UNIVERSITI TEKNIKAL MALAYSIA MELAKA

FACULTY OF INFORMATION AND COMMUNICATION TECHNOLOGY

BLHW2403 TECHNICAL ENGLISH

REPORT: Develop a Game for Learning

No Name Metric Number

1 NEESHANDRAN SIVASUBRAMANIAM B031710099

2 DANIAL HAKIM BIN AHMAD KAMAL B031710133

3 MUHAMMAD NABIL BIN ZAKARIA B031710087

4 USRI YUSRA BIN ROSLI B031710085

5 TAHER MOHAMMED AL-FAKIH B031710448

MUHAMMAD ASYRAF AFIF BIN AB
6 B031710107
SAMAD

LECTURE NAME: PN RAZILAH BT ABDUL RAHIM

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 ACKNOWLEDGEMENTS

We are grateful to University Technical Malaysia Melaka (UTeM) for their kind
help for supplying the electronic components and giving their laboratory facility to
complete this study.

ABSTRACT

Historical philosophy is important for students intellectual, spiritual and emotional

improvement. Previous investigation showed as that there are problems in history
subject learning among students. Students consider history subject as difficult and
very boring because they need to remember facts besides understanding those facts
time and historical events. Interactive multimedia can Increase student’s interest and
make the teaching process more interesting and make the history alive. The key
findings from examination are sorts of issues faced by the students in learning
history subject and the potential of Game Based Learning (GBL) approach for the
development of interactive courseware to increase student’s interest in learning
history.

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 TABLE OF CONTENTS
Acknowledgements........................................................................................................... 2
Abstract............................................................................................................................. 2
Chapter 1: Introduction...................................................................................................4
Background of project.................................................................................................4
Statement of the problem............................................................................................ 4
Scope of the study....................................................................................................... 4
Limitations of the Study (problem statement)............................................................ 5
Objective of the Study.................................................................................................5
Review of literature.....................................................................................................6
Chapter 2:Methodology................................................................................................... 8
Introduction................................................................................................................. 8
Research instruments.................................................................................................. 8
Respondents of study.................................................................................................. 9
Research procedures..................................................................................................10
Data analysis............................................................................................................. 10
Summary................................................................................................................... 10
Chapter 3:Result and Discussion.................................................................................. 11
Introduction............................................................................................................... 11
Chapter 4: CONCLUSION AND RECOMMENDATIONS...................................... 14
Conclusion.................................................................................................................14
Recommendation.......................................................................................................14
Chapter 5:Reference...................................................................................................... 15

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 CHAPTER 1

INTRODUCTION

1.1 Introduction
Nowadays, people all over the world take seriously and care about beauty
regard less of gender. Games offer a unique structure to complement traditional
teaching strategies and infuse teaching with energy, spark innovative thinking and
provide diversity in teaching methods. Games make learning concepts more
palatable for students and supply learners with a platform for their creative thoughts
to bounce around. Games encourage creative behaviour and divergent thought
(Fuszard, 2001) and are excellent ice breaker. Games will often act as learning
triggers inducing lively discussion on learning concepts amongst students following
game play.

1.2 Statement of the problem

An understanding to develop a game to help secondary school student
learning history lesson is crucial as history teach not to repeat a mistake and build
up patriotism spirit. Even though it is important, most student nowadays are not
interested in learning history. Student are quickly bored learning because of tired of
reading books. The traditional way of study which is using a book is not very
interactive enough to pick student’s interest and moreover the book is also thick
which is not convenient. With the technology which are growing rapidly, a lot of
interactive application and games have been develop this day. Young people now
are obsessed toward games, therefore developing an interactive game will become a
new solution to help student in learning history. This study is to help secondary
school student in their history learning.

1.3 Scope of the Study

In this study, this project will focus on the students who have problems with
a historical subject because they would spend most of their times playing games
rather than reading historical books. The study helps to know different aspects of
engagement factors with entertainment games including subjective feelings of
enjoyment, physiological responses, motives, game usage, player loyalty, and the
impact of playing games on a student’s life. The study helps to know the interest
behavior of students towards game-based learning either increasing or not. The
study also helps highlighted the latest trends about software game industry which

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will be useful for the team to analyze and make different features for the apps
getting more attracted.
This project basically will focus on all consumers especially to who
inquisitive and want to know more the details about the products that they used.
These scopes are divided into two scopes which are user scope and system scope.

• User scopes
 install application game through the internet.
 Comment and rate in the forum page of application.
 Play the game, complete the level.
 View the galleries and learn about the Malaysian history, myths, and
character details.

