential part of
the lives of the youth today.
Children nowadays are part of a generation that grew up with technology like computers,
tablets, cell phones, and the Internet. This generation is called Digital Natives; Prensky
(2001) used the term 'digital native' to describe young people familiar with and active
technology participants. His main premise was that younger people think and learn
differently than older generations because they are exposed to digital technology at an
early age. With advancements in technology in the Philippines, children are becoming
technologically adept. Children tend to utilize smartphones most commonly, either on
their own or, less frequently, shared with another member of their family, to go online,
followed by using Internet access in libraries and Pisonet cafés (UNICEF 2021).
According to SellCell (2019), 12% of children first used a cellphone at ages 5-6 while
5.5% already own their phones in the same age bracket. As for the reason why parents
allow their children to use a phone, 53% of parents believe that phones will benefit the
children with their education. As for the children, 18% of them use their phones for
homework. In a survey carried out by Asurion (2013), 57% of parents have reported that
their children have broken or lost a cellphone. They also found that 38% of parents had to
replace their children's phones at least once in the past 18 months and 51% are those who
FT-ARA-027-01 | STI College Las Piñas 1
replaced more than 2. Furthermore, a tablet is used by 52 percent of the children
surveyed, with the Philippines having the greatest percentage at 76 percent and Japan
having the lowest at 24 percent (An international comparison 2015 - Bahrain, Honduras,
Japan, and the Philippines).
Game-based learning is not a new concept in education. However, education has grown
in popularity in recent years, notably in schools where instructors strive to create a
stimulating learning environment. Digital game-based learning can help instructors create
a 21st-century classroom by taking learning to the next level. The K to 12 curriculums in
the Philippines lists key features including contextualization and localization, spiral
progression, and 21st-century skills. The future graduate is expected to be informational
and technologically proficient, adapting to the requirements of the times. According to
Wang and Lieberoth (2016), Digital Game-based Learning benefits teachers by
motivating students to participate in class activities and enhancing their learning
performance. As a result, teachers can utilize digital games as a reflecting tool to assess
students' learning and help them improve their performance.
In this study, the proponents conduct a study to widen the variety of educational games
by developing a three-dimensional (3D) Android game, specifically for public school
kindergarten students of District 1 in Las Piñas City, Metro Manila Philippines that is
based on the learning competencies of the Department of Education kindergarten
curriculum. The study aims to develop a game that will be an enjoyable and educational
way for players to test their knowledge of the core competencies while also being
accessible to the proponents' target audience.

Background of the problem
The Philippines adopted the K to 12 curriculums, which is regarded as the international

education standard. Game-based learning is becoming increasingly prominent as people
become more aware of technology and how games can be used in the classroom. Game-
based learning is now used at all levels of education, including universities. However, a
significant challenge arises from the fact that there are no accessible Android applications
currently available to public-school kindergarten students in District 1 of Las Piñas City,
Metro Manila that align with the Department of Education's kindergarten curriculum,
based on the results of the survey that the proponents conducted prior to this study.
Although there are existing games that are being offered to children, for instance, the
Ateneo de Manila University (ADMU) launches Mathplus apps, only for Grades 1 to 11,
and are aligned to the Most Essential Learning Competencies (MELCs) Mathematics
Curriculum of the Department of Education (DepEd).
These concerns drove the researchers to design and develop a game that would cater to
the needs of the public-school kindergarten students of District 1 in Las Piñas for an
application that is based on the curriculum that is being offered by the Department of
Education, focusing on fundamental subjects such as Mathematics and Science, available
to use for the students and accessible as well to the guardians and teachers.
Overview of the current state of the technology
Education has undergone significant changes because of technological advancements.

From books to vast volumes of information available through the Internet. Educators and
kids' parents see this as an opportunity to go one step closer to a more effective
educational system. The Department of Education has teamed up with Microsoft
Philippines to usher Minecraft Education Edition into the norm of distance learning. The
game is intended to teach various disciplines, such as chemistry and mathematics,
through open-world gameplay in which they develop skills that will be beneficial to their
chosen future careers.

Treasure Juniors bears a resemblance to HappyClicks.Net, a site dedicated to toddler
games with game styles ranging from drag and drop to memory games. The site
categorized its games according to their gameplay, with each category containing
numerous variations of the said gameplay. Like Treasure Juniors, HappyClicks.Net is
dedicated to educating children through entertaining games.
Objectives of the study
The main objective of this study is to develop an offline, Android-based 3D educational

game for public school kindergarten students ages five (5) to six (6) years old of District
1 in Las Piñas City, Metro Manila that adheres to the Mathematics and Science
competencies listed in the K to 12 Basic Education Curriculum by the Department of
Education. The game is comprised of puzzle games, such as drag and drop games,
matching games, word games, and so on, suited to such ages; below are the specific and
detailed objectives applying Specific, Measurable, Attainable, Reliability, and Time-
bound (S.M.A.R.T.).
Specific Objectives:
 To design and develop a login screen module for the players and their
parents that is easily usable even for those using it for the first time.
The login feature is designed to accommodate both players and parents,
providing them with the ability to log in to their respective accounts. The
user interface design will be intuitive and user-friendly, particularly
catering to young players. Buttons and text will be clear and expressive,
conveying their functions effectively. The positioning of elements within
the module will be deliberate, ensuring that users can quickly and easily
comprehend how to navigate and utilize the interface with clarity and
efficiency.
 To create a gameplay module that encompasses the instructional needs of
kindergarten students.

Specifically, Mathematics and Science learning competencies are
measured based on the kindergarteners’ basic education curriculum as
outlined in the Department of Education syllabus. The proponents aim to
create a game that encourages the players to enjoy education under the
DepEd curriculum. Therefore, the gameplay is the most essential element
as it is where the players will spend the most time. The gameplay will
feature puzzles based on their respective subjects with a healthy balance
of fun and education.
 To design and develop a parental monitoring module that will allow the
parents to supervise and keep track of their child's progress in the game.
In addition to the player account, the parent account offers the capability
for parents to link their account with their child's account. Furthermore,
the parent account can be accessed offline, ensuring convenient usage at
any time. Through the parent account, parents gain exclusive supervision
over their child's progress within the game. They can track important
details such as the time and duration of their child's game sessions. This
feature provides parents with valuable insights into their child's
engagement and helps facilitate effective monitoring.
 To create a game that allows players to select their preferred subject among
Mathematics and Science under the Kindergarten Curriculum by the
Department of Education and the levels available.
To enhance the game experience, a subject selection module will be
developed, presenting players with a comprehensive list of available levels
and stages to play. Upon selecting the "continue" or “new game” button
on the main menu screen, players will be directed to this module. Within
the module, navigation buttons for math and science will be prominently
displayed, allowing players to choose their desired subject. Once a subject
is selected, players will be redirected to the corresponding levels and
stages within that subject for further gameplay.
 To create a user-friendly main menu module that is clear, and aesthetically
appropriate for the theme of the game.

The game’s aesthetic design will fit with the game's pirate theme and a
user interface design that is also catered to players ages five to six to allow
the players to easily navigate throughout the game. This is to create an
aesthetic that they feel comfortable in and allows them to easily see the
navigation buttons. The aesthetic will be consistent throughout the game.
Scope and limitations of the study
Scopes of the Study
The overall aim of the study is to develop a three-dimensional Android game for public
school kindergarten students, a puzzle game that will help exercise players’ knowledge
and show that learning can be fun and develop a lifelong love of learning.
 Android Version – The game can be downloaded and played on any Android
phone having a version of 4.5 and above.
 Target Users/Beneficiaries – The game is designed to be inclusive and suitable

for both male and female Android phone users. The primary target audience for
the game is kindergarten students in public schools of Las Piñas City, specifically
in District 1, which includes Daniel Fajardo, Elias Aldana, Ilaya, Manuyo Uno,
Manuyo Dos, Zapote, B.F International, Pulanglupa Uno, Pulanglupa Dos,
Pamplona Uno, and Pamplona Tres.
 Content – The game contains educational content based on the Department of

Education Kindergarten Curriculum under the domains of Mathematics and
Physical and Natural Environment with learning areas of Mathematics and
Science. The game's content will be based on the learning competencies in the
said areas.
 Puzzle Games – The game shall include matching games, drag, and drop, word
games, and memory games designed based on the learning competencies of

Mathematics and Science of the Department of Education Kindergarten
Curriculum.
 Parental Monitoring Module – The game shall include a parental monitoring

system that will allow parents to track their children's progress in the game. The
history of the percentage scores that the child will obtain as he/she plays will be
displayed, along with suggestions to the parents based on the evaluations when
each sub-domain is completed. The scores of the players will be calculated with
the same formula used by DepEd for grades 1 to 12 students which is the quotient
of their correct answers over the total number of items. The researchers believe
that this is a valid measurement of players’ capabilities of playing the game as it
gives a mathematically sound measurement of academic capabilities and aligns
with the researchers’ goal of a game that is DepEd oriented. The time, date, and
duration of the child's game session will also be displayed.
 Graphics Type – The game will feature three-dimensional (3D) mobile visuals,
including three-dimensional character models and a background platform.
 Genre – The game offers an educational experience with a pirate-themed puzzle

concept, designed to captivate young players. The focus of the gameplay is to
impart educational knowledge in an engaging manner.
 Tutorial – The game must include a tutorial that explains how the game works,
how to create and login into an account, and how to control the character based on
actual movement. A required tutorial section will be added before allowing the
players to play the puzzles and press any other buttons apart from the tutorial
buttons.
 Storyline – The game should have a backstory to give players an overview of

how the game led to its plot. The player assumes the role of a pirate crew captain
on a quest to locate a hidden treasure. While embarking on their journey, they
encounter another ship. After exchanging greetings and engaging in conversation,
the captain of the other ship learns about the heroes' pursuit of the lost treasure.
Realizing the opportunity, the rival captain swiftly sets off toward the treasure,
prompting the heroes to give chase in a thrilling race to claim the elusive prize.

