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DEPARTMENT OF EDUCATION I REGION IV – A CALABARZON I CITY SCHOOLS DIVISION OF DASMARIÑAS
DASMARINAS INTEGRATED HIGH SCHOOL

Science and Technology Department 1
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
A. Introduction
Learning mathematics is a must for Filipinos (Global Digital Citizen Foundation,

2015). To equip the high school student with necessary competencies, the K-12
curriculum strategically connected areas of Mathematics. Schools are applying
different strategies to be able to engage the student’s interest in mathematics.
Still, mathematics remains as one of the least favorite subject of high school
students (Tandoc Jr., 2015). Because of this attitude, the Philippines still lag
behind countries in Filipino’s mathematical proficiency. Based on World Economic
Forum’s (WEF) Global Competitiveness Report for 2011-2012, the Philippines
ranked 115th out of 142 countries in perceived quality of Math and Science
education (Gurney-Read 2016). High school graduates that are not fully equipped
with mathematical skills often suffer during the later years of education, some even
stopped studying.
In hopes of changing the attitude of students towards mathematics, many

researchers started to incorporate math concepts to computer games. Websites
such as Sqwishland.com offer games that incorporate math concepts, however,
these concepts don’t align with the mathematical competencies needed for high
school students. In addition, high school students prefer more popular, non-
educational games compared to math games simply because those games can
keep-up with pop-culture and current trends and tastes.
As a solution, the researchers programmed two contrasting games – a Hyper-

Casual and a Shooter game. These games are popularly played as pastime and
entertainment by Filipino students. (The Filipino Gamer, 2017). The mathematical
concepts creatively applied in the games include Algebra, Geometry,
Trigonometry, Statistics and Probability fit for high school students. The
entertainment and educational factors of these games were rated by the players.

B. Statement of the Problem
The main problem of this study is to develop two games that will immerse high
school students in mathematics. Specifically, it aims to answer the following
research question:
1. What is the entertainment value of the Hyper-casual and Shooter games

as supported by the following variables?
a. Evaluation rating
b. Confidence rating
2. What is the immersion value of the Hyper-casual and Shooter games
based on the following?
a. Number of pre-test and post-test items answered
b. Significant difference between the number of pre-test and post-test
items answered by the Hyper-casual, Shooter, and control group
3. Is there a significant difference among the two games in terms of
entertainment value and immersion value?
C. Null Hypotheses
1. The Hyper-casual and Shooter games has no entertainment value as
supported by the following variables.
b. Confidence rating
2. The Hyper-casual and Shooter games has no immersion value based
on the following:
3. There is no significant difference among the two games in terms of
entertainment value and immersion value.

D. Assumptions
The study assumes that the following statements are true:
1. Filipino high school students think that mathematics is a boring subject.

2. Filipino high school students like to play games.
3. Students that are interested in mathematics have high grades in the said
subject.
E. Significance of the Study
The development of this study will provide new ways in which students can
fully comprehend and apply mathematical concepts. Teachers can use these
games as enrichment activities and as a part of strategic intervention materials.
On the other hand, students can be productive while enjoying games as their
leisure.
These games will also help students understand the importance of math in
real life situations outside the classroom. If fully utilized, it will help Filipino
youths become proficient in math resulting in personal and economic growth
alike.
F. Scope and Limitations
This study was focused on the development of two games and measuring
the games’ entertainment value and immersion value. This was conducted in the
school grounds and in one of the researcher’s house from October to January
2019.
Teaching mathematics is not the purpose of creating the game. Instead, the
games will immerse the students in mathematics. The game will only increase
students’ interest in math, not imitate classroom style of teaching mathematics.

Development was focused to two games, a Hyper-casual game, and a

Shooter game. Mathematical concepts integrated in the games were Algebra,
Geometry, Trigonometry, Statistics and Probability fit for high school students
To test the games, three groups of respondents were gathered. These

respondents will play the game for 10 days. The entertainment value was
measured by rating the games after playing it. On the other hand, the educational
value was measured by comparing the pre-test and post-test scores of the
respondents.
G. Definition of Terms
Construct 2. An HTML5-based 2D game editor, developed by Scirra Ltd. It is

aimed primarily at non-programmers, allowing quick creation of games in a drag-
and-drop fashion using a visual editor and a behavior-based logic system.
Game engine. A software-development environment that is used to build video

games
Hyper-casual game. These are games that are lightweight and playable in an
instant.
Immersion. A deep mental involvement into any subject.
Shooter game. These are games in which the player controls a character that
wields weapons that shoot or harm an enemy.
Sprite. A bitmap graphic that is designed to be part of a larger scene. It can either
be a static image or an animated graphic.

H. Theoretical / Conceptual Framework
Hyper-casual game (Group A)
Entertainment
High School Playing the Hyper- rating
students casual game
Immersion in
Mathematics 10
The student respondents answered a demographic questionnaire and a pre-test

before playing the game. Then, the game was installed in the respondents’
smartphone and the respondents played for 10 days without intervention. After 10
days, a post-test, evaluation questionnaire, and a confidence rating scale will be
answered.
Shooter game (Group B)
Entertainment
rating
High School Playing the
students Shooter game Immersion in
Mathematics 10
The student respondents answered a demographic questionnaire and a pre-test

before playing the game. Then, the game was installed in the respondents’
computer and the respondents played for 10 days without intervention. After 10
days, a post-test, evaluation questionnaire, and a confidence rating scale will be
answered.
Controlled group
The controlled group answered the demographic questionnaire and a pre-test.

