CHAPTER 1

INTRODUCTION

1.0 Introduction

Digital games have become popular among children and adolescents. According to a survey

made by Malaysian Communications and Multimedia Commission (MCMC), the penetration

number of mobile phone per 100 inhabitants increases from 142.5% to 143.4% in the second

quarter of 2013 since 2012 [Malaysian Communications and Multimedia Commission.

(2013). Pocketbook of statistics Q2 2013. Available at: http://www.skmm.gov.my/

skmmgovmy/media/General/pdf/SKMM_Q2_Eng.pdf]. Moreover, 68.8% of the smart phone

owners used their phone to gain access to the internet Malaysian Communications and

Multimedia Commission. (2012). Statistical brief number fourteen, 1823, Legasi Press,

Cyber Jaya, Malaysia..This means games have become an integral part of their daily life (Liu,

2008) Liu, C.-C. (2008). Beyond the ownership of handheld devices: Active learning with
ubiquitous learning minds. In Fifth IEEE Int. Conf. Wireless, Mobile, Ubiquitous Technol.

Educ. (wmute 2008), pp. 11–19. Although some people still believe that games are usually

more associated to many negative elements such as violence and addiction, however the good

digital games could be powerful learning tools to attract learners to learn actively. Despite the

negativity of game influencenegative influence of games toon the youngster, game also canthey

could also be used to promote learning and motivation which includes features that prompt

learners to actively process the educational content (Erhel & Jamet, 2013). Therefore, it is very

importantcrucial to investigate the beneficial elements in games that could prompt learners to

actively process instead of assisting them to improve their score achievement in the exam

examination.

1.1 Background of study

Digital game is known inby individuals of all ages and is very popular among the children and

adolescent. Furthermore, digital game nowadays can be played via multiple devices such as

computer, laptops, tablet, and smart phone. Therefore, the development of an effective mobile

education game (MEG) with specific learning content should be taken seriously so that

theylearners are not wasting time without learning anything.

Researchers believe that games with pedagogypedagogical content hashave positive

impact especially for learning purpose. Most international schools such as Chempaka

International School and Sri Emas International School have implemented the use of game in the
classroom. Besides, FrogAsia Sdn. Bhd. has brought digital games in the government schools

classroom by implementing Frog Virtual Learning Environment (Frog VLE) in teaching and

learning. According to The Star Online (2016) (by Rebecca Rajendram Sunday, 3 April 2016

http://www.thestar.com.my/news/education/2016/04/03/unique-learning-shifts-in-the-

classroom) most of the teachers strongly agree that games have brought not only learning

motivation but also social interaction and confident levels among the children especially for the

slow learners. This is one of the efforts to diversify learning approach among the children and

make them feel learning was funrealize that learning is fun. MEG is a game with specific

learning content and it offers more fun through mobile devices. The objective of MEG should be

match withthe learning goal to promise learning, while the achievement of the EG should be

matching withmatch the learning outcome. To develop an effective MEG, the instruction

designer has to think creatively. Therefore, the game designer must know the key elements that

lead to the learning activities byamong the students when they are engaged with the game.

Motivation is the key ofbehind the successful educational outcome (Malone, 1981; Malone &

Lepper, 1987) in an educational game. Indeed, the importancean important key to the student

achievement is the amount of time students are engaged in educational game. To promise the

effectiveness of educational game, good game design has to be combined with good pedagogy

content (Osman & Bakar, 2012). Challenge, goals, feedback and storyline are among some of the

elements that have to include during designing MEG in order to develop the good game design

(Prensky, 2001; Grassioulet, 2002; Owen, 2004; Sauve, 2007; Klopfer, Osterweil, & Salen,

2009).
 Motivation that occurs in MEG can promise a lot of benefit to the learner especially for

learning purposes. Motivation is an outcome that learner able to achieve after they play with

MEG. The existingexistence of motivation within EG has attracted many researchers, as well as

game designers to investigate how this is happens. Motivation is an attitude needed by learners to

focus inon their learning. MotivatingMotivational game should make learner repeats cycles

within the game context (Pivec, & Kearney, 2007). However, the main characteristic of an MEG

is that the instructional content is blurred by game characteristics (Pivec & Kearney, 2007).