 Playable Characters – The game shall have male and female playable characters,
allowing players to select whatever character they prefer to play.
 Non-playable Characters – The game shall have a non-playable character,

which is the antagonist.
 Home Module – The game shall have a home module. This is the players'
beginning point before the game. The primary list of options is log-in, settings,
and an exit button.
 Settings – The game shall allow the user to customize the game settings
according to their preferences which include volume adjustment, a separate
volume for music, and sound effects.
 Login Module - This module is responsible for a registered user to log in to the
game and view all their registered accounts using an Android OS (Operating
System).
 Register Module - This module is responsible for registering a new user to the
game. To be able to register, the user must follow these steps. First, the game asks
the user to enter the parents’ full name then after the parents enter their full name,
the next step is the child/player will register in the game, and then the game will
ask the player to input their preferred username and character to play.
 Main Menu – The game shall have the main menu module, in which the players
can start the game from the beginning; a continue button, in which the players can
continue the current game data; a settings module, to access configuration
options; an achievement module; in which the player can view their achievements
and rewards; and a logout button, which returns the user to the home interface.
 Subject Selection – Treasure Juniors shall have their games divided into two
according to the branch of knowledge it has as a theme. The division of the
Mathematical and Scientific games will be implemented through the main menu,
which will have buttons for each subject. Clicking the buttons will take the player
to another menu where they can start playing with the first sub-domain, and then
proceed to the next one once they finish the first sub-domain. Math will contain
the sub-domains: logic, number and number sense, measurement, geometry,
statistics, and probability. Science will contain the sub-domains: life science,
earth science, and physical science.
 Gameplay – Both branches' gameplay (Mathematics and Science) will proceed

systematically. The topics are arranged in such a way that the player must
complete the first sub-domain before moving on to the next, and skipping sub-
domains is not possible. The sub-domains of the subjects represent the stages,
which means that mathematics subject has five stages which include (logic,
number and number sense, measurement, geometry, statistics, and probability),
science and has three stages which include (life science, earth science, and
physical science) and each stage contains five levels. They will only be able to
progress to the next sub-domain/level once they have completed the previous one.
A submit button will be present in the proper gameplay for the player to use when
they wish to submit their answer to the question they will face.
 Player Score - The game shall keep a record of all the scores obtained by the
child in each game, which will be available for viewing later by the player or the
player's guardian at their discretion. A submit button will be provided in the
proper gameplay for the player to use when they wish to submit their answer to
the question they will face.
 Achievements –The player must complete each level of every stage to unlock the
next stage. Each stage has a specific gold badge that the player will receive once
they complete each stage with a perfect score in each level, and it will show on
their achievement module. Once the player completes levels of the final stage, the
player will receive the last fragment of the gold key to obtain the treasure.
 Game Rewards – The player will receive a gold coin at every level on each stage
once they complete or answer every quest, the gold coins are collectibles, and it is
equivalent to their scores on every level of each stage. Once the player finishes
every stage, he/she will receive a fragment of the gold key for every stage and the
player must complete all fragments to obtain the treasure. Finally, the player
receives all the fragments of the gold key and when the player opens the treasure,

the player will receive a moral lesson about the importance of studying than
cheating.
 Pause Menu Module – The user shall be able to pause the game. A pause button
is provided so that the players can take a break from the game whenever they
want. It has an option such as a resume, restart, settings, and back to the main
menu.
 Save and Load - The user shall be able to save the game and load it.
 Offline Connectivity – The game is played offline since many smartphone users
struggle with connecting to the Internet.
Limitations of the study
The study and the game application development are limited to the following factors
below.
 Target Users/Beneficiaries – This study is limited to public school kindergarten

students of Las Piñas City, District 1 (Daniel Fajardo, Elias Aldana, Ilaya,
Manuyo Uno, Manuyo Dos, Zapote, B.F International, Pulanglupa Uno,
Pulanglupa Dos, Pamplona Uno, and Pamplona Tres). It is limited to kindergarten
students since the game contains educational content based on the Department of
Education Kindergarten Curriculum.
 Content – Treasure Juniors solely emphasizes the domains of Mathematics and

the Physical and Natural Environment, excluding other domains and learning
areas specified in the Kindergarten Curriculum of the Department of Education.
The game specifically targets sub-domains within Mathematics, such as Logic,
Number and Number Sense, Measurement, Geometry, and Statistics and
Probability. Additionally, it covers sub-domains within science, including Life
Science, Earth Science, and Physical Science, as outlined in the Kindergarten
Curriculum.

 Android Version – The game does not run in Android 4.4 KitKat and below
because Google, as well as Unity, no longer supports these versions.
 Solo Player Mode – The game is a solo-player mode that does not encourage
social interaction.
 Account Limit – The users are limited to only creating 4 (four) accounts. Once
the limit has been reached, the create account button will be disabled.
 Players Data – The players’ accounts and the current game data will be saved
locally and not online.
 Time Limit - The game will not have a time limit. A study found that time
constraints have a negative correlation with the outcome or performance of the
player, so the game will be designed without them (Hu, 2019).
 Name Text Limit - The players and parents cannot exceed the 12-character limit
and cannot use special characters when entering their preferred username or
name.
 Post Creation Character and Name Changes - After players have selected their
character and username during the account creation process, it is important to
note that these choices are permanent and cannot be altered later.

LITERATURE REVIEW
Review of related literature, studies, or systems
Impact of Puzzle Games on Early Childhood
Playing puzzles has several advantages, including training and enhancing cognitive skills,
increasing fine motor skills, improving social skills, promoting creativity development,
and improving moral development in children (Cara, Yogyakarta, 2016). Moreover, an
electronic puzzle is a fun electronic learning tool that encourages children's critical
thinking skills. Electronic puzzles make the abstract idea of two-dimensional forms more
concrete for children and it has been demonstrated to be useful and practical for use in
educational activities (Rahayu & Ladamay, 2021).
According to the findings of a study done by Mulyaningsih & Palangngan (2021), there
are variations in cognitive growth before and after children in kindergarten are given a
puzzle on cognitive development. If a young child is given an educational puzzle game, it
can assist in the child's growth and memory training. This is in line with the research of,
Aral, Gursoy, & Yasar (2012), that puzzles are useful instructional resources that assist
children's cognitive, language, motor, social, and emotional development while also
encouraging creativity and self-care skills and giving learning opportunities while playing
with them. Therefore, practitioners and parents must employ puzzles to assist children's
growth and academic skills. Meanwhile, educational regulations addressing the use of
puzzles as teaching resources in early childhood institutions can be implemented.
Additionally, (Gizir, 2002) found that preschoolers demonstrate growth in imitation,
independence, socialization, protecting their rights, respecting the rights of others, self-
confidence, curiosity, and interest in their environment.

Positive Impact of Gamification Implementing in Schools
Video games as a learning medium are possibly, the future of education, and have
so much potential for the industry to develop beyond simple entertainment. An
article written by Foster (2019) entitled "Games for Learning and Social Change"
shows that the gaming industry is exerting efforts on this popular medium and its
motivation. Lazerna (2019), a member of the team working on the educational
game "Cognitio Terra", stated that “Video games do not dumb down an
individual but on the contrary, it is an amazingly effective medium for learning
new things while having fun”. Games can also go beyond academics and can also
teach players life lessons such as taking care of the environment and social issues
(Foster, 2019).
With the effects of the pandemic on the education of students, various measures from
limited face-to-face classes to online classes, and gamified learning are taking place and
are still being worked on as the situation changes. DepEd has partnered with Microsoft
Philippines to bring Minecraft Education Edition into the online classroom (Inquirer.net,
2022). According to Undersecretary Alain Del Pascua of DepEd, “To our 900,000
teachers and 23 million learners, use this opportunity to enhance… teaching and learning
through technology,”. Students and teachers will be given an account provided by DepEd
so that they can download the game from on the app store. The way this works is that the
students have been given "worlds", which are the digital space players play in, each
world is specifically designed to teach a specific subject such as chemistry, geography,
algebra, and many more. DepEd will also provide training to teachers so that they can use
their new teaching tools effectively. “The game-based approach is something that we
need to consider, to [encourage] critical thinking, creativity, collaboration, and logical
reasoning [in] solv[ing] local issues and problems.” Mark Anthony Sy (2022). With their
partnership, the option of gamified learning is becoming increasingly viable in the
Philippines.