They will not play any game and no intervention will be provided. After two weeks,
they only answered the same post-test.

CHAPTER 2: REVIEW OF RELATED LITERATURE
Review of Related Literature
Construct 2
Construct 2 makes HTML5 games. These run online in a web browser on a wide
variety of different devices and operating systems, including on mobile devices like
phones and tablets, ensuring your game is accessible to as many people as
possible. This section is a summary of the technology involved. It is probably of
more interest to technically-minded people and can be skipped if you are more
interested in the details of how to use Construct 2.
Despite the fact that Construct 2 games can be ported to a variety of different
platforms even as "native" apps, the underlying technology is still a HTML5-based
engine.
HTML5
HTML stands for HyperText Markup Language. HTML is the standard way web
pages have been made since the beginning of the internet. HTML5 is the fifth major
revision of the HTML standard, and it started to gain widespread adoption in 2011.
It introduces many new features, but only a small number apply to games.
However, "HTML5" is still the most appropriate way to describe the technology
used for Construct 2's games. JavaScript is the standard programming language
used to program web pages, and this is also used to power Construct 2 games.
Of particular interest in HTML5 is the newly introduced <canvas> tag. This creates
a rectangular surface in a HTML web page where any images or content can be
drawn. This makes it ideal for games. All Construct 2 games use the HTML5
canvas to display the game.

Science and Technology Department
7
HTML5 is comparable to Adobe's Flash technology which dominated the internet

for gaming prior to 2011. HTML5 differs in being an industry-agreed standard,
rather than a product controlled by a single company like Adobe. Flash also runs
as a browser plugin, which must be separately downloaded and installed, whereas
HTML5 is built in to the browser. This also means HTML5 games can run on
devices where there is no Flash support, such as iPhones and iPads. Given its
advantages, HTML5 will eventually replace Flash on the web.
JavaScript
JavaScript is the standard programming language for the web. It allows web pages
to become interactive and in many ways work like traditional applications. It is also
an industry-agreed standard.
JavaScript is not Java. These are two unrelated programming languages which
simply happen to have a similar name. Java applets are another technology which
can run in a web page, but it is a totally different technology to JavaScript. Try not
to get confused between the two: games made in Construct 2 do not need or use
Java to run. Modern browsers compile java script to native machine code (or CPU
instructions). This ensures that web pages (including games) using java script run
as quickly and efficiently as possible.
JavaScript is a garbage-collected language, which makes games vulnerable to

pauses or stuttering due to garbage collection. Construct 2's game engine is
optimized to create minimum garbage, recycling objects wherever possible. Even
entire object instances are recycled if an object is destroyed and later re-created.
This helps improve performance and ensure the game runs as smoothly as
possible.
JavaScript programmers can extend Construct 2 with their own plugins and
behaviors.

Clip Studio Paint
Clip studio paint is family of graphic software developed by Celsys; a Japanese

graphics software company used to create and color manga, comics, or cartoons.
Clip Studio Paint's tool set is focused and optimized for use in creating comics and
manga. It has tools for creating panel layouts, perspective rulers, sketching, inking,
applying tones and textures, coloring, and creating word balloons and captions. It
supports creation of bitmap and vector art, importing 3D models, and frame by
frame animation. It supports input with a mouse, or with a stylus and a graphics
tablet or tablet computer.
Adobe Photoshop
Adobe Photoshop is graphics software that is widely used for raster image editing,
graphic design and digital art. It makes use of different layering and various tools
to allow for depth and flexibility in the design and editing process.
In addition to raster graphics, Photoshop also has limited abilities to edit or render
text, vector graphics (especially through clipping path), 3D graphics and video.
Photoshop's feature set can be expanded through the use of Photoshop plug-ins,
programs developed and distributed independently of Photoshop that can run
inside it and offer new or enhanced features.
Aseprite
Aseprite is an application that enables the user to create 2D animations for

videogames. Features of Aseprite include the ability to create a new Sprite or open
an existent one, modify and save sprites, animate sprites, work in different layers,
export, import, and transform sprites.

Google Chrome
Chrome is a free Internet browser officially released by Google on December 11,

2008. Its features include synchronization with Google services and accounts,
tabbed browsing, and automatic translation and spell check of web pages. It also
features an integrated address bar/search bar, called the omnibox. (Computer
Hope, 2018). Most of Chrome's source code comes from Google's open-source
Chromium project, but Chrome is licensed as proprietary freeware. WebKit was
the original rendering engine, but Google eventually forked it to create the Blink
engine; all Chrome variants except iOS now use Blink.
Review of Related Studies
Teaching and Learning Mathematics
Children learn mathematics in the early stages of their lives through real-life
interaction and playing with toys or materials, guided by their parents, siblings, or
peers (Broody & Wilkins, 1999; Griffin, 2004, as cited by Kermani, 2017). In the
Philippines, the K-12 curriculum imposes a student-centered way of teaching
(“Why Teachers in the Philippines”, 2015). Nowadays, learners enter the school
and learn mathematics through a hands-on and practical approach. In addition,
group work and brainstorming with peers is implemented so that the students can
clarify their thoughts, process concepts, and discuss ideas with much ease. These
teaching practices are proven to be more effective than the conventional question
and answer exposition in which the teacher will discuss all the laws and concept
while the students sit and listen (Ulep, 2006). Applications of concepts in real life
situations are also given importance, especially in the K-12 curriculum.