Therefore, instructional designers have to seriously concern on take into consideration the MEG

content. Malone and Lepper (1987) indicate four major factors that make learning environment

of educational game intrinsically motivated. The four elements waswere fantasy, challenge,

curiosity and control which were all need to be included by game designers in educational game

to create intrinsic motivation (Malone, Toward a theory of intrinsically motivating instruction.,

1981). However, this study will only focus on challenge elements only because from the review,

challenge was the most frequent elements mentioned by the researcher to motivate learners.

Challenge in MEG could inspire motivation. Therefore, it is very important to have challenge

characteristic in MEG to create motivation among the learners.

Researchers also believed that appropriate challenge in EG always offers opportunity for

reinforcement regardless of the level of learner ability (Linehan, Kirman, Lawson, & Chan,

2011). Players always strivingstrive towards achievable goals and forwards the game at the quick

pace and at this points the game begin presenting the rewards (Linehan et. al, 2011). In most

cases, people like to play games with greater challenge that leads to the greater rewards. For

instance, most educational environments may offer greater status (e.g, score, grades and teacher
reports) for those who chose playingchoose to play challenging activity (Lomas, Patel, Forlizzi,

& Koedinger, 2013). Therefore, status and challenge is aare key motivational element in games

because it will often correlate : however, the question is whether games with challenge alone

would be motivating the student especially at increasing their test achievement (Lomas et. al,

2013).

The word of “game” will always be related to fun, enjoyment and most of children

always attracted to it. Instructional designer must consider fun during developing the EG rather

than enhancing student learning performance (Shi & Shih, 2015). This is because fun element in

game could promote student motivation and they would have advanced learning outcome

naturally (Huang, Huang, & Tschopp, 2010). To promise fun, the game must offer a pleasurablee

experiences. User experience is always occurs by creating the goals. Players which successfully

achieve the goal which is considered intrinsically motivated. Players have to complete

challenges consist in every level and stages to achieve the goals. Challenges are the game tasks

or activities provided in the game (Malone & Lepper, 1987). CoincidentlyCoincidentally,

challenge and goal can make player intrinsically motivated to learning. In EG perspective, if the

players complete their challenges, it means that they are complete their learning (Charsky, 2010).

However, knowledge troughthrough educational games is always measured by referring to the

score without evaluating the player achievement.

The idea of EG is to bind games and learning together in order to make learning

environment more entertaining. The acceptance of EG as teaching aids can be seen when almost

most of the students feel highly interested and fascinated in their learning process (Ibrahim, et.al,
2011; Ibrahim, Yusoff, Mohamed, & Jaafar, 2010). EG not only promises a fun learning

environment but it also could injectinculcate learning motivation to the student by using

educational characteristics.

As to date, learning has become ubiquitous, whereby it can be retrieved at any place and

anytime. This is leadleads to the trend of mobile learning; whereby there are researches done on

mobile game based learning (mGBL). With tTechnology of wireless network along with the

latest technology of mobile phone with interesting features encourages the development of

mGBL (Hillmann & Hillmann 2009), (Norshuhada & Syamsul 2009). The convergence of

mobile devices using games technology to support learning practice has been approved by some

researchers (de Freits & Griffiths, 2008). However, information about mobile game as learning

mode areis left underutilized due to lack of literatures in developing mGBL (Norshuhada &

Syamsul 2009). In Malaysia, the concept of mobile game as learning tool is still newin its

infancy, but it has potential to be the teaching aid for the educators (Norshuhada & Syamsul

2010). Learning trough mobile devices could take place anywhere and anytime which means

itthey can promote a lifelong learning especially for the secondary students. Instead, itIt can

assist students’acquireacquisition of knowledge with in their own way and the process is full of

pleasure (Yen, Wang & Chen 2011). However, there is an argument regarding of mGBL

especially about the acquiring knowledgeknowledge acquisition from the particular students

during the learning session (Caron & Marty 2009).