To help motivate children to learn, digital games employ a variety of game
qualities such as fantasy, rules, objectives, sensory inputs, challenge, mystery,
and control (Ronimus et
al., 2019). There is controversy about whether technology is used excessively,
particularly among adolescent students. However, if a game is designed properly, video
games for educational purposes have shown to be an enormous success. Al-Azzawi, Al-
Felita, and Al-Blushi (2016) found that video games may be utilized to not only motivate
students but also to focus on a certain ability. Students learn not just from the game's
content, but also its structure, such as the rules and difficulties offered throughout a video
game. Game-based learning encourages children to have a good attitude toward
education, assists them in becoming autonomous learners, and encourages critical
thinking, all while improving social skills (Khan et al., 2017).
Implications of Game-Based Learning
The educational world has yet to adopt game-based learning because not all studies
suggest that game-based learning produces solely beneficial outcomes. Denham, Mayben,
and Boman (2016) discuss the many reasons why game-based learning has not yet been
adopted by all educators, including inconsistency in empirical evidence, time constraints,
limited resources, the stigma associated with play, methodological flaws in empirical
studies on games, and a lack of evidence-based best practices for integrating games into
the classroom. When planning to employ game-based learning in the classroom,
educators must first understand how to build games that focus on the skills that need to be
taught. During their case study of second graders who struggled with reading, Ronimus,
Eklund, Pesu, and Lyytinen (2019) discovered that when the teacher designed a game-
based intervention, the students improved learning. Moreover, according to Shi & Shih
(2015), there were various distinct ideas on what a game requires, such as mechanics,
visual aesthetics, interaction, freedom, decision-making, and problem-solving. Along
with the game design, instructors must consider how much a student understands
technology and how much a student loves engaging with others before introducing game-
based learning (Lu & Lien, 2020).

Researchers looked at how game-based learning affects dyslexic students in a study.
Throughout the study, researchers were optimistic and accurate that children with
dyslexia improved their reading abilities, but they were unable to demonstrate that these
new reading skills were transferred to other aspects of their education, such as spelling
and writing (Ronimus, et al., 2019). Overall, these abilities occur due to a lack of game
design understanding or incorrect use of game-based learning. Whatever the reasons for
the implications of game-based learning, it is crucial to remember that it is not a one-size-
fits-all answer to all learning problems (Holmes & Gee, 2016).
Related Studies and/or Systems
Foreign Studies and/or Systems
When giving hour-long lectures, it is critical to keep your students' interests in mind. Of
course, the gamification of education must be researched more. According to Faiella and
Ricciardi (2015), integration of game elements in class requires more careful
consideration of their strengths and weaknesses rather than thinking of gamification as
the educational panacea which is why researchers are looking into combining games and
education for the best of both worlds.
Kahoot! is an online game where the students are put against each other to gain scores by
answering questions given by the teacher. The top three players are later revealed in the
end, giving them time to boast about their success. It is an extremely popular online
educational tool with 1 billion players (Keane, 2017).
Atomas is an extremely popular mobile game about combining atoms to solve puzzles for
as long as you can. The main premise of the game is to combine similar atoms to create a
new one with a higher atomic number than the last. For example, hydrogen with an
atomic number of 1 will combine to create helium with an atomic number of 2, and so on.
The players will have new atoms come into play which will try to fill out the ring and
will result in a game over if there are too many atoms. Repeated play through its will to

teach the players the atomic numbers of each element they frequently work with, making
it both fun and educational. Atomas is currently boasting 5 million downloads with a
rating of 4.6 making it an enormous success (Google Play2022).
Bookworm Adventures is a vocabulary game where players are tasked with fighting
enemies in various periods and locations such as sirens, spartan, and even sphinxes. The
players are given a set of letters to form words and the longer the word, the more damage
is dealt. The player's vocabulary skills are put to the test in a fun and exciting way with
this game by adding a combat element into it.
Educational mobile games can help a child's cognitive skills and pique his or her
curiosity. Through gameplay, the importance of education is conveyed. Students become
active players and problem-solvers by inventing their games, according to Baytak et al.,
(2010). Children are naturally engaged in play, which aids brain development and
encourages healthy development. According to Martins et al., (2014) that the usage of
educational games on mobile platforms for children aged 2 to 3 years old is a fantastic
approach to educating them on a variety of subjects. Furthermore, Mcknight et al., (2011)
that children are extremely accepting of mobile technology, and it was possible to get to a
set of meaningful and relevant findings on the relationship between play/learning/user.
Local Studies and/or Systems
In today's world, mobile learning is becoming more prevalent. It is the product of the
digital world's ever-changing period. Since mobile learning entails studying via a mobile
device while connected to the Internet, it may be accessed from anywhere in the globe at
any time. According to ChildHope Philippines (2021), since the COVID-19 pandemic
broke out, online classes in the Philippines will continue. Online classes in the
Philippines are courses delivered via the Internet and are a popular method of flexible
learning. To keep learning, mobile learning is the way to go. Mobile educational gaming
applications are also one of the finest ways to learn on the go. The concept of combining
learning with contextual mobile games as a useful tool for figuring out the impact of
games on students' cognitive achievements in computing education A mobile gaming

application that caters to toddlers and preschoolers in terms of reading, spelling, and
arithmetic is known as mobile learning.
The study by Rojo et al., (2021), that is sought to assess the system's performance in the
learning of toddlers and preschoolers by using a mobile application as the primary
learning tool and a game-based teaching strategy. Based on user comments, the end
outcome was both useful and amazingly effective. Mobile apps, according to researchers,
are common in the market today, particularly in the sphere of gaming.
According to Padilla (2011), computer games have become the preferred pastime of the
younger generation. Parents have cause to be concerned about their children's online
safety and the amount of time they spend playing these games, even if they do not want
to deny them enjoyment. FunGuy Studio, a Filipino business that creates online and
mobile apps, has bundled learning and fun into a kid-friendly Internet game called
Sqwishland.com. Sqwishland is a fun and safe game where kids can design their avatars,
play little educational games, explore the globe, and communicate with other kids from
all over the world. Through its mini-games, Sqwishland teaches mathematics and
geography. It also aids in the development of social and communication skills by
allowing multiplayer.
Mamayani is a game set in the 1930s about Filipino women's contribution to the
American and Japanese occupation. It allows players to explore the Philippines during
that era and learn the stories of female characters. According to Genovaña, a member of
the team behind Mamayani, “What we want to teach more people about is the impact of
games in forming a player’s values and social awareness.”
re.Cycle is a game that focuses on taking care of the environment. You play as Pedro,
who is cleaning the streets of Manila with a vacuum in hopes of finding some
information about your grandfather.
Pictoword is a simple word puzzle game by Kooapps that offers a succession of

photos that hint at the word problem. Pictoword is the finest game for learning

English. It is a fun, easy, and addicting word game in which you read a
succession of pictures that combine to form a word or phrase. Our minds are
being challenged and we are being trained to become better thinkers (GMA
News, 2016).
EagleWatch is an eagle conservation game created to spread awareness of the decline of

Philippine Eagles. You are tasked to fight poachers, loggers, and hunters from further
declining the eagle population while keeping the habitat healthy for the eagles to live.
According to the dev team, FriCher Games (2019), “We want to change the public’s
perception of games in that majority of the public thinks that games are only for
entertainment. Games can also be educational and be used to raise awareness.”

Synthesis
Topics relevant to the study were considered and addressed in depth throughout the
literature review. The advantages of puzzle games, game-based learning, and video
games and the challenges or implications of game-based learning for students were
discussed.
The literature review provided the researchers with some references to previous works
and their application in the industry. Some articles support the use of gamified learning
while some warned that it also has some disadvantages nevertheless, there have been
examples that have succeeded in this regard. Different studies game-based learning has a
positive impact and a potential for education's future. Upon analyzing the literature's
relevance, the studies showed that a variety of game-based learning has a positive effect.
Playing puzzle games can assist in the child's growth and memory training. Besides,
educational games activity processes were not only to increase the learning motivation of
individuals but also to provide individuals with interactive learning opportunities. Despite
the advantages of a game-based learning environment, some studies concluded that there
are also disadvantages, which is why it has not been adopted yet by some learning
institutions. This information allows the researchers to create something different while
retaining key factors that may make a successful on its release.
CONCEPTUAL FRAMEWORK

Figure 1. Conceptual Framework (I.P.O.)
Figure 1 illustrates the conceptual framework using the Input, Process, and Output
(I.P.O.) of the study using the input-process-output model. The study's inputs include the
K to 12 Department of Education kindergarten curriculum under Mathematics and
Science. The game will cover various sub-domains within Mathematics, including logic,
number and number sense, measurement, geometry, statistics, and probability. It will also
incorporate sub-domains within science, such as life science, earth science, and physical
science. Considering these inputs, a 3D Android puzzle game for kindergarten students
will be designed and developed. As a result, the output of the input and process will be
created and can be used by the public-school kindergarten students of District 1 in Las
Piñas City, Metro Manila.

TREASURE JUNIORS: A 3D ADVENTURE AND PUZZLE ANDROID GAME
USING UNITY
Overview of the project
The proponents solve the problem by designing and developing an Android-based 3D

educational game for kindergarten students ages five (5) to six (6) years old that adheres
to the K to 12 Basic Education Curriculum by the Department of Education. The goal of
the game is to show the user that learning can be fun and inspire a lifelong desire to learn.
The game encompasses Mathematics and Science learning competencies measured based
on the kindergarteners’ basic education curriculum as outlined in the Department of
Education syllabus. The gameplay will feature diverse types of puzzle games such as
drag and drop games, matching games, word games, and so on, suited to the users’ age
and the gameplay is based on its respective subject with a healthy balance of fun and
education.
System design specification
The System Development Life Cycle (SDLC) that the proponents will use for developing
the proposed game is the Iterative Waterfall Model. The Iterative Waterfall Model
focuses on preliminary growth and design that increases with more complexity while
meeting the criteria until the final program is completed. Iterative software development
refers to the practice of producing a product step by step, allowing for the early detection
and rectification of problems to avoid downstream flow into other processes.
Additionally, the Iterative Waterfall Model allows proponents to return to earlier stages
of the game development process to adjust or enhance the proposed game.

