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PCManueVRe: an Educational Virtual Reality Game for

Simulation of Hardware Assembly/Disassembly
Jean Eren D. Fajardo Carmela Isabelle E. Mendoza Jao Renzo G. Miranda
Bulacan State University Bulacan State University Bulacan State University
Bulacan, Philippines Bulacan, Philippines Bulacan, Philippines
+63 995 792 8020 +63 956 746 0055 +63 966 324 9308
jeaneren.fajardo.d@bulsu.edu.p carmelaisabelle.mendoza.e@b jaorenzo.miranda.g@bulsu.edu.
h ulsu.edu.ph ph

Bernadette Ann F. Felipe

Bulacan State University
Bulacan, Philippines
+63 933 816 4963
bernadetteann.felipe.f@bulsu.edu.ph

ABSTRACT environment is real by substituting the data received from a

This study was conducted to innovate a new way to educate people
about computer hardware, with a focus on IT students and children
aged 8-15. The study addressed problems commonly encountered
by schools, such as a lack of equipment or outdated equipment, and
consolidated this information to inform the development of an
educational virtual reality game. The game was developed using
the Agile Scrum Development methodology and evaluated using
the MEEGA+ evaluation with IT students and professionals. The
quantitative method research methodology of developmental and
descriptive research was employed, with developmental research
providing a study of the effectiveness of the proposed educational
virtual reality game and descriptive research producing
comprehensive and reliable information through the observation
and measurement of variables in the game. The overall mean of the
study was 4.73, with a descriptive meaning of “Strongly Agree,”
indicating that the educational virtual reality game was well-
received by the intended users. The game promotes interactive
learning through the use of virtual reality technology and aims to
address the problems faced by schools in providing adequate
computer hardware education.
CCS Concepts
• Applied computing➝Computer games • Human-centered
computing➝Virtual reality
Keywords
educational virtual reality game; computer assembly and
disassembly; hardware simulation
1. INTRODUCTION
As technology advances, it is becoming easier for people to access
entertainment, education, and information digitally, and virtual
experiences are increasingly being used to fulfill needs or offer
experiences that may not be possible in real life [1].Virtual Reality
(VR) is typically defined as a device that creates an illusion and
immersion that persuades an individual to believe that a virtual
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computer for the main sensory input [2]. Virtual Reality has been a
large benefit in different ways that were previously unknown to
people for it now allows them to engage with activities like
exhibits, concerts, museums, or galleries which eliminates most
risks that are present in a within those places [3]. This opens the
way for a lot of innovation may it be for entertainment, career, or
education.
Game-based learning has been a significant part of education in the
past decades [4]. With the emergence of Virtual Reality came
Educational Virtual Reality Games (EVRG) that caters to different
fields especially in an environment with risks or tedious processes
such as in the field of medicine and other fields without an
exception [5]. It also implies that it is possible to use it in teaching
technical skills related to hardware specifically in computer
technology which is mostly effective to younger audiences such as
elementary and high school students, for there maybe risks which
include damaging of expensive computer components, computer
part shortage and health-related risks, specifically electrocution.
Additionally, due to its incredibly high demands, it is expensive
thus many institutions still lack the technology to perform various
trainings [6]. There are several studies that proves that Virtual
Reality training is a viable option for long-term savings since it is
not a recurring payment, the study stated that the initial cost of
Virtual Reality training is a non-recurring payment and may last up
to 3 years or more before replacing some of the equipment
compared to recurring payment of an actual training thus it saves
more money in the long term [7].
Technology literacy is necessary, and most children are not
interested in learning how technology works since they perceive it
as boring, so they tend to use technology only as a form of
entertainment and nothing else. In a study boys aged 8-15 have
gaming at the top of their list, this is also true for girls aged 8-11
years old [8]. This presents an opportunity to integrate gaming in
the educational field for children. One of the greatest hindrances in
learning for younger audiences is their short attention span, they
often get bored more when they feel the sense of obligation than
the sense of learning which overall deducts their excitement for
learning as learning sometimes lacks engagement and fun and feels
more like work rather than an opportunity which causes the decline
in interest of individuals in learning a skill [9].