1.2 Theoretical Framework

1.2.1 Learning Theory

Theory of learning for this study is grounded on Cognitive Learning Theory. This theory is

comingderived from several of cognitive psychologists such as Jean Piaget (1896-1980, Lev

Vygotsky (1896-1934), and Jerome Bruner (1978). Cognitive learning theory is focusesd more

on how people think (Ormrod, 2008), understand and know. The idea of cognitive approach is to

look at the student mental processes rather than behaviour. Cognitive learning is also viewed as

an active learning process of knowledge construction (Yilmaz, 2011). Yilmaz (2011) suggested

that all the teachers toshould implement cognitive structure in their teaching in order to help

students to integrate new knowledge with prior knowledge.

The key element that underlie is in line with to cognitive approach is: the memory system

as an active organized processor of information and prior knowledge that play an important role

in learning. Cognitive psychology have seeshas seen human mind similar to computer

information processing (McLeod, 2008). Information processing process is dealingdeals with

the sequence and execution of cognitive events and it is a generic name that is applied to various

theoretical perspectives (Cognitive Information Processing Theory, 2011). Learning and memory

will always work together to make learning more meaningful. Learning might happen if someone

acquires new knowledge or information while memory is present to keep that new knowledge or

information remain and can be assessed at any time. That makes the reason why,Such is the basis

of cognitive approach always concentratingwhich often concentrates on the information

transformation in the environment into new knowledge that is stored in mind. Information

processing theory that constitutewhich is derived from cognitive learning theory plays an

important role in influencing educational games.

 Rehearsal

Encoding
Incoming Sensory Short-Term Long-Term
Information Memory Memory Memory
Attention
Retrieval

Figure 1.1: Cognitive Information Processing Model. (Atkinson & Shiffrin, 1968).

The Information processing approach is based on a computer analogy. Figure 1.1 shows

the model of memory proposed by Atkinson and Shriffin (Atkinson, & Shiffrin, 1968). It

assumed that information came in from environment, was processed by a series of temporary

sensory memory systems (a part of the process of perception), and then fed into a limited

capacity short-term memory and then allowing to be used to perform a wide range of cognitive

tasks from long-term memory (Kandarakis, & Poulos, 2008). The Cognitive Information

Processing Model (CIPM) which is consists of Sensory Memory (SM), Short-term Memory

(STM) is also known as Working Memory and Long-term Memory (LTM).

The information is transformed as it passes from one stage to another memory stage. The

new information or knowledge is assumed to flow starting from left to the right, entering through

the sense and moving through the short term memory (process of attention, perception, rehearsal)

and encoding into long term memory for later retrieval. Then, the sensory memories will stimuli

stimulate the initial stage perception. Information in sensory memory decays rapidly and
disappears in only a few seconds if it is not transferred into working memory (Weibell, 2011).

However, the learner will be able to select or focus on certain information only and the other

information will be ignored. In sShort-term memory stage, itis often viewed as active or

conscious memory because it is the part of the memory being actively processed while new

information is being taken (Weibell, 2011). During this stage, concepts from LTM will be

activated for use in making sense of the incoming information. Information that is being

manipulated will only remain in working memory for a short interval, perhaps as little as 2

seconds (Dehn, 2011). To prevent from the loss and ensure that information is transferred to

LTM, two necessary processes which are rehearsal and encoding should occur. Rehearsal is the

repetition of the information while encoding is a process of relating new information to concepts

such as imaginary, mnemonic, outlines and group of information (Cognitive Information

Processing Theory, 2011).

1.2.2 Game Theory

Game theory for this study is grounded on Intrinsic Motivation Theory, Flow Theory and

Game Based Learning Theory. Intrinsic Motivation Theory was developed by Malone and

Lepper (1987). This theory is more broadly applicable to any instructional design (Rees, 2011).

