CHAPTER 2 LITERATURE REVIEW

A. Introduction

The literature review for the research is divided into three (3) main aspects: Concept of Game, Game and Learning and Game and Design. Each of theses topics are discussed one by one.

Concept of Game This aspect focuses on the general and specific meaning of a game, its history, and different categories and the different reasons why people engage in computer games.

Game and Learning This aspect focuses on how computer games can be incorporated as a learning tool. It includes also the different issues and arguments of the scholars on whether learning can be a tool for learning or not. It also discusses the meaning of what education game is.

Game and Design This aspect focuses on different elements, sequences in designing a game, he different stages in developing a game, and techniques and methods of testing.

The topics discussed will be used to evaluate different studies and researches concerning on games incorporated as learning tool. These are essential because the research aims on developing a computer game that would not only serve as an entertainment tool but as as well for learning purposes.

B.

Concepts of Game

1. Emergence of Computer Games

To understand game and game development, we must first have a complete understanding of the medium and subject matter we are working with. Hence, we must first and foremost, delve into the word game.

According to the New Websters International Encyclopedia, a game is a contest or sport played according to certain rules. It may test mental and/or physical skills and maybe played by one or more persons. It ranges from crossword puzzles, card games and board games to organized sporting events played by competing teams. Some rely on skills and practice, others involve luck. This definition refers to the meaning of game in general. However, the term game used throughout this review will refer to computer games in general, which includes video games, console games and arcade games. Video and console games usually means, games connected to a TV, whereas arcade games means games placed in public spaces and individual cabinets. Computer games are occasionally taken to mean games played on PC.

The first true computer game was Spacewar. It was written in 1962 when a young programmer from MIT named Steve Russell led the team that created the first computer game. It took the team about 200 man-hours to write the first version of Spacewar. Spacewar was a simple shooter game where two human players maneuvered spaceships around the screen trying

to shoot each other with missiles Steve Russell wrote Spacewar on (a PDP-1, an early DEC (Digital Equipment Corporation)) interactive minicomputer, which used a cathode-ray tube type display and keyboard, input.

The computer was a donation to MIT from DEC, who hoped MITs think tank would be able to do something remarkable with their product. The PDP1s operating system was the first to allow multiple users to share the computer simultaneously. Russell never profited from Spacewar (Bellis, n.d.; Tone, n.d.). Before Spacewar, in 1952, A.S created the first graphical computer game- a version of Tic-Tac-Toe, William Higinbotham created the first video game ever in 1958. His game was called Tennis for Two for computer use.

In 1971, Nolan Bushnell together with Ted Dabney, created the first arcade game. It was called Computer Space based on Steve Russells earlier game of Spacewar. Spacewar was the first game intended for computer use. A year later in 1972, arcade game Pong was created by Nolan Bushnell and Ted Dabney started Atari computers that same year. In 1975, Atari rereleased Pong as a home video game. This brought Computer games into the home for the first time and introduced the console computer, whose sole purpose was game playing (Bellis, n.d.).

This is but a short history of computer games. As you can see, in comparison to todays games, computer games have gone a long way. Today, a well-written computer game is a work of art. Gorgeous graphics approach motion picture quality, intricate storyline pull gamers into its web. S.I. Hayakawa have said is it not true that we have only one life; if we can game,

we can live as many more lives and as many kinds of lives as we wish (Tone, n.d.). And the researchers agree.

This is the lure of computer games. Hence, the growing interests of scholars in incorporating learning in games. In relation of our research, this line is particularly relevant to us. This is the embodiment of what game really is. This will be the researchers motivation in pursuing the urpose of developing a game that gives entertainment and pleasure to people and in process of playing develops important skills in them.

2. Categories of Computer Games

There are many types of computer games available ranging from traditional card games to more advanced video games such as role-playing games and adventure games. In relation to our proposed game, the developer needs to know the different categories of the game to identify what category will the proposed game Peek-A-Boo would fall.