Games and Mathematics
The use of games in teaching is not new and is proven advantageous in teaching
mathematics (Ernest, 1986). It evolved from older games that are actually drills in
which lessons learned in the classroom is practiced, to construction versus
instruction, constructivism, and collaborative community of learning of modern
games (Kebritchi, 2002). Several studies and literature reviews have proven that
interactive computer games are successful in motivating students in mathematics
and improving their academic achievement (Hmaid & Ibrahim, 2017; Huang & Wu,
2015; Hui, 2006; Kebritchi, 2008). In particular, McLaren, et al (2017), tested the
effectiveness of math games in teaching decimals. After playing the game, the
respondents answered a post-test, delayed post-test, evaluation rating, and
confidence rating to assess their learning.
In modern games, students develop and apply math concepts in real life situations
that they actually experience while playing the game. Problem solving skills such
as trial and error methods, simplifying difficult tasks, looking for patterns, making
and testing hypotheses, reasoning, and proving and disproving are also developed
while playing games.(Ernest, 1986). Games also engage students in mathematics
at cognitive, affective, affective, and operative levels. Cognitive level refers to the
actual math concepts that the student learned from the game, affective level refers
to the fun or pleasure that the student feels while playing the game, and operative
level refers to the improvement in the student’s strategic and problem solving skills
after playing the game. Also, games provide challenge to students, which in turn
improve immersion in the lesson. Dialogue and interaction during and after playing
also engages the student and prevents boredom (Attard, 2017).
Shooter Games and Hyper-Casual Games
Hyper-Casual games are defined as games that are lightweight and playable. The
addiction on these games comes from the short gaming session and the ease of
playing. In addition, players can start and stop playing the game anytime he

pleases. User Interfaces of these games are also simple making it easy to play
(Heinze, 2018).
On the other hand, Shooter games are games in which the player controls a
character that wields weapons that shoot or harm an enemy (Hosch, 2009).
Specifically, the game developed is a top down Shooter game. Top down refers to
the perspective used in the game. It provides an elevated viewpoint above the
action. This can include games with Isometric graphics, dual-joystick Shooters,
and 3D platforms.
Both games are popular to teenage and young adult Filipinos (The Filipino Gamer,
2017). While Shooter games have been popular since 1960s (Rigney, 2012), the
popularity of Hyper-casual games is relatively new. Even so, game developers and
marketers see a positive trend in the bloom of Hyper-casual games (Heinze, 2018)
Use of Shooter Games and Hyper-Casual Games in Immersing Students
While there are no studies coining mobile games and learning, several researches
about the behavioral and motivational effect are published. Yee (2006) stated that
games affect people in three components – achievement, social, and immersion.
Behavioral patterns such as domination, analysis, and wanting progress (under
the achievement component); friendship, self-disclosure, and collaboration (under
the social component); and exploration, fantasy, lore, relaxation, escaping real life
(under the immersion component) are related depending on the kind of games
someone plays. On the other hand, Pollak et al. (2010) proved the motivational
effect of mobile games in having a healthy diet. In the journal “It’s Time to Eat!
Using Mobile Games to Promote Healthy Eating”, they used a digital pet game that
needs to be fed and taken care of. Taking care of the pets encourage the players
to take care of their own health as well.
The possibility of changing behaviour towards diet through mobile games serves
as a basis of this study which in turn aims to change the student’s bahavior twards
learning mathematics.

Creating the Games
The researchers used a game engine called Construct 2 to create the game. A
game engine is defined as a software-development environment that is used to
build video games. Construct 2 is a powerful ground breaking HTML5 game
creator designed specifically for 2D games. It allows anyone to build games without
the need to code programs. Construct 2, developed by Scirra, is an HTML5-based
2D game development engine that is aimed to non – programmers. It has the drag-
and-drop functionality for easy creation with a visual editor and a behavior-based
logic system. Though it is an HTML5-based engine, it has the ability to export the
game to an .exe file. The primary method of programming games and applications
in Construct is through 'event sheets', which are similar to source files used in
programming languages. Each event sheet has a list of events, which contain
conditional statements or triggers. Once these are met, actions or functions can
be carried out. Event logic such as OR and AND, as well as sub-events
(representing scope) allow for sophisticated systems to be programmed without
learning a comparatively more difficult programming language. Groups can be
used to enable and disable multiple events at once, and to organize events. A
JavaScript plugin SDK is used in Construct 2 as a compatible scripting system.