The features were so popular until today because it can create an intrinsically motivating

computer learning games. There are four components that were presented by Malone (1980) and

Malone and Lepper (1987) which are challenge, fantasy, control and curiosity. Each of these

components should be included in the game to promise learning.

a) Challenge

Challenging games with uncertain outcomes can increase player motivation comparing ed

withto easy- goals games. Motivation theory such as flow theory shows that player motivation

depends on challenges of a gaming experience that are related to the player skills, perceiving

competence, autonomy and relatedness as well as the player himself, trying to reach several

goals. Challenge was one of the features that was always related to the influencingassociated

with being influential to player motivation to continue playing (Belanich, Orvis, & Sibley, 2013).

Challenge in games had positive effect in learning when the players increase in engagement

increased (Hamari, Shernoff, Rowe, Coller, Asbell-Clerk, & Edwards, 2015). Besides, game

challenge was a strong predictor of learning outcome. Therefore, it is very important thatfor

game designers (Hamari et al., 2015) to develop games with challenge to keep up with the

learners growing abilities.

b) Fantasy

Fantasy in game usually involves game environment and background. In order to present

the perfect of the storyline in the game, game designer will construct the virtual world image

through the game system. However, in Malone’s theory, there are two types of fantasy which are

extrinsic fantasies and intrinsic fantasies (Malone, 1980). Extrinsic fantasies will focus more on

the player skills and not on the fantasy itself. hHowever intrinsic fantasies will focus more on

the player fantasy and player skill at the same time. Malone found out that intrinsic fantasy is

more interesting and more instructional.

c) Control

Malone and Lepper (1987) suggested that controlling one’s environment is a motivating

factor that contributes to the contributing enjoyment of PC-based games. However, control

elements that occur in learning games hasve to be tied to a learner’s belief that he or she is

capable to winof winning the game (Rees, 2011). In making a good game, players should

controlling the game over gameplay, game environment and learning experience (Shute, & Ke,

2012). Besides that, challenge or activity offered by the game should be in the optimum level to

avoid the players offrom losing control and can lead to the negative emotions and resulting in

quitting the game (Schrader, & Bastianes, 2012).

d) Curiosity

Curiosity was produced by conceptual conflict that becoming becomes one of the features

of intrinsic motivation environment (Berlyn, 1965). The use of challenge in the games will make

players curiosity continue to arouse and then satisfy their curiositylater be satisfied. According to

Malone (1981) the idea of optimal level of informational complexity will stimulate situation

which is called, curiosity. There are two types of curiosity which wasnamely sensory curiosity

and cognitive curiosity (Malone, Toward a theory of intrinsically motivating instruction., 1981).

Both sensory and cognitive curiosity could be evoked by multimedia effects. Learning structures
are believed canto be able to evoke sensory curiosity and cognitive curiosity that the learners

could elaborate themselves (Kapp, 2012).

Another theory grounded by this study is Flow Theory by Csikzentmihali (1990). Most of

EG studyies always refers to this theory especially those which are related to the player

motivation. Figure 1.1 illustrates in details aboutthe Theory of Flow. According to the theory of

flow, when the player successfully perceived challenge and skills they are also believed in

perceived learning. According to Csikzentmihali (1990) the flow experiences will only occur

when the player uses a high level of skills to meet a significant challenge and to achieve the goal.

Typically, the challenge and skills are in balance which means the player uses theirhis skill until

their its limits in pursuit of a challenging goal. Furthermore, researcher have proven the theory of

flow in video games, which is achieved by increasing levels of challenge and skills during game

play, had a positive effect on learning (Hamari, et al., 2015). Challenge should be appropriate

according to the student level for influencingin order to encourage them to keep on playing. The

more they play the more they learn.