Computer games are games that enable a player to interact with a virtual game environment for entertainment and fun. These games are divided into different categories such as:

Card Games

These types of games are computerized version of traditional card games. Some examples of cared games are Blackjack, Solitaire and Free Hearts.

Board Games These are adaptable of classical board games such as Scrabble, Checkers, Monopoly and Backgammon.

Puzzles This type of games aim at figuring out of solution in which it involves manipulating and reconfiguring of objects. Mastermind and Tetris are some examples of puzzle games. From this category, it also includes crossword puzzles or word puzzles. In relation to the proposed research, the developer needs to know from what category the proposed game is. Thus, the proposed game falls under puzzle game category.

Maze Maze game is where the player has to find way out. Mazes can be viewed in different ways. For instance, they may appear in na overhead view (e.g. Pac-Man), or first person perspective (e.g. Doom).

Fighting Games These involve characters who fight usually hand-to-hand, in one-to-one combat situation. The fighters are usually represented as human animated characters. Examples of these Street Fighter, Avengers, and Slam.

Action Games These games involve the human player to control a character in a virtual environment to save the world from the forces of evil by using deadly force.

Adventure Games Adventure are different from action games because they emphasized more on the story, plot, and puzzle solving rather than simply catching, shooting, capturing, and escaping. The characters are usually able to carry object such as weapons, keys, and tools.

Role Playing Games The players of this type of games can take on different types of characters. In the virtual game world the player goes on quest, fights monsters and improves the capability of the character on strength and magic.

Strategy Games Strategy Games emphasize the used of strategic as opposed to fast action or the used of quick reflexes. In this type of game, the player needs to solve the problem of resource allocation and organization of defenses and attacks.

Sports Sports games are adaptation of existing real world sports or variation of the. Examples of these are Tetris, Basketball.

Simulation There are two types of simulation games. The first one is management simulation game, which refers to those games in which players must manage the use of limited resources to build and expand some kind of community institution and empire. Secondly, the Training Simulation game refers to games that attempt to simulate a realistic situation for training.

3. Why Play Computer Game? Computer games are today an important part of most childrens leisure lives and increasingly an important part of our culture. This report was conducted by Nesta Futurelabs, who aimed to find out the current thinking about the role of computer games in supporting childrens learning inside and out of school.

The main feature of computer games that makes them engaging is their power to motivate. This is the primary concern of a game designer. What makes game fun? Why engage in game? Many reasons are cited as to know computer games engage the users.

Based on the different articles we have read, the most common motivation of game playing is learning. It is argued that a good computer game is not just entertainment but incorporate as many as 36 important learning principles. Taking as long, 100 hours to coin, some are very difficult. They encourage the player to try different ways of learning and thinking

which can be experienced as both frustrating and life enhancing (Gee, 2003). Another common motivation to play games is exercise. It can be mental or physical or some combination of both. Game is an entertaining way to stay in shape.

These

are but some of the reasons

why games

are played.

Understanding the motivation of an individual in engaging in a particular activity or game is an important factor to consider, especially in game development. This goes hand and hand with identifying the elements that make the game attractive to user. Games are played to win or achieve a goal the key is winning while remaining challenged (Becta, 2001). In addition, fun, enjoyment and pleasure contribute to the success of producing what they refer to as good game where you lose complete track of time while playing. Thus, a game designer needs to find that intrinsic fun factor, that magical ingredient that motivates people to play for a game to be successful.

C.

Game and Learning

1.

Concept of Educational Games Games have tremendous educational potentials based on the various

research articles we have read. A good educational game can enable the players to explore ideas in virtual reality. Players are learning not just to play the game but to become members of game playing communities where

gaming knowledge is shared among payers. Hence, educational game is not just about creating rules or writing codes; it is also a form of social engineering where one tries to map out situations that will encourage learners to collaborate to solve compelling problems (Squire, 2002).