CHAPTER 3: METHODOLOGIES
A. Research Method Used

The research method used is developmental which is concerned with creating
devices. The design consists of a Hyper-casual game and a Shooter game that
will incorporate algebra, geometry, trigonometry, statistics and probability in
creative ways.
This research compared survey results of the two games.
B. Materials and Equipment

Two computers were used. Computer A was used for designing using
Photoshop, Clip Paint Studio and Aesprite and creating audio using FL Studio.
Computer B was used for programming and creating math problems using
Construct2
For the survey, demographic questions were first asked, and then the
respondents were suggested to answer math questions applied in the game as
much as the respondents want, both pre-test and post-test. Evaluation
questionnaire and a confidence-rating scale with five questions were answered
after playing the game (McLaren et,at., 2017).
C. Procedure
Game Planning
Planning the game concept was heavily done by researching for

gameplay ideas, then brainstorming creative ways to apply high school math.
Game Development

The development of the game starts after a concept is brought up and

studied. The researchers will have individual tasks; designing, programming and
managing. In designing, the researcher picked an art style and from there
created an environment like background and color balance. In programming, the
researcher will create the logic between individual objects. In managing, the
researcher is tasked to make sure the programming and designs are consistent
with each other. The researcher might also take care of math logic and sounds.
Environment designs
Figure 1.1 Figure 1.2


Figure 1.5
Figure 1: Pre-design of stage (Shooter game)
Character Designs
Figure 2: Character Designs (Shooter game)


Figure 3.1
Figure 3.2
Figure 3: Sprite Designs (Hyper-Casual game)
Figure 4: Stage Designs (Hyper-Casual game)


Programming
Figure 5: Construct 2 Event Sheet


Managing
Figure 6: Layout
After individual tasks are accomplished, the designs are embedded to the code.
Bug fixing is required to remove bugs.
Figure 7: Debug-mode
Hyper-casual: Shepherd
Dungeon Mathematical is set to endlessly challenge players with math by

answering math question while being under attack. The difficulty of the questions
wills heavily based on the game mod the player wants. There are three game
modes: Normal mode – players can choose between equations and visual math;

Arcade mode – players have more interaction with game elements such as
character levels; Custom mode – players can choose what math question they
want to answer
Players may choose from eight characters and may even have pets in
Arcade mode. The math includes Algebra, Geometry, Trigonometry, Word
Problems and Statistics
Shooter: Agent 42
Agent 42 is a highly interactive game that uses math in the most indirect
ways. Agent 42 is also committed to a comedic writing through dialogue and
action. The players will play as Agent 42, an android who had just been salvaged
by an organization having the same interest of Agent 42's team, Ancient Math
Relics.
D. Research Design
Game Design
The basic background and design of the Hyper-casual game was heavily
influenced by endless games available mostly on mobile devices.

Game Flow
Hyper-casual game
Shooter game

Background Design
Figure 8: Background design (Hyper-casual games)
Game Hyper-casual Shooter game Control (no

game)
Number of 15 15 15
Respondents
(players)
Total number of experimental units: 15 x 3 = 45
Dependent Variables: Answers form the evaluation questionnaire and

confidence rating scale.

Difference of number of pre-test and post-test

answered
Independent Variables: Type of the game played


CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA
Problem 1: What is the entertainment value of the Hyper-casual and

Shooter games as supported by the following variables?
Table 1: Evaluation rating of the Hyper-Casual game under specific

criteria
Criteria Total Mean Interpretation
Gameplay 61 4.07 Good
Game Design 65 4.34 Good
Sound/Music 56 3.73 Good
Application of 59 3.93 Good

Math Concepts
Addictiveness of 60 4.00 Good

the game
TOTAL 301 4.01 Good
Table 1 shows the evaluation rating of the Hyper casual game. The mean
rating of the gameplay is 4.07, which is equivalent to good. The mean rating of the
game design is 4.34, which is also equivalent to good. Next, the mean rating of the
sound effects and music embedded in the game is 3.73, which is equal to good.
Application of math concepts has a mean of 3.93, and is also rated good. Lastly,
the game’s addictiveness has a mean rating of 4.00, equivalent to good
Over-all, the Hyper-casual game has a good entertainment value based on

the evaluation rating, with a mean rating of 4.01.

Table 2: Evaluation rating of the Shooter game under specific criteria
Gameplay 67 4.47 Good
Game Design 67 4.47 Good
Sound/Music 57 3.80 Good
Application of 66 4.40 Good

Math Concepts
Addictiveness of 60 4.00 Good

the game
TOTAL 317 4.27 Good
Table 2 shows the evaluation rating of the Shooter game. The mean rating
of the gameplay is 4.47, which is equivalent to good. The mean rating of the game
design is 4.47, which is also equivalent to good. Next, the mean rating of the sound
effects and music embedded in the game is 3.80, which is equal to good.
Application of math concepts is rated good, with a mean of 4.40. Lastly, the game’s
addictiveness is rated good with a mean of 4.00.
Over-all, with a mean rating of 4.27, the Shooter game has a good
entertainment value based on the evaluation rating.

b. Confidence Rating
Table 3: Confidence rating of the Hyper-Casual game under

specific criteria
Performance confidence 55 3.67 Confident
Time spent in each level 54 3.60 Confident
Ease in solving the 47 3.13 Neutral

problems
Achievement factor 61 4.07 Confident
Improvement factor 62 4.13 Confident
GRAND TOTAL AND 238 3.17 Neutral

MEAN
Table 3 shows the Confidence rating of the Hyper-casual game.