Figure 2. Iterative Waterfall Model
1. Systems Analysis
In this stage, the data gathered from the survey conducted prior to the study and the
development of its proposed game will be analyzed. The proponents will map out the
initial requirements, gather the related documents, and create a plan for the first iterative
cycle for the first three months (February 2022 to April 2022).
Requirement Analysis
This part provides the requirements that are vital for game development.
 Who - The proponents are responsible for the data gathering, design, and
development of the game with the aid of the provided information of the survey
respondents.
 Where – The survey was conducted in District 1, Las Piñas City, Metro Manila
Philippines along with the development, design, and documentation of the study.

 What – The proponents aim to develop an educational 3D Android game based on
the Department of Education kindergarten curriculum for the problems identified
in the survey.
 When – The documentation of the study began on the third week of March 2022
and the development of the system will be on the first week of September of the
same year.
 How – For the methodology of game development, the proponents followed the
Iterative Waterfall Model. After the analysis of the information gathered from the
survey conducted, the proponents understood the main problem of the
respondents. With the understanding of the problem, setting of objectives,
analysis of related studies, and consideration of development requirements, these
processes resulted in the proposed game, Treasure Juniors. Concept sketches were
developed for visual clarity of how the game would look and function, and these
sketches served as references for the development of the actual game.
Functional Requirements
1.1.1 Navigate Players
REQ001. The players must be able to navigate around the game via
navigation buttons.
REQ002. The players must be able to start the game.
REQ003. The players must be able to exit the game from the home
page.
REQ004. The players shall be able to pause, restart, and retry the game.
1.1.2 Record User Data
REQ005. Treasure Juniors shall be able to record users’ game data,
accounts, and update changes in real-time.
1.1.3 Provide Level Access
REQ006. Treasure Juniors shall provide players with the ability to
play desired levels that they have unlocked after meeting the specific
conditions.
REQ007. Treasure Juniors must prevent players from playing locked
levels.
REQ008. Treasure Juniors shall provide visual cues to
determine unlocked and locked levels.
1.1.4 Music and Sound Effects
REQ009. Treasure Juniors will provide music and sound effects
for various events.
Non-Functional Requirements
1.2.1 Operational Requirements
REQ010. Treasure Juniors will operate and can be downloaded on any
Android phone having version 4.5 and above.
1.2.2 Performance Requirements
REQ011. Treasure Juniors shall respond to user input within less than
1 (one) second.
1.2.3 Security Requirements
REQ012. Only players can access information submitted by
themselves.
1.2.4 Cultural and Political Requirements
REQ013. Treasure Juniors will be using the English language and
pirate terminologies exclusively.
After the deployment of the first iteration, the proponents gathered feedback from the
teachers at public schools in District 1 Las Piñas. This process took one week and
includes having the teacher playtest the application, gathering feedback, and
suggestions. After the analysis of feedback based on the last survey conducted, the
proponents can map out the initial requirements again, gather the related documents,
and create a plan for the second iterative cycle for another week starting from January
21, 2023. To summarize the feedback the said teachers provided, it was mostly
composed of audio changes, visual and UI changes, performance improvements,
changes in content material, and more content. Most of this feedback is quality of life
changes such as increasing button size, audio changes, adjusting image sizes, etc.

2. Design
In this phase, the elements specified in the scopes, objectives, and requirements will be
implemented. This is the phase in which the game's specified functions should meet or
agree with the solutions that should address the issues indicated in the first phase for two
months. The designing phase is where the proponents will create the system design based
on the system requirements.
Requirement Documentation
This section comprises all the software features listed below, which were chosen based
on the requirements and objectives of the game.
 Home Interface – the principal options offered to the user at the game's or the
player's beginning point before the game. The primary list of options is login,
settings, and an exit button.
 Login Module - this module is responsible for a registered user to log in to the
game and view all their registered accounts using an Android OS.
 Register Module - this module is responsible for registering a new user to the
game. To be able to register, the user must follow these steps. First, the game asks
the user to enter the parents’ full name then after the parents enter their full name,
the next step is the child/player will register in the game, and then the game will
ask the player to input their preferred username and character to play.
 Settings Module – settings contain specifications that make it possible for the
player to adjust the background music and the sound effects of the game.
 Main Menu – it contains a new game button, in which the players can start the
game from the beginning; a continue button, in which the players can continue the
current game data; a settings button; an achievement button; and a logout button.

 Achievements Module – this is where the players can keep track of the
achievements they have collected or unlocked as well as the map fragments they
have collected.
 Tutorial Module – a tutorial is included in the game that shows how to play and
control the character based on the actual movements. To get the players started, it
will be introduced before allowing them to play the puzzles.
 Pause Module - a pause button is provided so that the player can take a break
from the game whenever they like. It has options like "return to game" "back to
the main menu", and “restart” on the screen.
 Monitoring System – the game will include a parental monitoring system that will
allow parents to track their children's progress in the game. The history of the
percentage scores that the child will obtain as he/she plays will be displayed,
along with suggestions to the parents based on the evaluations when each sub-
domain is completed. The time and duration of the child's game session will also
be displayed so that parents are aware of how much time the child spent on the
application.
 Character Selection – the game has male and female playable characters, allowing
users to play whichever character they prefer.
 Antagonist - there will be an antagonist in the plot to give conflict. This will also
give a challenging element for the player.
 Subject Selection – Treasure Juniors shall have their games divided into two
according to the branch of knowledge it has as a theme. The division of the
Mathematical and Scientific games will be implemented through the main menu,
which will have buttons for each subject. Clicking the buttons will take the player
to another menu where they can start playing with the first sub-domain, and then
proceed to the next one once they finish the first sub-domain. Math will contain
the sub-domains: logic, number and number sense, measurement, geometry, and

statistics, and probability. Science will contain the sub-domains: life science,
earth science, and physical science.
 Scenes - the game takes place on the sea and island at the end of the game in
which they arrive at an island where the treasure chest is located.
 Story – the game features a backstory to offer players a better understanding of

how the game led to its plot.
Design of Software, System, Product, and/or Processes
The proponents constructed the suggested game following the methodology, based on the
study's needs. The proponents illustrated all conceivable user interactions that a player
can have with the game system using a use case diagram and an activity diagram, as
shown below.

Figure 3. Use Case Diagram

Figure 4. Activity Diagram (Main Menu)
Figure 5. Activity Diagram (Settings)

Figure 6. Activity Diagram (Parent Account)

Figure 7. Activity Diagram (Achievements)
Figure 8. Activity Diagram (Pause Game)

Figure 9. Activity Diagram (New Game)

Figure 10. Activity Diagram (Create/Delete Account)

3. Programming/Implementation
In this phase, the programmers and main developers of the proposed game will begin to
construct the functionality and design necessary to meet the requirements. This is when
the main software development process starts. In the span of 3 to 4 months,
approximately 80% of the game’s system will be finished by the developers or the
proponents of this study, while the remaining 20% of the system will be completed in the
following 1 to 2 months.
At the beginning of the second iteration, the programmers/main developers dedicated a

period of two weeks to implementing the feedback received from the survey
questionnaire. The objective was to meet the specific requirements outlined for the
second iteration. Over the course of these two weeks, the team worked diligently to
address the feedback and incorporate the necessary changes into the game. By the end of
this two-week period, the game development process reached 100% completion,
encompassing the successful implementation of the requirements based on the results
obtained from the previous survey. This indicates that all the necessary modifications and
improvements were made within the designated timeframe, resulting in a fully updated
and refined version of the game.
The proponents used artificial intelligence to implement the pathfinding system for the
playable character and the ship. This allows the controllable entities to move around
obstacles via NavMesh Baking from their starting position to their destination at the
fewest distance traveled possible. The game engine Unity utilizes the A* algorithm for
pathfinding in game development. The A* algorithm is widely used in the game
development industry due to its efficiency and accuracy. The algorithm's accuracy is
determined by the heuristic function employed, which provides an estimate of the
distance between a specific node and the goal node. Its accuracy is also heavily
influenced by the complexity of the environment. The more complex the environment, it
can result in longer processing times or inaccuracy. For additional details, please refer to
Appendix Section I.

4. Testing
The testing process, which will last for a month, will be used after the code has been
implemented to find any flaws in the code, which must then be reported to the
developers. The tester can create new test cases or reuse those from previous builds, but
thorough testing is required because errors will affect the software's specifications.
During the second iteration, the researchers involved the respondents of the survey
questionnaire as testers for the application. They had the opportunity to test the
application and showcase it during the capstone exhibit held by STI Las Piñas from
January 26-28, 2023. The testers at the event provided valuable feedback, which the
researchers incorporated into their work. This feedback served as a reference for creating
new test cases, allowing the researchers to further refine and improve the application
based on real-world user experiences.
5. Deployment
The built application will be made available to the target users after achieving the
required results in the testing phase. The targeted users will have firsthand experience
interacting with the game during this phase and the proponents will evaluate the game's
efficacy by conducting surveys among teachers to determine whether their intended users
are satisfied with the game’s performance and content. This phase will last for 1 month.
Following the successful testing phase in the second iteration, where the desired results
were achieved, the application is now ready to be released as the latest version on the
Google Play Store. Once released, the proponents will actively analyze and gather
feedback from users to identify areas for further improvements and changes. This
feedback-driven approach will enable the proponents to continually enhance the
application based on user input, ensuring that it meets the evolving needs and preferences
of its users.