Educational games have become a particularly interesting topic to researchers of learning because of the popularity of computer games. In preparation to the succeeding discussion as regarding gaming and learning, we have to get to know what are educational games and computer games in relation to this literature review.

Educational games are games that have been specifically designed to teach people about a certain subject, expand concepts, reinforce

development, and understand historical event or culture or assist them in learning skills as they play. Some people call these types of games edutainment because they combine education and entertainment such as board games, card games, or video and PC games. However, it is primarily the video and PC games are relevant to the research.

An educational computer game is defined as an electronic medium with all the characteristics of a game environment that has intended educational outcome targeted at specific groups of learners. Computer games can aid the development of proficiency by allowing the users to interact with objects and manipulate variables. There are

said to be particularly effective when designed to address a specific problem or teach a certain skill such as recall of factual content (Educational Games Wikipedia).

Understanding

the

concept

of

educational

games,

particularly

computer games will enable the game developer, to have a clear view of the medium and subject matter they are working with. This will serve as foundation on what the researchers are trying to achieve.

2.

Gaming as a Learning Tool The idea of using a game to teach is not a new concept. It has been

tried and tested before and failed. Nonetheless, the popularity of success of commercial games, computer and video games in particular has motivated the scholars in different fields of learning into utilizing games as a tool for learning (Branston, n.d.).

In a 2003 poll, 69% of teenagers reported that they spent time playing computer and video games each week and 25% of these reported playing at least 11 more hours per week (Gallup Poll, 2003). Thus, computer games may possibly be integrated into certain sections of the school curriculum as researchers have found that they had significant educational value.

Enthusiasts argue that children gain important skills through gameplay. Hence, computer games will make formal learning more pleasurable, motivating and effective. Skeptics, on the other hand, believe that computer games have negative effects on peoples behaviors and attitude (Arnseth, n.d.) there have been a lot of published researches and studies in incorporating learning in games, particularly computer or video games. What is common among them is that the idea of incorporating learning and entertainment.

To the researchers, these contrasting views on gaming as a tool for learning serve as a guide in establishing our objective and evaluating the design output.

Arguments of Scholars on the Pros and Cons of Gaming as a Tool for Learning

The study of computer gaming as a learning activity is an area of research, which is just starting to emerge. The rise in the popularity of computer games and developments in technologies have resulted into this renewed interest of the potential of games among researchers interested in learning.

These resulted to two contrasting views on regard to learning. Whether or not computer games facilitate learning tends to alternate between great enthusiasm and equally deep skepticism.

Enthusiasts argue that children learn important skills through game play. Hence, computer games will make formal learning more pleasurable, motivating and effective (Mitchell and Savill-Smith, 2004). o It is frequently argued that computer games are valuable tools in enhancing learning. They are seen as a means of encouraging learners who may lack interest or confidence (Klawe, 1994) and of enhancing their self-esteem (Ritchie and Dodge, 1992; Dempsey et.al., 1994). In training and educational settings, it is suggested

that they can reduce training time and instructor load, for example affording opportunities for drill and practice (which is a form of

instruction where learners rehearse sets of material following the same pattern), thereby, enhancing knowledge acquisition and retention maybe promoted less by games than by lessons if games are difficult because they have multiple goals and distracting components (Oyen and Bebko, 1996).

Such games can encourage cooperative and competitive behavior within strategic context and therefore may have even stronger potential for education than traditional games where the player interacts only with the computer (Griffiths and Davies 2002). As part of an intranet (a password-protected local network), they would allow learners to interact simultaneously with other users and with the environment itself, fulfilling objectives like attaining high levels, exploring, making friends and audio text are useful in encouraging multi-modal literacy we never just read or write, we always read or write something in some way literacy is multiple we have to think beyond print (Gee, 2003).