Performance quality has a mean rating of 3.67, which means that the players are
confident that they performed well on the game. Next, time spent per level has a
mean rating of 3.60, which means that the players are confident that they finished
each level in a short period of time. After that, ease in solving the problems is
ranked neutral with a mean of 3.13. Following that, achievement factor has a mean
rank of 4.07, which means that the players are confident that they achieved a lot
while playing. Lastly, improvement factor obtained a mean rating of 4.13, which
means that the players are confident that their math-related skills improved after
playing the game.
Over-all, with a mean rating of 3.17, players are confident while playing the
game based on the confidence rating.

Table 4: Confidence rating of the Shooter game under specific

criteria
Performance 57 3.80 Confident

confidence
Time spent in 57 3.80 Confident

each level
Ease in solving 52 3.47 Neutral

the problems
Achievement 57 3.80 Confident

factor
Improvement 60 4.00 Confident

factor
GRAND 283 3.77 Confident

TOTAL AND
MEAN
Table 3 shows the Confidence rating of the Shooter game. Performance

quality has a mean rating of 3.8, which means that the players are confident that
they performed well on the game. Next, time spent per level has also a mean rating
of 3.8, which means that the players are confident that they finished each level in
a short period of time. After that, ease in solving the problems is ranked neutral
with a mean of 3.4. Following that, achievement factor has a mean rank of 3.8,
which means that the players are confident that they achieved a lot while playing.
Lastly, improvement factor is rated 4.0, which means that the players are confident
that their math-related skills are improved after playing the game
Over-all, with a mean rating of 3.7, players are confident while playing the
game based on the confidence rating.

Table 5: Comparing the evaluation rating and the confidence

rating of the Hyper-casual and Shooter game
Group Evaluation rating Confidence Rating
Grand Interpretation Grand Interpretation

mean mean
Hyper-casual 4.01 Good 3.17 Neutral
Shooter 4.27 Good 3.77 Confident
Table 5 shows the evaluation rating and confidence rating of the Hyper-
casual and Shooter games. In evaluation, it can be seen that the grand mean of
Hyper-casual is 4.0 while the grand mean of Shooter is 4.2 and has the same
interpretation of Good. On the other hand, in the confidence rating, the grand mean
of Hyper-casual is 3.1 and falls in the interpretation of Neutral while the grand mean
of Shooter is 3.7 and falls in the interpretation of Confident.
Problem 2: What is the immersion value of the Hyper-casual and

Shooter games based on the following?
Table 6: Comparing the mean number of pre-test and post-test items

answered by the Hyper-casual group, Shooter group, and control group.
Groups Pre-test Post-test Difference
Hyper-casual game 8.13 26.70 17.87
Shooter game 7.80 25.20 17
Control 7.93 14.87 6.87



One way ANCOVA was used by the researchers to compare the difference
between the number of pre-test and post-test items answered by the three groups
whilst taking control of the respondent's current math grades
Table 7: Test of between-subjects effect
Dependent Variable: Difference between the number of pre-test and post-test items
answered
Type III
Sum of Mean Partial Eta
Source Squares df Square F Sig. Squared
Corrected
1298.147a 3 432.716 83.359 .000 .859
Model
Intercept 14.005 1 14.005 2.698 .108 .062
Math Grades .370 1 .370 .071 .791 .002
Group 1249.419 2 624.709 120.345 .000 .854
Error 212.830 41 5.191
Total 10871.000 45
Corrected
1510.978 44
Total
It can be seen in table 7 that at 5% level of significance, with (2, 42) degrees
of freedom, the F value is 120.345 is greater than the p value of 6.36E-16. The null
hypothesis is rejected and the alternative hypothesis is accepted. Therefore, there
is a significant difference between three groups in terms of the difference between
the number of pre-test and post-test items answered.

Table 8: post hoc tests (Pairwise comparisons)
Dependent Variable: Difference between the number of pre-test and post-test

items answered
(I) (J) Mean Std. Sig. 95% Confidence
a
TypeofG TypeofG Differen Error Interval for
ame ame ce (I-J) Differencea
Lower Upper
Bound Bound
Hyper- Shooter -1.127 1.121 .961 -3.925 1.670
casual Control -.947 2.677 1.00 -7.630 5.736
0
Shooter Hyper- 1.127 1.121 .961 -1.670 3.925
casual
Control .180 2.431 1.00 -5.889 6.249
0
Control Hyper- .947 2.677 1.00 -5.736 7.630
casual 0
Shooter -.180 2.431 1.00 -6.249 5.889
0
It can be seen in table 8 that the post hoc tests showed there was a
significant difference between the groups shooter and control (p=1.000), and
groups hyper-casual and control (p=1.000).
Problem 3: Is there a significant difference between the two games in

terms of entertainment and immersion value?
One way MANCOVA was used by the researchers to compare

entertainment and immersion values by the group that played Hyper-casual game
and the group that played Shooter game whilst taking control of the respondent's
current math grades
Table 10: Multivariate Tests


Effect Value F Hypothesis df Error df Sig.
Intercept Pillai's Trace .682 3.322b 11.000 17.000 .013
Grade Pillai's Trace .505 1.574b 11.000 17.000 .194
Type of Pillai's Trace

.480 1.429b 11.000 17.000 .246
Game
It can be seen in table 10 that at 5% level of significance, with (1, 28)

degrees of freedom, Pillai's trace of .480 is less than the F value of 1.429. The null
hypothesis is accepted and the alternative hypothesis is rejected. Therefore there
is no significant difference between the Type of Game in terms of entertainment
and immersion values.