High

Anxiety
Challenge

Flow Zone

Boredom
Low

Low High
Skill
 Figure 1.2 : Graphical representation of Flow Theory (Csikzentmihali, 1990)

Both theoryies which are Intrinsic Motivation Theory and Flow Theory have mention

mentioned about challenge and the importantce of challenge. Obviously, challenge was is an

important characteristic in game because it can promote learning and motivation as stated in both

theorytheories. This leads the author to study on challenge characteristic and notinstead of other

characteristics, in order to improve student score achievement.

Game-based learning theory was one of the theory grounded byin this study. The theory

basically focuses on how learners can learn by playing the game. Therefore, such of education

games should be designed with play activity so that learners are always playing and indirectly

also learning something. When students play, they are also developing their

psychologypsychological abilities. TheoriticallyTheoretically, playing has an important role in

the development of young children in which they are able to develop meaning through playing

(Noor Azli, Nor Azan, & Shamsul Bahri, 2008). Game-based learning can be

implimentimplemented as learning aids tools by the teacher as well as the students. Learning

through the application of serious games and simulations has opened the way to apply,

experiment and get feedback of acquired knowledge in a “safe virtual world”. This approach also

leads to the high learning value for the students (Pivec & Kearney, 2007).
 According to the tTheoretical framework on Math Train Game in Figure 1.2, shows how

students use Math Train Game as self- learning activity. The objective of Math Train Game is to

be the learning tools for students who intended to increase their skills in Mathematics subject and

know their mathematical level. This may help them to increase their marks in examinations.

Based on the Cognitive Information Processing Model, a human mind is like a computer which

is processes information through the application of logical rules and strategies. However, the

mind itself has limitation to process the amount in nature of information. In the sensory memory,

the goal information will then generate the acquired knowledge that have learnsis learned in the

class room earlier. In order to achieve their goal, students must complete an activity and later

will proceed to the learning problem. Once the students enter the game they must understand the

goal of the game. Students have to recall information or knowledge gathered from the class

environment to win the game. Wrong answers won’twill not be accepted by the game which

stops players to in proceedingproceed to the next level. This process will be repeated until the
correct answer is given. Every levelstage will have its own difficulty levels of question. In so

doing,By this student can challenge their skill in solving mathematical problem. Instead of

thatOther than that, students have to solve the problem as quick as they can. The repeating

process is useful for the studentstudents to enhance their calculation skill to answer correctly at a

time givenwithin the duration of time allocated for them. This process enables teachers to train

the students to answer the mathematical operation correctly in the real examination.

Education games are to seen has a strong theoretical foundation for achieving the

requirements of Cognitive Information Processing Theory. Education game hasThey have the

potential as the cognitive tools as well as motivation factors to enhance student knowledge. This

is approved by Hogle (1996) whichwho believed that educational games may offer a wide

variety of benefits such as, increase in interest and motivation, as well as improvement of

retention and higher order thinking skills. Challenges in education games may develop student

motivation and improve their retention of information in learning.

Children preferences towards video and computer games is totally opposite to the attitude

most of them have towards school nowadays. Therefore, the effort of merging learning content

and games with motivation is a great decision. Game- based learning is a game that is blended

integrated with specific learning outcome. Game- based learning was designed to balance the

subject matter with the skills of the player to retain, and apply itthem into the real world.

Learning with game also can improve learner’s knowledge and skills on specific topic when

playing the game because study occurred s when players are engaged to the games more

(Livingstone, 2011). Nowadays, game- based learning offers powerful benefits and could be
implemented in the classroom (Ladley, 2013). However, all the teachers should be ready for this

challenge to support standard teaching practice in order to create better learning among students

(Nora Zamiah & Maizatul Hayati, 2013).

1.3 Conceptual Framework

The conceptual framework proposed by the author is based on the theories and literature

overview for this study as depicted in Figure 1.4.