Skeptics, on the other hand argue that computer games might have negative effects on peoples attitude and behavior. What is more they suggest that computer games will shift peoples focus away from worthy activities such researching, writing, doing math and science and playing outdoors (Anderson and Dill, 2000; et.al, 2004).

o Stoll (1999) takes a stand against using computer applications to

make learning fun. He argues: what seems like a game to someone will feel like work to another. The intention should be

enlightenment, maximizing efficiency, or enjoyment. Learning is about developing human capacity. To turn learning into fun is to denigrate the two most important things we can do as human: To Teach. To Learn. (Stoll, 1999)

Clark (2003) has highlighted a number of risk factors that can impact negatively on learning via computer games. For example:

Learning objectives may not be congruent with game objectives

Games can distract from learning as players concentrate on completing, scoring, winning

Games require suspension of belief; it may be difficult to retain learning acquired in that state.

We may fail to reach male female audiences to the same extent

We risk alienating our learners by hijacking what is seen as their world; they may feel patronized.

However, it is primarily the positive aspects attributed to game that are relevant to the researchers with regard to the proposed game.

The main objective of researchers proposal is to develop a game that would not just entertain and give pleasure, but in the process of playing,

develop important skills specifically language skills such as vocabulary and spelling. in the player. Hence, learning about the interest of scholars in education on the idea of incorporating learning in computer games motivated us in pursuing to achieve our goal relentlessly. This will be the researchers little contributions to the field of learning v- though of little importance in might be.

Analysis Questionnaire

of

Research

Conducted

using

100

Samples

for

the

From

the

research

conducted

by

Kuly

Kaur,

he

used

100

samples

questionnaire that were collected by questioning people of different ages. The result show that the use of computer game is increasing. More and more people are using computers or state that computers are good for educational purposes and for entertainment purposes. For the results of the research conducted, refer to Appendix C.

These results provided the researchers with facts on the widespread use of computer games and the perception of people on the impact of computer games on their behavior. These results supported the claim of enthusiasts that indeed computer games can be an effective and motivating way to learning. Thus, these results provided the researchers with the data that they needed to support their objective in the development of their proposed game.

4. Positive and Negative Effects of Computer Games

The widespread of computer games today has made computer games a part of our culture as whole. Its popularity resulted in the interest of educators and other scholars to employ games to facilitate learning. On the other hand, it also raised a concern on others about the negative effects that these kinds of game have on the players or gamers.

Computer games can have positive effects in a variety of ways. They encourage the development of social and cognitive skills. They require the users to apply and therefore to develop such skills as they data and resource manipulation, strategic thinking, planning skills and problem solving. The games format can offer motivation to users and learners. Games, which have an element of excitement, may be able to contribute to achieving educational objectives. They offer engaging interactivity, presenting the user with involving challenges as users can play in groups or pairs cooperatively (Boyland, n.d).

Professor Angela McFarlane wrote the Games provide a forum in which learning arises as result of task stimulated by the content of the games, knowledge is developed through the content of the game, and skills are developed as a result of playing.

On the other hand, computer games can also have negative effects on the behavior of the users. One, there is a danger that some extremely motivating games can be addictive which then become unbeneficial on peoples health. Players have complained of eyestrain, chest pain, headaches, fatigued, and mood swings (Tazawa, et.al, 1997). Frequent gaming may also be associated with heath problems such as tendonitis and repetitive strain injury, several changes in blood pressure, cardiac that

computer games could trigger epileptic seizure in susceptible persons. They that these maybe because the users sits closer to the screen (Dorman and Ems, 1997; Kasteleijin-Nolst Trenit et.al, 1997). There are also psychological and social issues associated with playing computer games,

these ranges from low self esteem and dependency to social and aggressive attitude on behavior such as stealing and gambling to finance the play.

According to several studies, violent games promoted aggressive behavior, aggressive thoughts and delinquency and it is more harmful that television because often the games have to identify with the aggressive character. This aggressiveness was found to be stronger in men and individuals who were habitually aggressive.