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
A. Summary of Findings
 In Problem 1, it was shown that the Hyper-casual game has a mean evaluation
rating of 4.0 which is equivalent to good, and a confidence rating of 3.1 which
is also equivalent to good. On the other hand, the Shooter game has a mean
evaluation rating of 4.2 which is equivalent to good, and a confidence rating of
3.7 which is also equivalent to good.
 In Problem 2a, it was shown that the Hyper-casual group has a mean of 8.13
pre-test items answered, 26.67 for the post test, and 17.87 as the difference
between the two. Second, the Shooter group has a mean of 7.80 pre-test items
answered, 25.20 for the post-test, and 17 as the difference between the two.
Lastly, the control group has a mean of 7.93 pre-test items answered, 14.87 for
the post test, and 6.87 as the difference between the two.
 In Problem 2b, it was shown that at 5% level of significance, with (2, 42)
degrees of freedom, the F value is 120.345 is greater than the p value of
6.36E-16. The null hypothesis is rejected and the alternative hypothesis is
accepted. Therefore, there is a significant difference between three groups
in terms of the difference between the number of pre-test and post-test
items answered. It is also shown in the post hoc test that there was a
significant difference between the groups shooter and control (p=1.000),
and groups hyper-casual and control (p=1.000).
 In Problem 3, it was shown that at 5% level of significance, with (1, 28) degrees
of freedom, Pillai's trace of .480 is less than the F value of 1.429. The null
hypothesis is accepted and the alternative hypothesis is rejected. Therefore

there is no significant difference between the Type of Game in terms of

entertainment and immersion values.
B. Conclusion
Problem 1 shows that both the Hyper-casual and the Shooter games got
positive entertainment value based on the ratings in the evaluation rating and
confidence rating. Therefore, the respondents that played the Hyper-casual game
or Shooter game were entertained because of the game's entertainment factor.
Problem 2 shows that there is a significant change between the number of

pre-test and pot-test items answered by the respondents from the Hyper-casual
game, Shooter game, and the controlled group. Therefore, the respondents that
played the Hyper-casual game or Shooter game were more immersed than the
respondents who played no games.
Problem 3 shows that there is no significant difference between the Hyper-

casual and the Shooter game based on the entertainment value and the immersion
value. Therefore, the Hyper-casual and Shooter game have a similar response
from the respondents; the entertainment value and immersion value of the
respondents do not vary between the two games making the genre of the two
games insignificant.
C. Recommendation
Based on the conclusions, the following is hereby recommended by the

researchers:
1. To have professional game creators make the games.
2. To test the games in a greater number of respondents.
3. To give the respondents more time to play the game before conducting surveys.

4. Further studies to immerse students in mathematics through the use of mobile

games
5. Further studies about the possible effects of using mobile games to immerse
students in mathematics.

REFERENCES
Callaghan MN, Long JJ, van Es EA, Reich SM, Rutherford T. How teachers
integrate a math computer game: Professional development use,
teaching practices, and student achievement. J Comput Assist Learn.
2018;34:10–19. https://doi.org/10.1111/jcal.12209
Ernest, P. (1986). Games. A Rationale for Their Use in the Teaching of

Mathematics in School. Mathematics in School, 15(1), 2-5. Retrieved
from: http://www.jstor.org/stable/30216298 .
Gros, B. (2007). Digital Games in Education: The Design of Games-Based
Learning Environments. Journal of Research on Technology in
Education, v40(1), p23-38.
Ibrahim, B., & Abu Hmaid, Y. (2017). The Effect of Teaching Mathematics using
Interactive Video Games on the Fifth Grade Students' Achievement. An
- Najah Univ. J. Res. (Humanities), 31(3), 472-492
Kebritchi, M. (2008). Effects Of A Computer Game On Mathematics Achievement
And Class Motivation: An Experimental Study. (Doctoral Dissertation).
Retrieved from Research Gate.
https://www.researchgate.net/publication/47714120
Kebritchi, M., Hirumi, a., Bai, H. The Effects Of Modern Mathematics Computer
Games On Mathematics Achievement And Class Motivation.
Computers & Education, 55(2010), 427-433.
https://doi.org/10.1016/j.compedu.2010.02.007
Magayon, V,. Tan, E. (2016). Learning Mathematics and Differentiated Instruction
in the Philippines: A Phenomenographical Study on Struggles and
Successes of Grade 7 Students. International Journal of Educational
Studies in Mathematics, 3(3) 1-14.
http://dx.doi.org/10.17278/ijesim.2016.03.003
McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational
use of games. Retrieved from
http://www.teem.org.uk/publications/teem_gamesined_full.pdf
McLaren, B., Adams, D., Mayer, R., Forlizzi, J., (2017). A Computer-Based Game
that Promotes Mathematics Learning More than a Conventional
Approach. International Journal of Game-Based Learning , 7(1), 36-56
Prot, S., Anderson, C. A., Gentile, D. A., Brown, S. C., & Swing, E. L. (2014). The
positive and negative effects of video game play. In A. Jordan &D.