P Working Memory Long Term Memory

R R
I
Educational Game

E
O Solving T
Challenge
Oriented

Cognitive
R Problems
Learning E
Theory characteristics
N
K T
N I
O Practicing O
W N
L
E
D
G INTRINSIC MOTIVATION Improved test score
E
 Figure 1.4 : Conceptual Framework on Math Train Education Game

Cognitive learning theory approach assisted by game- based learning theory and intrinsic

motivation theory believed that these games are able to, it makingmake the whole process active,

to motivated students and to improve mathematicsal skills. Children recall their prior knowledge

cognitively when they are trying to solve the mathematical problems in educational game.

Repetitive exercises with different level of difficulties become theprovide adequate challenge for

the children to solve. With repetitive exercises also, students indirectly it allows the studentare

able to improve their calculation skills by practicing especially for the weak and slow learners.

At this point, the learner might develop calculation skill in addition. Difficulties of questions

provided are gradually increased based on different levels and stages. This is important because

by practicing it would help the children to answer the calculation problem correctly as

preparation for the real test later. Moreover, this study also allowenables the children to focus on

their ability in learning mMathematics without the guide of the real teacher on their own learning

pace, anytime and anywhere.

Fun, as promised by the game occurs when theystudents start playing the game with the

play activity. This may lead to the highly motivation when studentsStudents would be highly

motivated when there is a lack of sensemind boggling questions because they arewould usually

be too focused in solving the problem given. Besides, every time the correct answer is given, the

game will generate a feedback such as a star, as a reward to encourage students to play and score
to show their achievement in game. There is an issue onin giving score in EG because it may

demotivate the student and may lead to the frustration in continueing the game. The aim of the

study is to find outdetermine student marks for students’ performance when they are using

educational game without game score. The focus of this study is to see the effectiveness of

challenge as one of the characteristics in mobile education as motivation tools for students to

gain better score in the test.

This study is using experimental research design for the data analysis purpose. Two

different EG prototypes waswere developed to investigate the effect of two different EG based

on score achievement in mathematical test. The first prototype was MEG(challenge alone) and

MEG(challenge and score). The participants were Standard One students from public school at Ipoh

area. Mathematical subject in additional topicwas were chosen to be the learning content. Pre and

post test statistical analysis was used to measure the effectiveness based on the average result

from the test obtained. Details about research framework were discussed in Chapter Three in this

thesis.

1.4 Problem Statement

The main role of game is to stimulistimulate fun which tap into the feelings toof the youngster

and this could make them become preoccupied all the time. Besides fun in game, there are a few

factors that can lead to the student preferences. According to Malone (1982), to produce interface

design that offers more fun, the design heuristic for enjoyable interfaces must include with these

criteria: challenge, curiosity and fantasy (which he tied to emotion and metaphor) need to be
included. Good game design should have challenge as an aspect because without it the game

might have no funless fun factor.

Previous studies have found that game with challenge can enhance student’s learning on

various disciplines such as Arabic, Mathematics, History and Programming (Sabri & Aziah.

2011; Hui, 2009; Nor Azan & Wong, 2008; Roslina, Rasimah, Hasiah & Azizah, 2011).

However, there are still some research issues existed in education game to show the possibility

howof students can gain knowledge by implementing reward system (score) and competition

mechanism (challenge) (Keith et. al, 2010). A study needs to be undertaken to find out the

effectiveness of challenge characteristic in education game to enhancingenhance student

knowledge achievement.

According to Csikzentmihali (1990), when people are completely focused or motivated

on something such as a pleasant activity, with individual and begin to perceivingperceive a

balance between skills and challenge, they are in the Flow state. Therefore, challenge has

become one of the crucial elements in order to imbued flow experience and motivation to the

players (Linehan, Kirman & Roche, 2011). As to dateTo date, there is still a lack of empirical

evidence for their effectiveness in contributing motivation for the players to continues playing

mobile education games (Linehan, Kirman & Lawson, 2011). ThereforeHence, this study is to

measure effectiveness of challenge characteristic in mobile education game at improving score

achievement in the test obtained especially for the children.