However, there is also a view, that the so-called negative effects of playing violent computer games could actually be beneficial in an educational context. For example, violent computer games can provide a useful outlet to alleviate frustration. They provide a safe outlet for aggressive tendencies and can be useful in managing aggression. Bensley and Van Eenwyk (2001) show how this view can be supported by the catharsis theory being that observing aggressive play has a relaxing effect on the user and be a way of balancing aggression.

In conclusion, moderation in playing computer games is the key to be able to maximize the benefit that computer games provide and not succumb to the negative effects that it entails.

D.

Game and Design

Elements of Designing a Game

In writing a computer game, it requires a game designer or developer to bring the best of their programming skills. Before reaching programming stage, the developer first have a know-how on designing it to be able to create a successful and a effective game. According to Walnum, there are different elements of programming. Below are the following elements:

o Algorithms

This refers to series of program steps in solving a problem. This serves as a guide in writing computer games (coding). In relation to our research, algorithms are essentials for the developers, because these reserve as a guide for them in the programming phase. After being able to do the algorithm, the developers can now write the codes in what ever programming languages they wishes. Below is an example algorithm of a jumbled word . This is somewhat similar to the proposed game since it involves forming of scrambled words but the difference is that the proposed game does not make use of dictionary.

Algorithms to solve jumbles exist, which make use of a dictionary. Commonly found algorithms work as follows; given an input of jumbled letters it outputs the set of possible words. Then the person can pick up the right word from the list (if it exists) ( text twist algorithm wikipedia).

1. Begin 2. Input: J , all the jumbled letters that form an unknown W word(s), we want. 3. Assign the weights for each letter A-Z = 1 - 26, (i.e: A=1, B=2, ... Z=26). 4. Compute the sum of the jumbled letters, S. 5. Now using a sorted dictionary of letters stored in a hash-table mapping sums to words [S => W],we can pick up the list of words W that have the same sum as S. 6. Print the words in W 7. End

Graphic Design/Graphical User Interface

It is where different layouts are drawn to make the game more appealing to look at. Graphic designing is a professional skill that it takes many years to study and master (Walnum, n.d). The graphic design also refers to how your game looks like. From this, we have to make sure that the design for the GUI would be appropriate to the researchers primary users and ensures that the designs or interfaces appealing to look at. Like for instance, in making the gui for the proposed game, the designer must know

how to make the gui more organized like in terms of the arrangements and proper labeling of buttons.

Multimedia It uses a variety of media such as film, video, and music as well as text and numbers.

Sound Generation Sounds are provided to make the game more realistic to the player. Sounds are one of the features of the proposed game. The developers have decided to use sounds to make the game more appeling to the end users which motivate them from playing.

Controls and Interfaces Controls and interfaces enable the players to play the game. These can be the menus and on screen buttons that enables the players to select options and commands. As a developer, is needed to ensure that the controls and interfaces are logical and easier to understand.

Image Handling

It is the process of taking into considerations the amount of graphics or images that is consumed and how long do these images take to move from the disk to the computers memory.

- Animation This is the process of moving and changing any graphical images or objects. This makes the game more interesting and fun to the players in playing the game. In relation to the proposed game, the developers will make used of Macromedia Flash 8 for the animation.

- Artificial Intelligence Artificial Intelligence routines are algorithms that make the computer seem smart. It allows the computer to act as an opponent in such a way, it competes with human players (Ibid).

With these, the game developers are able to consider the different elements needed in making a successful and effective game to the end users. Elements such as the sounds, the animations, graphic design would make the proposed game more attractive and appealing to the end users.

Nevertheless, the game to be implemented is applicable only to a single player only. Thus, making the game a stand-alone game.

2. Sequencing Designing process is a crucial and complex activity in the development process of a game. This phase of development involves the games specifications, the objectives and graphics to name a few of these. Below are the following sequences that would aid the game designer in designing.