6. Software Maintenance
This phase will include the expansion and maintenance of the process for ensuring that
the developed software meets the needs of its users and does not malfunction or fail after
deployment and market launch. Receiving customer feedback, evaluations, and ideas, as
well as delivering future updates or additions necessary to meet end users' expectations or
future demands, are all part of the process.
After the analysis of the user feedback from the second iteration, the programmers will
now implement said feedback and additional changes that are not specifically mentioned
by the users, but the proponents believe would improve the enjoyment of the application
such as bug fixes, optimization, and further quality of life improvements. This will ensure
that the game continues to provide the users with updated content and change those that
they find undesirable so that the application continues to satisfy the target users' interests.
Hardware/Software
Hardware
To develop the proposed game, the developers will use AMD Ryzen 5 3500U with
Radeon Vega Mobile Graphics, a 64-bit operating system, an x64-based processor, and a
total of 8 GB RAM system memory.
Software
The proposed game will be developed using the Unity game engine, Microsoft Visual
Studio for coding, Adobe Illustrator for interface design, some free Unity assets, and
Mixamo for 3D models using the Windows 11 Home Single Language operating system,
version 21H2.

RESULTS AND DISCUSSIONS
The proponents used a descriptive method to evaluate the result of this study. The
evaluation of this study was supported by the data analysis gathered from the respondents
through a survey. The proponents used Slovin’s formula (n = N / (1+Ne2)) in measuring
the number of samples in this study with a margin of error of 5% or 0.5 and a confidence
level of 95%. The population size of the kindergarten teachers in District 1, Las Pinas is
86. Based on the computation using Slovin’s formula, the number of respondents needed
in this study is 71 respondents. The respondents will be requested to rate each item
[Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), and Strongly Disagree (1)]
where Strongly Agree (5) being the highest and Strongly Disagree (1) is the lowest.
The answer of the respondents will be categorically described following Robert Likert’s
Scale:
Numerical Rating Scale Interpretation

4.50 – 5.00 Strongly Agree (SA)
3.50 – 4.49 Agree (A)
2.50 – 3.49 Neutral (N)
1.50 – 2.49 Disagree (D)
1.00 – 1.49 Strongly Disagree (SD)
Pre-survey

The proponents used Cluster Sampling to determine the sample population to be
respondents for a pre-survey to gather information on the accessibility of a DepEd
curriculum-based educational game with a parent monitoring module among the District
1 Las Piñas public schools. The proponents conducted said pre-survey in April 2022, but
due to the pandemic, face-to-face interaction was limited so only the representatives of
the 12 schools can serve as respondents. Only 12 out of 86 respondents or 13.95% of the
total respondents can answer the pre-survey.
 What is the usual age bracket of kindergarten students?
Graph 1. Age
As shown in Graph 1, the ages of kindergarten students range from 5 to 6 years old.
Among these, 4-year-old students make up 17% of the responses while 5 years old is at
39%, and 6 years old being the largest of the three with 44%. According to DepEd Order
No. 20, s. 2018, the age qualification for kindergarten students is 5 years old by June 1 of
every calendar year. This guideline aligns with the survey result where many
kindergarten students are 5 and above with some exceptions.

 Is there any educational Android game that is adherent to DepEd’s syllabus or is
there any Android game that DepEd offers that is in line with the learning
competencies of kindergarten?
Graph 2
As shown in Graph 2, 8% of respondents answered "yes" against 92% who answered
"none". Some of the respondents that answered yes responded with some examples of
educational Android games such as Minecraft: Education Edition and Kahoot! that also
provide educational content. Although these games are educational, none of these are
based on the DepEd K to 12 curriculum which is what the respondents need.
 If there is any, are you satisfied with how the game affects your students’
performance?
Graph 3

As shown in Graph 3, 8% of the respondents are satisfied with the game's effects on
students' performances while 92% are N/A. This is because as shown in Graph 3, there
are only a few games that can satisfy the students' educational needs according to their
teacher.
 If none, do you think that if we made an educational Android game that is based
on DepEd’s syllabus, would said game be helpful in the learning competencies of
kindergarten students?
Graph 4
As shown in Graph 5, an overwhelming 100% of respondents responded "yes" to the
development of an Android educational game based on the DepEd K to 12 curriculums.
With the two previous questions showing signs of a lack of educational games that satisfy
the teachers' needs, they would rather have a new game created that catered to their
needs.

Profile of the Respondents
Age. Table 1 shows that 20 out of 71 respondents (28.17%) are 25 to 29 years old, 24 out
of 71 respondents (33.80%) are 30 to 34 years old, 18 out of 71 respondents (25.35%) are
35 to 39 years old, 8 out of 71 respondents (11.27%) are 40 to 44 years old, and 1 out of
71 respondents (1.41%) are ages 45 and above. Based on findings, most of the
kindergarten teachers at public schools in District 1, Las Piñas by age group comprises
about 34 percent belonged to the age group between 30-34 years old followed by 25-29
years old which has 28.17 percent.
Age Frequency (f) Percentage (%) Rank

25-29 years old 20 28.17 2
30-34 years old 24 33.80 1
35-39 years old 18 25.35 3
40-44 years old 8 11.27 4
45 and above 1 1.41 5
Total 71 100
Table 1. Frequency Distribution of the Ages of the Respondents
Gender. Table 2 shows that 71 out of the 71 respondents (100%) are all female teachers.
It is not surprising since according to the World Bank the percentage of teachers in pre-
primary education who are female (%) in the Philippines was reported at 90.47% in
2018. Philippines - Percentage of teachers in pre-primary education who are female -
actual values, historical data, forecasts, and projections were sourced from the World
Bank in April of 2023.
Gender Frequency (f) Percentage (%) Rank

Male 0 0 2
Female 71 100 1
Total 71 100

Table 2. Frequency Distribution of the Gender of the Respondents
Relevance/Standard
Table 3 presents the results of the survey questions concerning the instructional needs of
kindergarten students that follows the learning competencies according to the DepEd
curriculum.
Items S (5) A (4) N (3) D (2) SD (1) Mean Verbal Rank

Interpretation
The application 66 5 0 0 0 4.93 Strongly Agree 2

conforms to the (330) (20)
DepEd (92.96%) (7.04%)
curriculum.
The word choices 54 16 1 0 0 4.75 Strongly Agree 3
are appropriate (270) (64) (3)
for kindergarten (76.05%) (22.54%) (1.41%)
students.
The game theme 68 3 0 0 0 4.96 Strongly Agree 1
is suited to (340) (12) (0)
kindergarten (95.77%) (4.23%)
students.
Overall Mean 4.88 Strongly Agree
Rating and
Verbal
Interpretation
Table 3. Relevance/Standard
As can be gleaned from Table 3, shows that the respondents show agreement on the
application's relevance to the objective of being an application specifically made for
kindergarten students and containing content that follows the K12 curriculum. On the
first item, it shows that 66 respondents responded with strongly agree and 5 on agree
with a mean of 4.93 interpreted as Strongly Agree. On the second item, 54 respondents

responded strongly agree, 16 agree, and 1 on neutral with a mean of 4.75 interpreted as
strongly agree. On the third item, 68 responded strongly agree, and 3 on agree with a
mean of 4.96 and interpreted also as strongly agree. With this data, this data results with
an overall mean rating of 4.88, interpreted as strongly agree.
Monitoring Module
Table 4 presents the result of the parental monitoring module that allows the parents to
supervise and keep track of their child’s history of the game.
Items SA (5) A (4) N (3) D (2) SD (1) Mean Verbal Rank

Interpretatio
n
The parents' section 64 7 0 0 0 4.90 Strongly 1
is helpful. (320) (28) Agree
(90.14%) (9.86%)
The parent module 63 8 0 0 0 4.89 Strongly 2
is easy to use. (315) (32) Agree
(88.73%) (11.27%)
Overall Mean 4.895
Rating and Verbal
Interpretation
Table 4. Monitoring Module
Table 4 shows that the respondents responded with high agreement on this section about
the monitoring/parent module. On the first item, 64 responded with strongly agree, and 7
on agree with a mean of 4.90, interpreted as strongly agree. On the second item , 63
responded with strongly agree, and 8 on agree with a mean of 4.89, interpreted as
strongly agree. This data results in an overall mean rating of 4.89, interpreted as strongly
agree.
The relevance of the parent monitoring module is supported by research conducted by

Shute et al. (2008), having a form of assessment of how the students are progressing
which allows the person monitoring to make well-informed decisions on how to make
improvements for the student’s learning experience.
Experience
Table 5 presents the result of the user experience of the game regarding music and sound
effects, screen resolution, and optimization.

Interpretatio
n
The game provides 60 11 0 0 0 4.85 Strongly 2
sound effects (300) (44) Agree
(84.51%) (15.49%)
The music is 59 12 0 0 0 4.83 Strongly 3
appropriate for the (295) (48) Agree
theme and (83.10%) (16.90%)
situations.
The game screen is 67 4 0 0 0 4.94 Strongly 1.5
fitted to the platform (335) (16) Agree
(device). (94.37%) (5.63%)
The game 67 4 0 0 0 4.94 Strongly 1.5
application executes (94.37%) (5.63% Agree
well on the device.
Overall Mean 4.89
Rating and Verbal
Interpretation
Table 5. Experience
Table 5 shows that the respondents responded with high agreement on this section of the
survey questionnaire. On the first item, 60 responded with strongly agree, and 11 on
agree with a mean of 4.85, interpreted as strongly agree. On the second item, 59
strongly agree. On the third item, 67 responded with strongly agree, and 4 on agree with a

mean of 4.94, interpreted also as strongly agree. On the fourth item, 67 responded with
strongly agree, and 4 agreed with a mean of 4.94 being equal to the third item, interpreted
as strongly agree. This data results in an overall mean rating of 4.89, interpreted as
strongly agree.
In an article written by Illia Belanenko (2023) for eLearning Industry, user experience
serves a significant role in improving player involvement in the video game via music,
animation, navigation, and visual design. A good user experience will immerse the
players into the game as much as possible and is a complement to gameplay where it can
make the game easy to use. It also gives the game a structured foundation on how the
user can find convenience and enjoyment in using the game other than gameplay.
Visual
Table 6 presents the result of the visual elements in the game from gameplay to menu
elements.