Romer (Eds.). Media and the Well-Being of Children and Adolescents (109-
128). New York: Oxford University Press.
Sosa, G., "The Impact of a Video Game Intervention on the Cognitive Functioning,
Self- Efficacy, Self-Esteem, and Video Game Attitudes of Older Adults"
(2012). CGU Theses & Dissertations. Paper 19.
http://scholarship.claremont.edu/cgu_etd/19
T. Dillahunt et al., “Motivating Environmentally Sustainable Behavior Changes with
aVirtual Polar Bear,” Pervasive 2008 Workshop Proc., 2008, pp. 58–62;
www.pervasive2008.org/Papers/Workshop/w2-04.pdf.
Ulep, S. (2006). Good Mathematics Teaching Practices - In The Making: A
Philippine Experience. Tsukuba Journal of Educational Study in
Mathematics, 25(1), 289-297
Yee, N. (2006). Motivations for Play in Online Games. Cyberpsychology &
Behavior, 9(6), 772-775

APPENDICES
APPENDIX A: QUESTIONNAIRES USED
A.1 Demographic Survey

A.2. Evaluation Rating


A.3. Confidence Rating


A.4Tabulated results for the evaluation rating

Hyper-Casual Game
Criteria Respondents
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Gameplay 4 4 3 4 5 4 4 5 5 4 3 4 4 5 5
Game Design 5 4 4 5 4 4 4 4 5 4 5 4 5 4 4
Sound/Music 4 3 4 4 3 4 4 4 4 3 4 3 4 4 4
Application of 4 4 3 4 4 3 4 4 4 5 4 4 3 4 5
Math
Concepts
Addictiveness 4 5 4 4 4 3 4 4 5 3 5 4 4 4 3
of the game
Shooter Game
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Gameplay 4 5 5 4 4 5 4 4 5 4 5 5 5 4 4
Game Design 5 4 5 4 4 5 5 4 4 4 4 5 4 5 5
Sound/Music 4 3 3 5 4 4 4 3 3 3 5 4 3 4 5
Application of 4 5 5 4 4 5 5 4 4 4 5 4 4 4 5
Math
Concepts
Addictiveness 3 4 4 5 5 4 4 4 5 4 4 3 4 4 3
of the game

A.5. Tabulated results for the confidence rating:

Hyper-casual Game
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Performance 4 3 3 4 3 4 4 3 3 3 4 3 4 5 5
confidence
Time spent 5 4 3 4 3 5 3 4 4 3 3 2 3 5 3
in each level
Ease in 4 3 3 3 3 3 4 3 3 3 3 2 3 4 3
solving the
problems
Achievement 4 4 5 4 4 5 4 4 4 4 4 3 4 5 3
factor
Improvement 5 4 4 5 5 4 5 4 4 4 5 3 4 3 3
factor
Shooter Game
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Performance 5 5 4 4 3 4 4 3 3 3 4 3 4 5 3
confidence
Time spent 5 5 5 4 3 5 3 4 4 3 3 2 3 5 3
in each level
Ease in 4 4 3 5 3 3 4 4 3 4 4 2 3 4 2
solving the
problems
Achievement 4 4 5 4 4 3 4 4 3 4 4 3 4 4 3
factor
Improvement 4 4 5 4 5 4 5 4 4 4 4 3 4 3 3
factor

A.6. ANCOVA Normality test:
Type III Sum Partial Eta

Source of Squares df Mean Square F Sig. Squared
Corrected Model 20.800a 2 10.400 1.200 .311 .054
Intercept 346371.200 1 346371.200 39965.908 .000 .999
Groups 20.800 2 10.400 1.200 .311 .054
Error 364.000 42 8.667
Total 346756.000 45
Corrected Total 384.800 44
A.7. ANCOVA Homogeneity test:
Type III Sum Partial Eta

Source of Squares df Mean Square F Sig. Squared
Corrected Model 1300.251a 5 260.050 48.128 .000 .861
Intercept 13.115 1 13.115 2.427 .127 .059
Groups 2.631 2 1.316 .244 .785 .012
Math Grades .259 1 .259 .048 .828 .001
Groups * Math
2.103 2 1.052 .195 .824 .010
Grades
Error 210.727 39 5.403
Total 10871.000 45
Corrected Total 1510.978 44


A.8. MANCOVA Normality test:
Hypothesis
Effect Value F df Error df Sig.
Intercept Pillai's Trace .686 3.174b 11.000 16.000 .018
Type of Game Pillai's Trace .431 1.103b 11.000 16.000 .417
Grade Pillai's Trace .523 1.597b 11.000 16.000 .191
Type of Game * Pillai's Trace

.436 1.127b 11.000 16.000 .403
Grade
A.8. Box's of Equality of Covariance Matrices test
Box's M 113.022
F .969
df1 66
df2 2499.814
Sig. .548
A.9. Between-Subject effects test
Type III
Dependent Sum of Mean Partial Eta
Source Variable Squares df Square F Sig. Squared
Intercept Gameplay 3.373 1 3.373 10.193 .004 .274
Design .787 1 .787 3.015 .094 .100