• System scopes
 View the number of increasing player who has installed
 Show tutorial on the help menu to teach the user how to play the game
 Achievement contain story about Malaysian history and the gallery of
picture and photo about Malaysian places

1.4 Limitations of the Study

The data collected from the document and other resource such as magazines
and newspaper about learning with games are not enough because this method of
learning still new in this country. Besides, there is no company that make a game
based on specific topic in historical books that secondary school students use. All
the games that related to the history are based on overall history of some heroes or
particular event.

1.5 Objective of the Study

Fake products are often produced with the intent to take advantages of the
superior value of the imitated product. This is not only true of medicines, but it also
used for many other types of products. Thus, certification marks and authorizations
such as the CE mark also can be copied.
The purposes why the history education game needs to be developed as below:

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 i. To build and develop education game which can help secondary school
student in history fake using Unity engine software.
ii. To assist and allow the consumer in understanding more and have fun in
learning Malaysian history.

1.6 Review of literature

Much like the different reasons for using games for learning, the perspectives
on what counts as game-based learning are equally diverse. These perspectives are
critical because they pinpoint how game-based learning is conceptualized for
learning in schools.
The dominant view conceives game-based learning as a learning approach
driven by game technologies (e.g., Gee, 2003; Prensky, 2003). It asks how games,
such as a commercial off-the-shelf game, can help young people learn. This view
suggests that learning occurs predominantly as a result of game play.
Therefore, learning takes place when players can play a game at their own
pace and style, even outside of school. Through self-initiated game play, players
develop higher order thinking skills and even social skills without guidance from
teachers
The second view perceives game-based learning as a learning approach driven
not only by game technologies, but also by pedagogies. Learning does not take
place only within a game, but also through the activities designed around a game.
Many schools hold this view of game-based learning. Unlike the first view, students
(instead of players) often learn to play with guidance from teachers – much like how
students learn with textbooks.
The third view regards game-based learning as more of a pedagogical/learning
innovation informed by game design principles. This view employs game
mechanics and game-design thinking to design learning environments. Role-playing,
achievement, competition and reward system are some of the game features often
employed to “gamify” the learning contexts such as online communities (e.g., Kapp,
2012).

Game-based Learning in Schools

How are the three perspectives on game-based learning relevant to learning
in general, as well as to learning in schools?
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 Viewing game-based learning as a learning approach driven by game
technologies is more suitable for learning initiated by players themselves. When a
player plays a complex problem-solving game, such as Civilization, they may
develop deep understanding about how a complex system works on their own
(Squire, 2004). They learn not only because they are motivated, but also because
they can play at their own pace and style.
Viewing game-based learning as both a technological and pedagogical
innovation seems like an ideal model for schools as most learning activities involve
teacher guidance and the use of technologies. The reality, however, often suggests
otherwise.
Games ideal for fostering 21st century competencies are often no longer the
same games when they are used in the classroom. The rules of play are changed to
fit the schooling context. Players, as students now, are often not allowed to play the
game in their own playing styles. The learning processes and outcomes can
dramatically change as a result.
Another challenge comes from using a game for what it is not designed for,
especially for games with the potential to develop higher order thinking skills. They
are often designed as interactive systems that don’t “carry” a lot of contents. Even
when they do, those contents are essential information for problem solving, instead
of canonical facts to be memorized (Gee, 2007; Shaffer, 2006).
While these games are ideal for developing higher order thinking skills, they
are unsuitable for content mastery. Teachers usually face the challenge of trying to
do both at the same time, given that time is always not on their side. The result is
that both teaching objectives are often compromised.
Viewing game-based learning as a pedagogical innovation appears to be a
more plausible approach, especially when costs, logistics and scalability are major
concerns.
It is the design principles that make a game a good game and therefore, a
good learning experience for a player. Though it is largely unexplored, there is rich
potential in employing game design principles to turn the classroom itself into a
game for higher order thinking and soft skills.

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 CHAPTER 2

METHODOLOGY

2.1 INTRODUCTION

This chapter describes the methods that are commonly used as a guideline for
solving the problems with certain components such as phases, tasks, methods,
techniques and tools. The main purpose using research methodology is to get
responses from student and teacher among all schools in Melaka in order to get
information on building up the game application. By using questionnaire, data
gathered into analysis chart for better view.

2.2 RESEARCH INSTRUMENTS

By using questionnaire, the results analyzed with quantitative methods by

assigning numerical values to Likert-type scales. Results are generally easier than
qualitative techniques to analyse.

2.2.1 QUESTIONNAIRE

Questionnaire is the fact finding that have been chose. Questionnaire was chosen
because it can generate data from our target scope. A set of questionnaire which
contain 9 question has been developed. General information and opinion
question has been divided.