Interpretation
The images used 61 10 0 0 0 4.86 Strongly Agree 3

for gameplay are (305) (40)
based on the (85.92%) (14.08%)
DepEd Standard.
The visual design 65 6 0 0 0 4.92 Strongly Agree 2
is suitable for (325) (24)
students.
The animation is 67 4 0 0 0 4.94 Strongly Agree 1
acceptable to (335) (16)
students.
Overall Mean 4.91 Strongly Agree
Rating and
Verbal

Interpretation
Table 6. Visual
Table 6 shows that the respondents responded with high agreement on this section of the
survey questionnaire. On the first item, 61 responded with strongly agree, and 10 on
agree with a mean of 4.86, interpreted as strongly agree. On the second item, 65
strongly agree. On the third item, 67 responded with strongly agree, and 4 on agree with a
mean of 4.94, interpreted as strongly agree. This data results in an overall mean rating of
4.91, interpreted as strongly agree.
Based on the response of the respondents, shows that they believe that the application
conforms to create an aesthetically appropriate visual design based on the pirate theme
and is appropriate for the age range of five to six years old. According to godisageek.com
(2022), graphic design should follow a set of rules for every visual element present in the
game. UI should be appropriate to the general theme and must present an appropriate
amount of information clearly without overwhelming the player with information
overload. To delve deeper into the clear presentation of information, the visual elements
must be clear so that they do not blend with other elements causing confusion to press.
Appropriate color choices must be made to keep the general theme while providing
ample contrast between the visual element and the background.

CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary and conclusion acquired from the course of
conducting the study to develop an offline, Android-based 3D educational game for
public school kindergarten students ages five (5) to six (6) years old of District 1 in Las
Piñas City, Metro Manila that adheres to the Mathematics and Science competencies
listed in the K to 12 Basic Education Curriculum by the Department of Education. It also
provides recommendations that may be considered by the target schools.
The study was conducted within the public schools of District 1 Las Piñas which teaches
kindergarten students ages five (5) to six (6). Slovin’s Formula was used for selecting the
samples.
Summary of Findings
The findings of the study were summarized based on the objectives as stated in Chapter
1.
 To design and develop a login screen module for the players and their parents
that is easily usable even for those using it for the first time.
The proponents designed and developed a login screen module for the use of the
players and their parents that is required at the start of the application. It was also
demonstrated to the respondents of the survey to show its function and features
for feedback. With the use of a descriptive method to evaluate the results of this
study, the result of Table 5 of the survey in Chapter 4 revealed that the users had a
positive experience with the usability with a mean rating of 4.89 respectively
which is verbally interpreted as strongly agree.
 To create a gameplay module that encompasses the instructional needs of

Part of the survey contains questions about the gameplay’s educational content to

determine if it satisfies the instructional needs of kindergarten students from the
respondents, which consists of teachers’ feedback. This is referred to as Table 3 or
the Relevance/Standard in Chapter 4. The results showed that the overall mean is
4.88 with a verbal interpretation of strongly agree.
 To design and develop a parental monitoring module that will allow the
parents to supervise and keep track of their child's progress in the game.
The proponents designed and developed the parental monitoring module,

performed features and usability testing, a live demonstration in the thesis exhibit
held by STI Las Piñas on January 26-28, 2023, which helped with gathering
feedback, and a live demonstration with the respondents for the survey. The
results of the survey revealed that the respondents had a positive experience with
the parental monitoring module with a resulting overall mean of 4.895 with a
verbal interpretation of strongly agree.
 To create a game that allows players to select their preferred subject among
Mathematics and Science under the Kindergarten Curriculum by the
Department of Education and the levels available.
Within the design process of the application, the proponents created a subject
select screen that prompts the player to pick between two islands that represent
Mathematics and Science levels they wish to play. Within these islands, are
smaller islands that represent sub-domains of each subject based on the
Mathematics and Science competencies listed in the K to 12 Basic Education
Curriculum by the Department of Education.
 To create a user-friendly main menu module that is clear, and aesthetically
appropriate for the theme of the game.
Table 6 of Chapter 4 showed that the proponents overall gave the visual elements
of the game with an overall mean of 4.91 and a verbal interpretation of strongly

agree. This implies that the respondents had a favorable experience with the
visual elements of the game in the survey and during the live demonstration.
Conclusion
Based on the findings, the following conclusions were drawn:
1. The respondents expressed favorable reception of the game during the live
demonstration and the statements of the proponents about future changes such as
quality of life changes and additional features.
2. The survey satisfies the objectives raised by the pre-survey conducted by the
proponents beforehand.
The proponents concluded that the game features educational content of Mathematics and
Science based on the Mathematics and Science competencies listed in the K to 12 Basic
Education Curriculum by the Department of Education. It allowed kindergarten students
at public schools in District 1 Las Piñas to have access to gamified education which is
what the pre-survey has shown to be a tool that the respondents would like to have access
to.

Recommendations
This study revealed the effectiveness of Treasure Juniors as an educational game with a
parental monitoring module and its application for its target audience. With these
conclusions, the following recommendations are hereby presented:
1. Since the effectiveness of Treasure Juniors as an educational tool has been
proven, the target schools may implement the game as a learning tool for their
kindergarten students to help foster the student’s understanding of Mathematics
and Science while under parental monitoring.
2. Parents of the students may make use of the parental monitoring module to track
their children’s educational development on the game’s respective subjects to
allow them to be a part of their children’s learning experience.

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APPENDICES
APPENDIX A. GANTT CHART
APPENDIX B. ACTUAL THESIS EXPENSES
THESIS EXPENSES
Approximate
Quantity Specifics Actual Cost
Cost
Food (all combined) P8,000.00 P8,000.00
Transportation (all combined) P6,500.00 P6,500.00
Using PC/Laptop (all combined) P6,000.00 P6,000.00
3 Thesis Fee (Methods of Research) P1,500.00 P1,470.00
4 Thesis Fee (Thesis 1) P2,000.00
4 Thesis Fee (Thesis 2) P3,000.00
Print, Hardbound, Folders (all P4,200.00

combined)
Thesis Deployment (Google Play) P1,500.00 P1,400.00
Survey Materials and Expenses (all P1,500.00 P1,500.00

combined)
Statistician P1,500.00 P1,500.00

Prepared by:
Shenric C. Reyes Sharmaine C. Rioveros
David Allen M. Dominden Cris Janmille T. Hernandez
Noted by:
Enrico P. Reyes Sarah C. Rioveros
Florentina M. Dominden Sylvia T. Hernandez
Approved by:
Mr. Miguel J. Puig Mr. Nestor Miguel T. Pimentel

Thesis Adviser Thesis Coordinator

APPENDIX C. USER’S MANUAL
1. How to install the game.
- First you must have an Internet to access the Play Store, once you open the play
store type the search engine the name of the game “Treasure Juniors” Then it will
show you the logo of the game, then click the game and click the “Install” button.
Also, we have a QR Code for those who want to have easy access to the game,
just scan the code and you will be directed to the game and click the “Install”
button.
- This game is offline so you can access the game without the help of the Internet.
2. How to Login.
- Once you install the game, click the game and it will open and it will show the
Welcome page:
- As you can see there are three (3) buttons, first is the Login Button once you click
the login button it will directly proceed to the login page, the second button is the
Settings Button once you click the settings button it will pop up on your screen
that shows the settings, and lastly the Exit Button once you click the exit button
the game will automatically close.

- Below is the Login Page, as you can see there are some instructions that you can
follow so that you will know the functions of those specific buttons and text
boxes.
- Once you have your player account, you will proceed to the next page and it will
show on your screen your name, character, and some specific buttons that you can
choose.
- First button is the New Game Button it is functional for those inexperienced
players in the game.
- Second is the Achievements Button once you click the achievements button it will
show you your achievements in the game, awards, and key fragments that you
need to collect.
- Third is the settings.
- Lastly is the Logout Button once you click the logout button your account will be
logout while your progress in the game will automatically save and you will be
directly on the Accounts page it will show the other accounts that have been
created and the Parent Account for monitoring the player’s progress.
3. How to play the game.

- Once you are already created your account, click the New Game Button then you
will directly proceed to the Back Story of the Game on how the game started and
what is the goal of the game. After the back story, it will show the Two (2)
Islands that you can choose and play.
- A text will show that you must visit the Mathematics Island first, once you click
the Mathematics Island it will show Five (5) Different Islands, Different Topics of
the game, and Different Stages, and in every stage t, there are 5 levels of the
game that you must finish to unlock and proceed to the next Stage or Topic of the
game.
- There are some guides you can follow during the game, for example, the Voice in
the background that will tell you what to do and the Hand Pointer that will show
you where to click.

- Those treasures represent the Levels of the game, once you click and enter the
game there are some instructions that you can follow on how to play the game.
- As you can see there are some buttons at the upper part of your screen, first is the
Back Button once you click the back button it will go back to the Island and show
the first level that you must finish first to proceed to the next level, the second is
the Pause Button once you click the pause button it will show you some buttons
that you can choose whether you want to resume the game, restart the game, or
adjust your volume in the settings, or go back to the main menu page.