Choose a Concept/ Game Objectives This refers to the whole concept of the game. Accordingly, the

game must not be fun and must be based on some real world event or circumstances (Walnum, n.d.). No matter what type of concept your game is, the rules must be consistent as well as the concept of its game world. This means, that the players must be able to overcome the different obstacles in the game to make it more fun. From this, as developers, we need to have a clear concept or vision of what game to develop. After being able to choose a clear concept, we could already identify and analyze the different mechanics and rules for the proposed game.

Research and Preparation After the goal has been defined, the next thing to do and know

the different mechanics and rules involved in games environment.

During this phase, varieties of specific implementation and ideas are generated for the game.

Design Phase

In this phase there are three (3) independence structures created:

I/O Structure This is the inter-communication between the computer

and the player. Game Structures These refer to the different obstacles that the player must overcome in the game.

Program Structures This refers to the organization of the mainline codes,

subroutines, data, interrupts that make up the entire program.

Pre-Programming Phase It is where you will clearly define the I/O structures and internal

game structures of the game. In relation to the proposed game, the developers need to analyze clearly the different modules that will be implemented on the programming phase.

Programming Phase

It is where the actual writing of codes takes place. It is where the algorithms are being used as guide in writing codes. In relation to the proposed game, after being able to identify and analyze the different modules, the developers can now do the coding.

Play-Testing Phase The process is used to polish and define the game design,

whether in terms of its fundamental design on the programming problem that requires major efforts to correct. Testing is the way to ensure the games functionality and performance. One of the methods that will be used by us in the testing phase will be the play test method. Playtest method is a collection of information from the consumers on how to perceive a game. Its main goal is to evaluate the experience of the players in the game (John P. Davis, Keith Steury, and Randy Pagulayan, n.d.). We will use this method to know how effective our game to our end users and to know how they have understood the game.

Maintenance Phase This phase is where new features are being added, bugs are

being fixed, to ensure that the software is operational. In relation to our proposed game, we have to do this phase to ensure that the software game is operational, useful and free from bugs and errors.

Through this sequence, the game designer or developer in the designing process of game software or any kind of software.

3. Game

Development and Implementation of Computer

Developing software is a very crucial thing to do. It involves certain steps or stages to successfully develop certain software like a computer game. Knowing the different stages, it would aid the game developers on the phases they will undergo and the things they need to do on each of the phases in implementing the game. For the developer to successfully produce an effective game, it is essential for them to have a clear vision or concept on what the game would be. Based from different articles that the researchers have read, these are the following stages needed in game development.

Pre-Production In this stage, is where the developer produces a design

document before production begins. The design document may include preliminary sketches of various aspects of games. This is where it describes the concept and major elements needed in designing a game. In connection to the proposed game, this is where different modules of the game are identified and analyzed.

Production After producing a design document when concepts and

elements are clearly defined, the next thing to do is, to implement and

modifies the game design to have a clear vision of the game. Features and levels are often removed and added in this stage, after having a clear identification and analysis of the features and specifications of the game done in the pre-programming phase.

Testing Testing is one of the most vital tasks for effective development.

Example of testing is the regression testing, where all added features of the game are tested to ensure the software game functionality. It is where different functions and the integrity of the system are tested. During this stage, testing plan is necessary, where it serves as a guide to identify the items and features of the software to be tested, different tasks to be performed and the people involved in performing the tasks.

o Maintenance
It is a process where certain features are maintained and new functions are added to make sure, if the game is operational and error-free.