Sound .028 1 .028 .072 .790 .003
Application .107 1 .107 .344 .562 .013
Addictive 1.653 1 1.653 3.835 .061 .124
Performance 1.887 1 1.887 3.352 .078 .110
Time 9.709 1 9.709 13.218 .001 .329
Ease 1.454 1 1.454 3.007 .094 .100
Achievement 2.543 1 2.543 8.092 .008 .231
Difference 10.745 1 10.745 1.891 .180 .065
Improvement 2.792 1 2.792 5.896 .022 .179
Grade Gameplay 1.199 1 1.199 3.622 .068 .118
Design .018 1 .018 .068 .796 .003
Sound .663 1 .663 1.678 .206 .059
Application .150 1 .150 .483 .493 .018
Addictive .361 1 .361 .837 .368 .030
Performance .539 1 .539 .958 .336 .034
Time 6.167 1 6.167 8.395 .007 .237
Ease .411 1 .411 .849 .365 .030
Achievement .849 1 .849 2.701 .112 .091
Difference .026 1 .026 .005 .947 .000
Improvement .950 1 .950 2.006 .168 .069
Type of Game Gameplay .899 1 .899 2.715 .111 .091
Design .148 1 .148 .569 .457 .021
Sound 1.455E-5 1 1.455E-5 .000 .995 .000


Application 1.358 1 1.358 4.374 .046 .139
Addictive .017 1 .017 .038 .846 .001
Performance .264 1 .264 .470 .499 .017
Time 1.139 1 1.139 1.550 .224 .054
Ease 1.059 1 1.059 2.190 .151 .075
Achievement .266 1 .266 .847 .366 .030
Difference 12.477 1 12.477 2.196 .150 .075
Improvement .022 1 .022 .046 .832 .002


APPENDIX B: PROJECT DATA BOOK
B.1 September 24, 2018 – Creating the concept for the math game
B.2. October 6 – 13, 2018 – Start of creating the game


B.3 October 24, 2018 - Programming and Design
B.5 November 3, 2018 – Programming and Design


B.6 November 10 – 24, 2018 - Programming and Design


B.7 December 8 – 29, 2018 – Debugging of the games
B.8 January 7, 2019 – Start of gathering data


B.9 January 14, 2019 – Data gathering finished

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DEPARTMENT OF EDUCATION I REGION IV – A CALABARZON I CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARINAS INTEGRATED HIGH SCHOOL

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Learning mathematics is a must for Filipinos (Global Digital Citizen Foundation,

In hopes of changing the attitude of students towards mathematics, many

As a solution, the researchers programmed two contrasting games – a Hyper-

DASMARINAS INTEGRATED HIGH SCHOOL

B. Statement of the Problem

1. What is the entertainment value of the Hyper-casual and Shooter games

DASMARINAS INTEGRATED HIGH SCHOOL

The study assumes that the following statements are true:

1. Filipino high school students think that mathematics is a boring subject.

F. Scope and Limitations

DASMARINAS INTEGRATED HIGH SCHOOL

Development was focused to two games, a Hyper-casual game, and a

To test the games, three groups of respondents were gathered. These

Construct 2. An HTML5-based 2D game editor, developed by Scirra Ltd. It is

Game engine. A software-development environment that is used to build video

Immersion. A deep mental involvement into any subject.

DASMARINAS INTEGRATED HIGH SCHOOL

H. Theoretical / Conceptual Framework

Hyper-casual game (Group A)

The student respondents answered a demographic questionnaire and a pre-test

Shooter game (Group B)

The student respondents answered a demographic questionnaire and a pre-test

The controlled group answered the demographic questionnaire and a pre-test.

DASMARINAS INTEGRATED HIGH SCHOOL

CHAPTER 2: REVIEW OF RELATED LITERATURE

Review of Related Literature

DASMARINAS INTEGRATED HIGH SCHOOL

HTML5 is comparable to Adobe's Flash technology which dominated the internet

JavaScript is a garbage-collected language, which makes games vulnerable to

DASMARINAS INTEGRATED HIGH SCHOOL

Clip Studio Paint

Clip studio paint is family of graphic software developed by Celsys; a Japanese

Aseprite is an application that enables the user to create 2D animations for

DASMARINAS INTEGRATED HIGH SCHOOL

Chrome is a free Internet browser officially released by Google on December 11,

Review of Related Studies

Teaching and Learning Mathematics

DASMARINAS INTEGRATED HIGH SCHOOL

Games and Mathematics

Shooter Games and Hyper-Casual Games

DASMARINAS INTEGRATED HIGH SCHOOL

Use of Shooter Games and Hyper-Casual Games in Immersing Students

DASMARINAS INTEGRATED HIGH SCHOOL

Creating the Games

DASMARINAS INTEGRATED HIGH SCHOOL

A. Research Method Used

This research compared survey results of the two games.

B. Materials and Equipment

Planning the game concept was heavily done by researching for

DASMARINAS INTEGRATED HIGH SCHOOL

The development of the game starts after a concept is brought up and

Figure 1.1 Figure 1.2

DASMARINAS INTEGRATED HIGH SCHOOL

Figure 1.3 Figure 1.4

Figure 2: Character Designs (Shooter game)

DASMARINAS INTEGRATED HIGH SCHOOL

Figure 4.1 Figure 4.2

Figure 4.3 Figure 4.4

Figure 4: Stage Designs (Hyper-Casual game)

DASMARINAS INTEGRATED HIGH SCHOOL