- Once you click the submit button you will have your score shown on the screen,
the best score, and the time you play the game. Below it has three (3) buttons that
you can choose whether you want to, continue to the next Level, Restart the
current Level, or go back to the Main Menu.
4. Achievements and Key Fragments

- To collect all eight (8) Golden Ribbons, the player must have a perfect score at
every level of each stage. To complete the Key Fragments, the player must visit
and finish all the stages to find all the Key Fragments that must be found and
complete to open the Final Treasure.
- There is one (1) Golden key for each Island the Mathematics and Science, the
player must collect all fragments for each island to obtain the Final treasure.
5. Parent Account

- Create a parent account to monitor the player’s progress in the game, to monetize
go to the Account Page once you log out of the player’s account, then click the
Parent Account then next choose and click the player’s account, and then you can
see the player’s progress in the game, whether the player is failing or passing.

APPENDIX D. USE CASE DESCRIPTION

Use case name: Manage settings.
Scenario: View and change settings.
Triggering event: Player wants to view and change settings.
Brief description: Player manages settings by pressing the settings button and making changes
to the game components.
Actors: Player.
Related use cases: None.
Stakeholders: Player.
Preconditions: Settings feature must exist.
Flow of activities: Actor System
1. Player indicates a 1.1 System adjusts the game based
desire to view and on the changes made.
change settings.
Exception conditions: 1.1 Player made no changes.
Use case name: View achievements.

Scenario: View player achievements.
Triggering event: Player wants to view achievements.
Brief description: Player views the status of the achievement by pressing the achievements
button.
Actors: Player.
Preconditions: Achievements feature must exist.
1. Player indicates a 1.1 System displays the
desire to view achievements locked
achievements. and unlocked by the
player.
1.2 System adjusts
achievements status.
Exception conditions: 1.2 Player made no achievements.
Use case name: Start new game.

Scenario: A game with a new save state starts.
Triggering event: Player wants to play the game in a new save state.
Brief description: Player creates a new save state and starts the game from the beginning.
Actors: Player.
Related use cases: Use case includes select subject and selects stage use cases.
Preconditions: Start new game feature must exist.
1. Player indicates 1.1 System deletes the
desire to start a new existing save state.
game. 1.2 Resets game progress.
Exception conditions: 1.1 There is no save state to delete.
Use case name: Continue the existing game.

Scenario: A game with an existing save state starts.
Triggering event: Player wants to play the game in their existing save state.
Brief description: Player loads an existing save state and continues the game from where they
last left.
Actors: Player.
Related use cases: Use case extends Pause game use case.
Preconditions: An existing save file must exist.
1. Player indicates a 1.1 System loads current
desire to continue an save state.
existing game.
Exception conditions: 1.1 There is no save state to load.
Use case name: View the main menu.

Scenario: The player is redirected to the main menu screen.
Triggering event: Player wants to go to the menu screen.
Brief description: Player loads to the main menu screen by pressing the menu button.

Actors: Player.
Preconditions: The main menu button must be available.
1. Player indicates a 1.1 System loads the
desire to view the main menu screen
main menu. and redirects the
player to the main
menu screen.
Exception conditions: 1.1 Player is already in the menu screen.
Use case name: View the main menu.

Scenario: The player is redirected to the main menu screen.
Triggering event: Player wants to go to the menu screen.
Brief description: Player loads to the main menu screen by pressing the menu button.
Actors: Player.
Preconditions: The main menu button must be available.
1. Player indicates a 1.1 System loads the
desire to view the main menu screen
main menu. and redirects the
player to the main
menu screen.
Exception conditions: 1.1 Player is already in the menu screen.
Use case name: Create account.

Scenario: Create player account.
Triggering event: Player wants to go to set up a game account.
Brief description: Player creates a game account by linking the parent account and entering the
character description.
Actors: Player.
Related use cases: Might invoke the Delete account use case.

Stakeholders: Player, parent.
Preconditions: The account limit must not be reached.
1. Player indicates desire 1.1 System requests
to create a game player name, parent
account. account, and
character.
2. Customer enters
required information. 2.1 System creates an
account with the
entered information.
2.2 System adds new
account to the list of
accounts.
Exception conditions: 2.1 Parent account is unavailable.
2.2 Account limit has been reached.
Use case name: Login.

Scenario: Login into player account.
Triggering event: Parent wants to use a player account.
Brief description: Parents logins into the game using an existing parent account.
Actors: Parent.
Related use cases: Might invoke the Logout use case.
Stakeholders: Parent, player.
Preconditions: The parent account must be available.
1. Player indicates 1.1 System logouts the
desire to login to their current player
player account. account.
1.2 System logins new
player account.
Exception conditions: 1. Account does not exist.
Use case name: View tutorial.

Scenario: View game instructions.
Triggering event: Player learns how to play the game.
Brief description: Player views the game tutorial to learn how to play the game.
Actors: Player.
Preconditions: The player must be in the game.

1. Player indicates a 1.1 System provides
desire to learn how to instructions.
play the game.
Exception conditions: 1.1 Player already viewed the instructions and wishes to skip them.
Use case name: Select Subject

Scenario: Select between Math & Science
Triggering event: The player may choose what subject he/she wants to play.
Brief description: The player selects between the two subjects he/she wants to play.
Actors: Player.
Preconditions: The Subject must exist
1. Player indicates the 1.1 System provides two
desire to choose subjects to choose.
between math and
science.
Exception conditions: 1. Player chooses one of the subjects and starts playing.
Use case name: Select Stage

Scenario: The player selects a stage
Triggering event: Player wants to select a stage
Brief description: Player selects a stage he/she wants to play.
Actors: Player.
Preconditions: The Stages must exist
1. Player indicates a 1.1 System provides
desire to select a stages to be selected.
stage to play
Exception conditions: 1. Player selects a stage and starts playing.

Use case name: Pause Game
Scenario: The player pauses the game
Triggering event: Player wants to pause the game
Brief description: Player pauses the game and continues it later
Actors: Player.
Preconditions: The pause button must exist
1. Player indicates a 1.1 System provides a
desire to pause the pause button
game
Exception conditions: 1.1 Player pauses the game.
1.2 Player cannot play when the game is paused.
Use case name: Monitor Player’s Progress

Scenario: The Parent monitors the player’s progress
Triggering event: Parent wants to view the player’s progress in the game
Brief description: Parents log in to view the player’s progress in the game
Actors: Parent.
Preconditions: The Player’s Progress must exist
1. Parent indicates a 1.1 System provides
desire to monitor the player’s progress
player’s progress
Exception conditions: 1. Parent monitors the player’s progress.
Use case name: Delete Account

Scenario: The player deletes the existing account

Triggering event: Player wants to delete his/her existing account
Brief description: Player deletes his/her existing account
Actors: Player.
Preconditions: The deleted account must exist
2. Player indicates a a. System provides
desire to delete delete account
an existing
account
Exception conditions: 1.Player deletes his/her existing account
Use case name: Log out

Scenario: The player logout his/her account
Triggering event: Player wants to logout his/her account
Brief description: Player logout his/her account to stop playing
Actors: Player.
Preconditions: The logout must exist
3. Player indicates a b. System provides a
desire to logout logout
his/her account
Exception conditions: 1.Player logout his/her account to stop playing

APPENDIX E. STORYBOARD

Figure 11. Storyboard A

Figure 12. Storyboard B

Figure 13. Storyboard C

Figure 14. Storyboard D

APPENDIX F. K TO 12 KINDERGARTEN CURRICULUM GUIDE

Figure 15. Transition Paradigm

APPENDIX G. SURVEY QUESTIONNAIRE
TREASURE JUNIORS: A 3D ADVENTURE AND PUZZLE ANDROID
GAME USING UNITY
DATA PRIVACY NOTICE: This research pledged to the Philippines’ Republic Act No. 10173, also
known as Data Privacy Act of 2012. We, as researchers, are the protection of fundamental human right of
privacy. With that, in line with the Data Privacy Act of 2012, the study is obliged to secure and protect all
personal data and information gathered from the respondents will only be strictly used for research
purposes. The researchers undertakes that all collected personal information will be kept confidential that
only researchers can access. Furthermore, it will not be shared with any other parties unless written/verbal
consent is established. By upholding this, you acknowledge to answer this survey questionnaire with
utmost honesty and support to take part in the study.
I agree I disagree
Profession: __________________________ School: __________________________

Gender: _____________ Age: _________________________
Please put a checkmark below that best represents how you feel.
Items Strongly Agree Neutral Disagree Strongly
Agree Disagree
The application conforms to
the DepEd curriculum.
The word choices are
appropriate for kindergarten
students.
The images used for gameplay
are based on the DepEd
Standard.
The parents' section is
helpful.
The parent module is easy to
use.
The visual design is suitable
for kindergarten students.
The game theme is suited to

The animation is acceptable

to kindergarten students.
The game provides sound
effects.
The music is appropriate for

the theme and situations.
The game screen is fitted to
the platform (device).
The game application executes

well on the device.