With the problems stated the proponents saw a terrific opportunity
in using Virtual Reality as a pedagogical tool in education on
computer hardware concepts on the developed Virtual Reality
Game in simulation of assembling and disassembling of computer
components to combat the existing problems and add fun in
learning this topic. Additionally, this would help in raising
awareness on the problems on technological literacy and can
eliminate the above-mentioned problems.
1.1 Project Objectives
The main purpose of the study is to develop “PCManeuVRe” an
Educational Virtual Reality Game Simulating Computer Hardware
Assembly and Disassembly that allows younger audiences to learn
about computer hardware in an engaging and zero-risk
environment.
Specifically, the following objectives were also considered: (1) to
develop an Educational Virtual Reality Game for Simulation of
Assembling / Disassembling of Computer Hardware; (2) to create
a cinematic trailer for the game that focuses on the actual gameplay
and game mechanics that will make users interested in the game;
(3) to establish the quality of the game using the Method for the
Evaluation of Educational Games for Computing Education
(MEEGA+).
2. LITERATURE REVIEW
Kundalakesi, Swathi, Ashapriya and Sruthi [10] concluded in their
study that Virtual Reality is a powerful and engaging technology
that has the potential to transform lives, it is often known as an
immersive multimedia that has a technique of replicating a physical
presence for audiences in both actual and imaginary locations.
Tan, Leong, Shen, Dubravs and Si [11] studied Virtual Reality
headsets to see how they alter the gamers’ gaming experiences and
have concluded that the participants who played using the Oculus
Rift was more ‘intense’ than playing using regular computer. Thus,
providing an immersive gaming experience that players can enjoy.
In terms of developing students and gaining quality education,
Gumonan and Fabregas [12] identified that technology and
education are constantly coordinated; as technology evolves, so
does education. Therefore, teaching, learning methods and
approaches should be in line with the current trends to improve
education.
Game trailers can evoke emotions, create excitement, and offer a
preview of the game, according to Ramos [13]. According to Lieu
[14], cinematic game trailers are like short films that showcase a
high level of production value that is not achievable during actual
gameplay. These trailers exist to promote the game, highlight its
production value, and strengthen the game's brand. This literature
helps in creating an effective cinematic game trailer that will
generate excitement and showcase the hard work put into the game.
The educational virtual reality game focuses on its goal to provide
a new learning tool that is trendy and highly relevant during these
changing times while providing greater immersion to users to help
improve student engagement and allow students to be more
motivated to learn as they learn important technical skills and have
fun at the same time.
3. METHODS AND DESIGN
3.1 Research Design
In accomplishing the objectives of the study, quantitative method
research, developmental research and descriptive research were
used. Quantitative method research allows finding patterns and
relationship between variables and emphasizing a characteristic
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among them to come up with a generalized conclusion among the
same population [15]. Moreover, it can address multiple research
objectives while understanding the user behavior and impact on the
userbase. Developmental research was used as it provided a study
about the effectiveness of the developed educational virtual reality
game as opposed to manual methodology. Lastly, descriptive
research was also used since it aims to produce comprehensive and
reliable information by observing and measuring variables in the
developed game [16].
3.2 Research Instrument
The proponents formulated questions, which are then used in
creating a survey questionnaire using Google form. The formulated
questions are aligned with the method for evaluation of educational
games for computing education (MEEGA+) model, which is a
systematic model for evaluating the perceived quality of
educational games from the perspective of students within the
context of computing education [17]. This model was used to
determine the acceptability of the respondents to the developed
educational virtual reality game.
3.3 Data Gathering Procedure
The data collection began after the proponents demonstrated the
developed educational virtual reality game to the Information
Technology (IT) students and IT professionals, by distributing the
link of the survey questionnaire to the respondents.
3.4 Population and Sample
IT Students and IT Professionals from different schools and
industries have been selected to participate in this study. The
students involved in this study are any student who are taking
Bachelor of Science in Information Technology (BSIT). A total of
40 IT students and 5 IT professionals evaluated the developed
educational virtual reality game.
3.5 Statistical Treatment
The study used a five-point Likert-type scale as the method of
interpretation for determining the effectiveness of the developed
educational virtual reality game. Table 1 shows the range, scale,
and descriptive rating.
Table 1. Five-point Likert Scale
Scale Range Descriptive Rating
5 4.50 – 5.00 Strongly Agree
4 3.50 – 4.49 Agree
3 2.50 – 3.49 Moderately Agree
2 1.50 – 2.49 Disagree
1 1.00 – 1.49 Strongly Disagree
4. RESULTS AND DISCUSSION
4.1 Development of Virtual Reality Game for
Simulation of Assembling / Disassembling of
Computer Hardware.
The design and development of the educational virtual reality game
commenced upon the gathering of necessary inputs and
requirements for the features of the game. The sequence diagrams,
unified modeling language (UML) diagram, and flowcharts were
used to help visualize the flow and interactions between different
components and has become the basis on the development of the
educational virtual reality game.