1.5 Research Objective

This research is toaims to study the effectiveness of challenge characteristic in MEG and the

main objectively tos are :

1. To measure whether

MEG (challenge alone) has a significancesignificant contribution in improving score

achievement compared with MEG (challenge and score).

2. To evaluate the

effectiveness of challenge characteristics implemented in MEG for Standard One pupils.

3. To Ddesign and

develop prototypes of MEG with challenge characteristics at improvingto improve score

achievement in the test.

1.6 Research Questions

Research questions for this researchstudy are:

1. Does MEG (challenge alone) have significant contribution in improving score achievement

compared withto MEG (challenge and score)?

 2. DoesIs challenge characteristic implemented in MEG for Standard One pupil effective in

improving score in the test obtained?

3. What are the characteristics to be included in the MEG to improve score achievement of

the test?

1.7 Hypothesis

H1. There will be significant contribution at improving score achievement via MEG

(challenge alone) compared withto MEG(challenge and score) in the test obtained.

Ho. There will be no statistically significant contribution at improving score

achievement via MEG (challenge alone) compared with MEG(challenge and score) in the test

obtained.

Ho. There will be no statistically significant differentce at improving score

achievement via MEG (challenge alone) compared withto MEG(challenge and score) in the

test obtained.
Ho. There will be no statistically significant relationship between challenge

characteristic and test score obtained.

1.8 Significance of study

The use of MEG as education aids has been spread widely. However, there arethis is very

new in Malaysia to besince it has only been recently implemented. A lot of researchstudies need

to be carried out to find the key component to support EG in Malaysia. Therefore, a lot of study

researches needed to be undertaken have to be conducted to see the effectiveness of MEG as

learning aids to improve student score achievement in test instead evenas well as to enhance

student knowledge especially in Malaysian classrooms. This study is to explore more about

challenge and to determine iswhether its presence in challenge in EG could improve student

achievement in tests mark in the test obtained. Besides, challenge is able to make the game that

you play more fun and at one stage, they might feel intrinsically motivated. In addition,

challenge as well as may encourage flow experience to the player. If the player proceeds to in

the higher challenge by looking toat the score, it is hoped that they might progress in higher

learning stage. If they are in higher learning stage weit is believed that they will keep playing

the game as well as learning. During the game development, instructional designer and educator

need to indicate the appropriate challenge in order to test their skill or abilities for the specific

learning content.
 This research also will also introduce a new approach and also new method in mobile

education game in Malaysia. Efforts has been undertakenhave been made by many schools to use

computer and game as effective learning tools. The implementation of Virtual Learning

Environment (VLE) and mobile learning in the education system showsis indicative of

Malaysia’s is taking serious steps in upgrading current education system : the relevant authority

instead to make sure alignensures that this new approach is in line with the current world

education trend and the nation is moving forward with mobile education game. This research

will also give anpresents an opportunity to explore the importantce of challenge elements in

motivating student to learn better in game environment.

Instead, it also will give opportunities to examine whether this game is suitable to run on

in Android platform mobile device in order to produce a very conducive learning environment.

bBesides this technology also provide ubiquitous learning environment which ismeans user have

their own time and pace to learn effectively. The implementation of mobile technology as

platform to deliver learning in fun way hopefully couldis hoped to be able to encourage and also

motivate student to learn better and get better results as the outcome.