4. Testing Techniques and Methods

Testing is one of the vital tasks in the game development. It is where the different functions and features of the game are being tested to ensure its

error free and operational. Below are the different testing methods that will be used to ensure the effectiveness of the game to the end-users. These methods are taken from different articles.

o Playtest Method
According to the article written by John P. Davis, et.al, there are different methods use to gather information or feed back from the consumers to make the game more fun and effective. These are through survey, usability testing and playtest method. The difference among the methods mentioned above is, in the survey method, information are being gathered to know how the consumers perceive a game but accordingly information are not that useful for designers of the game. Another is the usability testing method, in this method it is very essential for the designers in gathering information or feedbacks from the consumers but it only typically measures the users behavior, where it only measures how the consumers play the game but it does not really measures the consumers perception of the game. On the other hand playtest method is collection of information from the consumers on how they perceive the different aspects of the game. This method is a combination of the two methods mentioned above, because it does not only collect information based on the users behavior on how they play the game, but it also gather information in accordance to how the player perceive the game. The main of the methods is to measure and evaluate how the players have understood the game.

In relation to our proposed game, this method will be essential during the testing phase. With the used of playtest method, we could be able to know if we have achieved our objectives in developing the game and how effective our game to our users. We could measures the effectiveness by gathering information and feedback from our primary users to evaluate if the users have understood the proposed game.

Usability Testing During the testing phase, there are different types of testing used

in order to test the effectiveness, efficiency and satisfactions of the game. One of the types of Testing is the Usability Testing.

Usability testing is an integral part of the software development (Laitinen, 2005). According to John P. Dvais, this method is very important and useful in designing games for several reasons: Used to identify different problems and issues in games Identifies problems and their cause during the actual game play discover whether the experience the player has in the game matches the experience that the designer intended the player to have.

From the article written by Libby Hanna, et.al., there are three basic processes to follow based from the usability research being done. These processes are the following: Analyze the user - to understand the users knowledge and skills and expectations.

Analyze the tasks to understand the users activities and goals and the goal of the product.

Design a product in iterative phase based on the analysis of users and their tasks.

From the usability research being done, there are also different usability techniques such as: Expert Views

It is where the experts review the game and search for problems. Based from their knowledge and experience, they will review the game systematically and report the findings. Site Views

It is where the designers visit different sites (e.g. schools, home, day care centers, etc.) to gather data based on the preferences of the users and other quantitative reactions to design ideas. This will be one of the techniques that the researchers will use to gather information to evaluate the behavior or the preferences of the users toward the game being played.

Survey Construction

It is where questionnaires are created and disseminated to the users to answer specific questions about the game that will serve as an evaluation towards the game being played. This technique will also be used by the researchers.

Card-Sorting Tasks

This is one of the techniques that also contribute to the product concept design of the game. This is where the users are asked to sort cards, containing pictures or words into predetermined categories.

Paper Prototype Tests

A technique where it uses paper materials to test preliminary functional design of the game.

Iterative Laboratory Tests

It is during this test that the features of the game are tested, revised, then tested again to make that the user understand the components of the game.

Longitudinal Tests

It is where the users are brought to the laboratory to do the testing given amount of time to use the product. Pre-test and Posttests are also done in this test.

From the techniques mentioned above, the developers will use two of the usability techniques given such as the survey construction and the site visits technique. These techniques will be used to evaluate the players on how much they have understood the game and to know their different ideas towards the game being played.

E. SUMMARY AND CONCLUSION

The proliferation of computer games paved the way for the scholars and researchers to re-examine the idea of incorporating learning in games.

However, the idea of incorporating learning in gaming is not as easy as it seems. The difference in objectives content and context of each contribute to the difficulty of merging both learning and entertainment.

The idea of using game to teach is not a new concept. It has been tried and tested before, but failed. To avoid past mistakes is the only way to succeed if we

continue to strive to apply gaming in teaching. The focus of developing a game not just for entertainment but a game where in the process of playing learning can be achieved. The content, context and graphical interfaces of the game play are important elements in the game that would motivate the player to constantly emerge in the game, or in short, be addicted to it, that is the success of the game, when the player lose track of tine while playing. The goal of providing entertainment is accomplished and in the process, development of ones skills and abilities.

With the development of the proposed game, the researchers hope to be able to contribute in their own way in developing computer game that support or promote learning.