The gameplay sequence diagram visualizes the main game
progression from start to finish. Displaying the certain
requirements that needs to be met to finish the game. The sequence
diagram used as a reference to the development of the game is
shown in Figure 1.
Figure 2. Gameplay Sequence Diagram (Main Game Loop)
The UML diagram shows the major classes contained in the game,
this presents how the player may interact with the items in the game
and their relationship with them in a technical way. The UML
diagram used as a reference to the development of the game is
shown in Figure 2.
Figure 2. Game Objects UML Diagram
4.1.1 Computer Hardware
Assembling/Disassembling Simulation
The proponents created a simulation using virtual reality
technology that accurately depicted computer building techniques
and processes. They also designed a visually appealing art style that
accurately represented real life components while also adding some
style to the environment and interactions within the game. Figure 3
shows the environment of the game.
Figure 3. PCManeuVRe Environment
4.1.2 Accurate 3D Computer Components (Modular)
The proponent designed multiple 3D computer components that are
featured in the game. The component categories are the
motherboard, central processing unit (CPU), random access
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memory (RAM), storage device, graphic processing unit (GPU),
power supply unit (PSU), input/output (I/O) interface, computer
chassis, chassis fan, monitor, and peripherals. Figure 4 shows the
3D models of a motherboard.
Figure 4. 3D Models of Motherboard
4.1.3 Physics-Based Environment
The physics module in the game simulates a real-world
environment, allowing 3D objects to interact as if they were in the
real world. It is optimized for the processing power of a virtual
reality headset and accurately reflects the physical properties of the
real world. Figure 5 shows the behavior of a component that has
been thrown.
Figure 5. Throwing Physics
4.1.4 Cable Simulation
The cable simulation in this module utilizes a physics engine and
line renderer to optimize the rendering of cables. Some cables do
not collide with other objects in order to improve performance. The
player can interact with the wires connecting different computer
components. Figure 6 illustrate the length and stretchability of a
cable.
Figure 6. Cable Length & Stretchability
4.1.5 Component Attachment
This module allows players to assemble a computer by interacting
with components and attaching them to other components. It uses a

physics engine and an algorithm to join nested bodies, allowing
objects to behave correctly when a component is attached to a
different physics body without negatively impacting performance.
Figure 7 shows the attaching of RAM to a motherboard.
Figure 7. Components Attachment Guide
4.1.6 Requirements
The email system is created in a way that fulfills the purpose of
delivering tasks while adding a fun gaming aspect to it. It comes
equipped with features like randomly generated emails with
specific requirements that need to be met, an easy-to-use interface
for sending and receiving emails, a portable interface for accessing
the task, and a tool for making sure that all the requirements are
met. Figure 8 shows an example of an email with a particular
requirement.
Figure 8. Requirement Email
4.1.7 Game Modes
The game includes four different game modes for players to choose
from depending on what they want to do. These game modes are
tutorial mode, sandbox mode, museum mode and freelance mode.
The players have the freedom to choose what to play, when to play
and when to exit out of the game mode. Figure 9 illustrates the
game mode selector with descriptors that can be found in the lobby
area.
Figure 9. Game Mode Selector
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4.1.8 Basic Software Simulation
The developed educational virtual reality game includes basic
software simulation such as accessing basic input/output system
(BIOS), where the player can see the status of the computer and its
specification; and operating system (OS) installation, where the
player can create a bootable drive using the central computer;
plugged in the flash drive to the computer; go to BIOS; boot from
the bootable drive; and install the OS to a computer. Figure 10
shows the installation of the OS in the computer built by the player.
Figure 10. Installation of Operating System
4.2 Creation of a Cinematic Trailer for the
Game that focuses on the Actual Gameplay
and Game Mechanics that will make Users
Interested in the Game.
To showcase the Educational Virtual Reality Game's diverse game
modes, the proponents created multiple cinematic trailers. These
trailers emphasized modes such as Tutorial, Freelance, and
Museum, with a plugin being developed to freely navigate and
shoot parts of the game. A snapshot of the Museum mode trailer is
depicted in Figure 11.
Figure 11. Cinematic Trailer
4.3 Evaluation of the Developed Educational
Virtual Reality Game Using the MEEGA+
Model.
The developed educational virtual reality game was evaluated by
IT students and IT professionals to measure the system
acceptability of the developed system. The system’s acceptability
was calculated from the method for the evaluation of educational
games for computing education model with the following criteria:
Confidence, Challenge, Satisfaction, Fun, Focused Attention,
Relevance, Perceived Learning, Aesthetic, Learnability,
Operability and Accessibility [17]. Table 2 presents the summary
of the respondent’s ratings as perceived by the IT students and IT
professionals to the developed educational virtual reality game.
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Table 2. Overall Summary of the Respondents’ Ratings 8. ACKNOWLEDGEMENTS

The researchers did not receive any financial assistance during the
Item Mean Descriptive Interpretation course of their research. Despite the lack of funding, they were still
able to successfully complete the study, and as such, they wish to
Confidence 4.76 Strongly Agree extend their appreciation to the individuals who played a key role
Challenge 4.70 Strongly Agree in its development. Specifically, the researchers want to thank Mr.
Jayson Batoon, Mr. Aaron Paul Dela Rosa, Mr. Jeffrey Cervantes,
Satisfaction 4.76 Strongly Agree Mr. Melvin Delos Reyes, Mrs. Marian Mendoza, Mr. Roderick
Fun 4.73 Strongly Agree Fajardo, and Mr. Vincent Luague for their assistance and
unwavering support throughout the research process.
Focused Attention 4.80 Strongly Agree
9. REFERENCES
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Aesthetic 4.73 Strongly Agree technology-85462f953910
Learnability 4.62 Strongly Agree
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