1.9 Research Scope

This research is focusesd on the development of EG which concern on the challenge

characteristics in EG with specific learning content. The EG wasis developed for Standard One

students from public schools and covers additional operation as learning aid for practicing their

basic mathematic skills as well as to improve at improving mathematicmathematics score

achievement. According to KSSR syllabus for standard one in Mathematics, students must

competencemust be competent in four main topics which wereare Number and Operation,

Measuring and Geometry, Algebra Related and Statistic and Probability. This research is

focusesd on Number and Operation Topic with Additional and Subtraction subtopic. Upon

completedcompleting this subtopic, students must capablebe able to :

i. Perform addition basic facts.

a. Understand and state spontaneous additional facts.

b. Implement specific strategy to perform additional facts

ii. Perform the addition facts within 100.

a. To perform additional facts

b. Implement mental strategy in order to perform additional facts

To make the learning process is similar withto the conventional learning, drill-and-

practice approach was used in developing the EG. The purpose of the selection on drill-and-

practice approach is to mimic the learning process without any stress by from the students when

the problem solving activity went throughis conducted. Learning with play is the approach that

might attract students especially young learners aged seven years old to learn better. The key

elements of drill-and-practice are the repetition, immediate feedback, progressive difficulty

specifically for fluency (Alessi, & Trollip, 2001).

 Two Standard One teachers of Mathematics subject from primary schools around Ipoh

have been selected to validate the test assessment and learning content to be included in the EG

before runing the experimental. After get obtaining an approval from the expert, the process

proceedcontinues with the development of MEG. Research are proceedprogresses to the next

stage with the prototype testing on the effectiveness of EG as self-study at improving test

achievement. Standard One students that running underattend public school wasare selected as

the sample for this study.

1.10 Limitations

This research is limited to :

i. Device type

The primary limitation of the research will be the device. In order to perform the test or

experiment, a big number of devices are needed. Budget limitation will be involved to

obtain this big number of devices. Tablet with 7 inch size is required to conduct the study

because most of the respondents have the experience to handle with it.

ii. The Respondent

 This research is focused on Malaysian Primary School students and specifically for

Standard One students because this group isundergoes the transitional group from

kindergarten to the primary level.

iii. The Content

The content was focused only on Mathematic KSSR especially for Standard One students.

It focuses on the basic mathematicmathematics with Aadditional operation only.

iv. Challenge

The main characteristic in this study wasis to focus on challenge characteristic only and

not involve other intrinsic motivation as stated by Malone is not involved (1980)..

1.11 Definition of Terms

i) EG

A learning aid that helps students to enhance learning in specific content that injected is

determined by pedagogy content and game content.

ii) Transitional Group

Is a group of student that movingis moving to thea higher level of education setting by age such

as from kindergarten to primary school and from primary school to secondary school.

iii) Game-based learning

Is a game oriented sctivity with learning injectedinfused into it that: it makeenables students to

focus on playing the games without realizeing actually they are learning something through the

implementation of gameplay.

iv) MEG

It is a learning tool in the form of game with education setting in the mobile devices such as

tablet, smart phone or laptop and it encourages of ubiquitous learning and the game is called

Math Train.

v) Education Aid

It is a learning tool in assisting student to do self learning via specific learning material such as

board, courseware, exercises book or game.

vi)Android

It is an operating system platform installed within the mobile devices such as smart phone and

tablet to run the application, software or game in the mobile devices.

vii) VLE

VLE is a virtual learning environment that uses the internet connection to run the learning

content with participation of students, teachers and parents.

viii) Score

Score is another element in game so that that allows player will know to monitor their

performance in game. Score is usually presented as point, money and number.

1.12 Conclusion

Game has brought new phenomenon to theboth children and adults. Although some people still

believe that games are usually more associated to many negative elements such as violence and

addiction, however the good digital games could be powerful learning tools to attract learner to

learn actively. Motivation in education game has changed people’s perception towards game as

learning tools for student to use. Motivation will occurs depending on the game characteristics.
According to Intrinsic motivation theory, there are four elements that should have been in

education game to make the game motivated such as curiosity, fantasy, challenge and control.

However, according to flow theory, students will only be in flow state if they achieve an

optimum level of challenge while playing the game. Flow state is a situation in which students

are in motivated intrinsically while solving the problem. Students who are in this condition will

have a lost sense of environment and become too focused with the activity. Therefore it is very

important to investigate the beneficial elements in games that could prompt learners to actively

process instead assistof assisting them to improvinge their score achievement in the examination.