2.2.2 METHODOLOGY

Waterfall Model was chosen because it suit with game development process. By
collecting requirement, all required needs for development have been integrated
in order to build based on requirement.

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 3.2.1 Figure: Waterfall Model

2.3 RESPONDENTS OF STUDY

The respondents are between age of 13 to 50 who have experience in playing

games either entertainment or educational games. A total of 100 respondents which
consists of 60 students and 40 teachers. More than 80% responds from students
shows that playing games just for entertaining purpose. On behalf of teachers, the
results shows that 70% teachers more prefer playing games for educational purpose
not just entertaining. Other than that, 30% of respondents more likely playing
games for releasing stress. Moreover, most of the respondents agree that playing
games are suitable for education purpose.

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2.4 RESEARCH PROCEDURES

This chapter mainly focuses on describing data collection and all related issues
to data collection process. In 25 Feb 2018, the team discussed with school principal
in order to get permission for doing this research towards his students and teachers.
The questionnaire have been provided and spread it at Sekolah Menengah
Kebangsaan Durian Tunggal in Melaka. The recipients were requested to completed
the questionnaire that consists of 9 questions. First two question ask about general
information and the other 7 was about gaming experience and opinion on affects of
game to community in the future.

2.5 DATA ANALYSIS

To analyse the data, the data have been inserted into google form by using a
computer. Google form will create a chart for better view. Bar charts and
descriptive statistics were constructed to display actual frequency result. All
incomplete questionnaire will be consider as unacceptable answers.

2.6 SUMMARY

The purpose for this chapter is to explain and describe the methodology used in
this study. Describing by explaining fact finding, sample questionnaire,
methodology chose, procedure and result of study. All results based on
questionnaire that has been developed.

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 CHAPTER 3

RESULT AND DISCUSSION

3.1 Introduction

The questionnaire consists of 9 questions. The results are obtained from a total
number of 54 respondents who are students of FTMK, UTeM. The results are
explained in the form of pie charts, and bar graphs.

Count of Gender Count of Year

Figure above shows total number of 54 students gave response to the online survey
carried out for the study of game based learning application based on students’
perception. The graph shows that the female respondents were more than the male
respondents. This survey was responded by students of FTMK, UTeM ranging from
Year 1 to Year 4.

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This pie chart discusses on the genres most played by students. The figure above
shows that 20% students love playing educational genre games. Meanwhile 9%
which is 5 students like to play other genres and 17% students like sports genre
games. This result explains that the majority students like to play action/adventure
games.

The above bar chart above discusses about whether playing games effect your
grades and games can help in studies or not. 40 students agreed that playing games
can effect exam grades and the remaining 14 of them denied it. Meanwhile, 35 of

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students agreed that games can help in studies and the rest 19 of them said vice
versa. This results explained that majority students agreed that playing games does
effect students grade but games can help too in studies.

The bar chart above discusses is it possible to learn a country history or culture. 30
students accept that history of a country can be learned through games and the rest
24 of them denied it. Besides that, majority of students agreed that culture of a
country can be learned through and a few students denied it. In conclusion, games
can help students to improve their educational level.

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 CHAPTER 4

CONCLUSION AND RECOMMENDATIONS

4.1 Conclusion

Educational games have become a huge research which enabled players to

learn some knowledge while they play in an immersive game environment. Since
students and teachers perceived history as a boring subject because it is difficult to
memorize facts, we believe that history educational games can be used as an
alternative to history learning in an entertained experience. Therefore, we propose a
game based learning model for educational game design and a development
methodology.

4.2 Recommendation

There are several recommendations that can be addressed based on this study:
 Take one step further into the project which is develop prototype and testing
its function to increase its market value.
 Study how to make a learning game from others country that have lot of
experience in learning game such as America and Japan

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 CHAPTER 5
REFERENCES

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New
York, NY: Palgrave Macmillan.
Gee, J. P. (2007). Good video games and good learning. New York, NY: Peter Lang.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1–6.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment, 1(1), 21–
21.
Shaffer, D. W. (2006). How computer games help children learn. New York, NY:
Palgrave Macmillan.
Schaffer, D., Squire, K., Halverson, R., & Gee, J. (2005). Video Games and the Future
of Learning. Phi Delta Kappan, 87(2), 105–111.
Squire, K. (2004). Replaying history: Learning world history through playing
Civilization III. (Unpublished doctoral dissertation). Indiana University Bloomington,
USA.
Squire, K. (2006). From content to context: Videogames as designed experience.
Educational researcher, 35(8), 19–29.
Squire, K. & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation
skills with a place-based augmented reality game on handheld computers. Journal of
Science Education and Technology, 16(1), 5–29.f
https://cyfar.org/data-collection-techniques

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