APPENDIX H. LETTERS AND FORMS

Appendix H. Letters and Forms
The following pages contain the request letter or form of a letter of the researchers, and
the other supporting documents.
Approval Letter A

Approval Letter B

Approval Letter C (Pamplona Central, Pre-Survey)

Approval Letter D (Doña Manuela)

Approval Letter E (CAA Elementary School)

Approval Letter F (Camella Elementary School)

Approval Letter G (Gatchalian Elementary School)

Approval
Letter H
(Camella
Elementary
School)

Approval Letter I (Camella Elementary School)

Approval Letter J (Camella Elementary School)

Approval Letter K (Camella Elementary School)

Approval Letter L (Statistician)

APPENDIX I. A* ALGORITHM

Based on the results of a study done by (Abdul Rafiq et al 2020) on which algorithm is
most popular for game development with the A* algorithm, Dijkstra's algorithm, Genetic
algorithm, Ant Colony, and others compared amongst each other with the A* algorithm is
the top algorithm in popularity as shown in Figure 1. It is also characterized by having a
flow and logic that are easy to understand. With the implementation of the pathfinding
algorithm in the game, no errors were found during the development's testing phase.
Figure 16. Result of Pathfinding Algorithm by the study of Abdul Rafiq et al 2020

APPENDIX J. DOCUMENTATION

Ms. Rioveros (second to the left), Mr. Reyes
(second to the right), and Mr. Hernandez
(right) conducting a survey regarding the
application with a teacher (left) from
Camella Elementary School.
Ms. Rioveros (left) and Mr. Reyes (right)

conducting a survey regarding the
application with a teacher (center) from
Gatchalian Elementary School.
Mr. Reyes (right) and Ms. Rioveros (second

to the right) providing a live demonstration
to a teacher (left) from Gatchalian
Elementary School with her students.

Ms. Rioveros (left) and Mr. Reyes (right)
providing a live demonstration to a teacher
(center) from Gatchalian Elementary
School.Mr. Reyes (left) and Ms. Rioveros
(right) conducting a survey regarding the
application with a teacher (center) from
Vergonville Elementary School.
Mr. Reyes (left) and Ms. Rioveros (right) conducting a survey

regarding the application with a teacher (center) from Vergonville
Elementary School.
Mr. Dominden (right), Mr. Reyes (second to the right), Ms.

Rioveros (second to the left) conducting a survey regarding the
application with a teacher (left) from Vergonville Elementary
School.
Mr. Reyes (right) conducting a survey regarding the application

with teachers from CAA Elementary School.

Ms. Rioveros (left) conducting a survey
regarding the application with teachers from
CAA Elementary School.
Ms. Rioveros at Doña Manuela Elementary School.
Ms. Rioveros (left) conducting a survey regarding the

application with two teachers from Pamplona
Elementary School Central.

Mr. Reyes at Camella Elementary School.
Mr. Reyes at Vergonville Elementary School.

APPENDIX K. THESIS FEE

APPENDIX L. CURRICULUM VITAE OF RESEARCHERS

Curriculum Vitae of
CRIS JANMILLE T. HERNANDEZ
1003 B Tramo St. Elias Aldana, Las Pinas City
crisjanmillehernandez18@gmail.com
09217230371
EDUCATIONAL BACKGROUND
Level Inclusive Dates Name of school/ Institution
Tertiary June 2018 - STI College Las Piñas
present
Senior High June 2016 – May St. Mary’s College of Catbalogan (SMCC)
School 2018
High School June 2012 – May Samar National High School (SNS)
2016
Elementary June 2005 – May Catbalogan III Central Elementary School
2012
AFFILIATIONS
Inclusive Dates Name of Organization Position
May 2020 – Feb TSDC President
2021
May 2019 – Feb CS Elites Representative
2021
Listed in reverse chronological order (most recent first).
SKILLS
SKILLS Level of Competency Date Acquired
Adobe AE Beginner 2021
Adobe Premiere Pro Beginner 2021
Adobe Photoshop Beginner 2021
Android-Studio Beginner 2020
Programming Basic 2020
C# Basic 2018
Java Basic 2016
MS Word
TRAININGS, SEMINARS OR WORKSHOP ATTENDED

Inclusive Dates Title of Training, Seminar, or Workshop
2018 National Service Training Program (NSTP)
2018 STI National Youth Convention
2017 NCII (TESDA)

Curriculum Vitae of
SHARMAINE C. RIOVEROS
Block 8 Lot 10, Iris St. Vallejo Place Phase 4 Fairgrounds Pasong Buaya 2, Imus Cavite
rioveros.200491@laspinas.sti.edu.ph
09053259138
Tertiary 2019 – present STI College Las Piñas
Senior High 2017 – 2019 AMA Computer College – Naga
School
High School 2013-2017 Camarines Sur National High School
Elementary 2011 – 2013 San Jose South Pili Elementary School
PROFESSIONAL OR VOLUNTEER EXPERIENCE

Nature of Experience/ Name and Address of Company or
Inclusive Dates
Job Title Organization
2019 Work Immersion Philippine Health Insurance Corp –
Naga City
2018 Service Crew Golden Arches Development
Corporation (GADC), McDonald’s
Naga City
AFFILIATIONS
2018 Student Council Auditor
2018 Music Ministry School Org President
SKILLS
HTML/CSS/JavaScript Beginner 2021
SQL Beginner 2021
C# Beginner 2020
Python Intermediate 2020
Java Intermediate 2017
Adobe Photoshop Beginner 2017
MS Office (Word, PPT, Intermediate 2012
Excel)

2021 Cybersecurity
2018 “Theater Art Workshop: Unfold Classroom Horizon through Theatrical
Play”
2018 Culminating Activity

Curriculum Vitae of
DAVID ALLEN M. DOMINDEN
5350 E. Jacinto St. Dionisio Paranaque City
dominden.199352@laspinas.sti.edu.ph
09216458468
Senior High 2017 – 2019 St. Andrew’s School
School
High School 2013 - 2017 St. Andrew’s School
Elementary 2007 – 2013 St. Andrew’s School

Inclusive Dates
2017 Feeding program St. Andrew’s School
AFFILIATIONS
2021 San Dionisio Credit Cooperative Member
SKILLS
Japanese Language Basic 2020

2019 Work Immersion

Curriculum Vitae of
SHENRIC C. REYES
Block 9 Lot 8 Palma St. Heritage Homes BFRV Talon Dos Las Pinas City
reyes.0797951@laspinas.sti.edu.ph
09264722044
Senior High 2017-2019 STI College Las Pinas
School
High School 2015-2017 Las Pinas East National High School
High School 2013-2015 Pasay City South High School
Elementary 2005-2011 Villamor Air Base Elementary School

Inclusive Dates
2018 – 2019 Sales Demo Seaside Blvd, SM Mall of Asia
(Toy Kingdom), Pasay City
SKILLS
Computer Skills Proficient 2013
Communication Skills Proficient 2015
Flexibility / Adaptability Proficient 2015

2019 The Manufacturers Life Insurance Co. (Phils), INC Alabang
Muntinlupa – Work Immersion

Treasure Juniors A 3D Adventure and Puzzle Android Game Using Unity

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TREASURE JUNIORS: A 3D ADVENTURE AND PUZZLE ANDROID

GAME USING UNITY

April 15, 2023

TITLE OF RESEARCH: Treasure Juniors: A 3D Adventure and Puzzle

NAME OF PROPONENTS: Shenric C. Reyes

In Partial Fulfilment of the Requirements

Mr. Miguel J. Puig

APPROVED FOR ORAL DEFENSE:

Mr. Nestor Miguel T. Pimentel

Mr. Jeano Frederick U. Ermitaño

April 19, 2023

FT-ARA-027-01 | STI College Las Piñas ii

Mr. Miguel J. Puig

Accepted and approved by the Thesis Review Panel

Mr. Nestor Miguel T. Pimentel Mr. Jeano Frederick U. Ermitaño

Mr. Nestor Miguel T. Pimentel Mr. Jeano Frederick U. Ermitaño

January 28, 2023

FT-ARA-027-01 | STI College Las Piñas iii

Warmest thanks to God and to all of you.

FT-ARA-027-01 | STI College Las Piñas iv

Title of research: Treasure Juniors: A 3D Adventure and Puzzle Android Game

Researchers: Shenric C. Reyes

Degree: Bachelor of Science in Computer Science

Date of Completion: <Month year of graduation>

Keywords: Game-based learning, puzzle games, kindergarten students,

As online educational content, particularly educational games, gains increasing

FT-ARA-027-01 | STI College Las Piñas v

FT-ARA-027-01 | STI College Las Piñas vi

FT-ARA-027-01 | STI College Las Piñas vii

FT-ARA-027-01 | STI College Las Piñas viii

FT-ARA-027-01 | STI College Las Piñas ix

FT-ARA-027-01 | STI College Las Piñas 2

The Philippines adopted the K to 12 curriculums, which is regarded as the international

Overview of the current state of the technology

Education has undergone significant changes because of technological advancements.

FT-ARA-027-01 | STI College Las Piñas 3

Objectives of the study

The main objective of this study is to develop an offline, Android-based 3D educational

FT-ARA-027-01 | STI College Las Piñas 4

FT-ARA-027-01 | STI College Las Piñas 5

Scope and limitations of the study

Scopes of the Study

 Target Users/Beneficiaries – The game is designed to be inclusive and suitable

 Content – The game contains educational content based on the Department of

FT-ARA-027-01 | STI College Las Piñas 6

 Parental Monitoring Module – The game shall include a parental monitoring

 Genre – The game offers an educational experience with a pirate-themed puzzle

 Storyline – The game should have a backstory to give players an overview of

FT-ARA-027-01 | STI College Las Piñas 7

 Non-playable Characters – The game shall have a non-playable character,

 Gameplay – Both branches' gameplay (Mathematics and Science) will proceed

FT-ARA-027-01 | STI College Las Piñas 9

Limitations of the study

 Target Users/Beneficiaries – This study is limited to public school kindergarten

 Content – Treasure Juniors solely emphasizes the domains of Mathematics and

FT-ARA-027-01 | STI College Las Piñas 10

FT-ARA-027-01 | STI College Las Piñas 11

Review of related literature, studies, or systems

Impact of Puzzle Games on Early Childhood

FT-ARA-027-01 | STI College Las Piñas 12

FT-ARA-027-01 | STI College Las Piñas 13

Implications of Game-Based Learning