College of Communication and Information Technology

COLLEGE OF COMMUNICATION AND.
INFORMATION TECHNOLOGY
SQUID GAME
Villanueva, Thaddeus Jadion

Baluyot, Bryan Paul F.
Lajara, Rico
Manalad, J-Mark
A Thesis
In partial Fulfillment of the Requirements
for the degree of Bachelor of Science in Computer Science
College of Communication and Information Technology
President Ramon Magsaysay State University
Iba, Zambales
JULY 2022
1
COLLEGE OF COMMUNICATION AND INFORMATION TECHNOLOGY
Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
College of Communication and Information Technology
Iba, Zambales
APPROVAL SHEET
This, study entitled “SQUIDGAME” prepared and submitted by Thaddeus

Jadion Villanueva, Bryan Paul F. Baluyot, RicoLajara and J- Mark Manalad in
partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN
COMPUTER SIENCE are hereby recommended for oral examination.
ENGR. MELOJEAN C. MARAVE ENGR. CARL ANGELO PAMPLONA

Subject Instructor Adviser
________________________________________________________________________
_______
Approved by the Panel of the Oral Examiners on July 12, 2022 with a grade of ________.
DR. GEOFFREY S. SEPILLO

Member
DANIEL A. BACHILLAR, MSCS MR. DARWIN M. MORAÑA

Member Member
________________________________________________________________________
______
Accepted and approved in partial fulfillment of the requirements for the degree of
BACHELOR OF SCIENCE IN COMPUTER SCIENCE.
___________________ __________________________
Date Signed MENCHIE A. DELA CRUZ, PhD
Dean, CCIT
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ACKNOWLEDGMENT
The researchers would like to extend their profound gratitude and appreciation to
those people who devoted much time, talent and ideas in all the accomplishments of this
study.
Engr. Carl Angelo Pamplona, their thesis adviser, for his patience and support
endowed to the researchers as the critic of the study and guidance during the preparation
to make this study successful.
Engr. Melojean Marave, their Research instructor, for her encouragement and
guidance to the researchers and for imparting her knowledge and suggestions for this
study.
Menchie A. Dela Cruz, PhD, Dean of the College of Communication and
Information Technology, for her valuable support and encouragement to finish this study.
Dr. Geoffrey S. Sepillo, Mr. Daniel A. Bachillar, and Mr. Darwin M.
Moraña, as panel members for their intellectual comments and provide suggestions and
recommendations in order to improve this study,
Mrs. Myrna S. Pangan, Principal of Polytechnic College of Botolan, for
allowing and guiding the researchers to distribute the questionnaires to the student
respondents.
All the respondents of this study, First Year students of the Polytechnic College of
Botolan, Botolan Zambales, for their honest response and mutual cooperation.
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Their families and loved ones, especially to their beloved parents for their
unconditional love, support, sacrifices.
Most of all, to the Almighty God, for all the blessings, knowledge, and wisdom
bestowed upon the researchers.
The Researchers
TJV
BFB
RL
JM
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EXECUTIVE SUMMARY
The Squid Game has the Flipmatch and Puzzle game that has categories and time
level, the goal of the game is to find its match while spending time of the chosen time
level. The mobile game application is an interactive game that is great for developing the
quality and thinking skills of the players and will also help students in improving their
knowledge and skills in making an interactive game for their future research.
This study aimed to develop a mobile game application that is designed to help
students in gaming and thinking skills. The information for the study was gathered
through a survey questionnaire that was distributed to the First year students of
Polytechnic College of Botolan. It is sought to determine the quality of the application
using ISO/IEC 25010:2011 Software Quality Metrics in terms of compatibility, usability,
maintainability, portability, functionality, and performance efficiency. The researchers
used qualitative approach for this study. Random sampling was the researcher’s method
to conduct a survey to the respective respondents. With the type of research design
utilized, the researchers were able to observe and provide analyzable data that will be a
useful tool in developing their researcher adopted surveys. The study was conducted at
Polytechnic College of Botolan, First year students: 24 Female and 25 Male with the total
of 30 students as the respondents.
The overall evaluation on the software quality by the students has computed
average weighted mean 4.54, interpreted as Very Good. The overall evaluation on the
level of acceptability by the students has computed average weighted mean 4.53,
interpreted as Highly Acceptable.
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The researchers recommend the implementation of “Squid Game” as a tool for
schools is recommended, the implementation of “Squid Game” as a tool for schools is
recommended, maintain the application accuracy and consistency of the task, enhanced
functionality through system completeness and develop performance through developing
user-friendliness of the system and further enhance the performance of the required
functions at different hardware specification and software environment.
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TABLE OF CONTENTS
TITLE PAGE................................................................................................................................ i
APPROVAL SHEET.................................................................................................ii
ACKNOWLEDGMENT............................................................................................iii
ABSTRACT.............................................................................................................iv
TABLE OF CONTENTS…………………………………………………………………vi
LIST OF TABLES…………………………………………………………….………....ix
LIST OF FIGURES……………………………………………………………………... xi
LIST OF NOTATIONS………………………………………………………………….xii
CHAPTER 1. INTRODUCTION
Project Context.....................................................................................................................1
Purpose and Description......................................................................................................2
Objectives ...........................................................................................................................3
Scope and Limitations..........................................................................................................3
CHAPTER 2. REVIEW OF RELATED LITERATURE/ SYSTEMS
Technical Background.........................................................................................................5
Review of Related Literature, Studies/ Systems..................................................................6
Synthesis............................................................................................................................11
CHAPTER 3. METHODOLOGY
Requirement Analysis........................................................................................................13
Requirement Documentation.............................................................................................14
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Design of Software, System, Product and or Processes………………………………….16
Development and Testing………………………………….…………………………….19
Data Analysis Plan and Statistics……………………………………………………..….21
CHAPTER 4 RESULTS AND DISCUSSION
Evaluation of the Software Quality in terms of Compatibility………...………………...24
Evaluation of the Software Quality in terms of Usability.…………………………........24
Evaluation of the Software Quality in terms of Reliability……………………………...25
Evaluation of the Software Quality in terms of Maintainability………………………...27
Evaluation of the Software Quality in terms of Portability……………….......................28
Evaluation of the Level of Acceptability in terms of Functionality…...………………...29
Evaluation of the Level of Acceptability in terms of Performance…...………………...30
CHAPTER 5
RECOMMENDATIONS…………………………………………………………………
….33
REFERENCES…………………………………………………………………………34
APPENDICES
Appendix A Relevant Source Code...................................................................................38
Appendix B Evaluation Tool or Test Documents..............................................................49
Appendix C Users’ Guide..................................................................................................50
Appendix D Screen Layouts .............................................................................................51
Appendix E Test Results....................................................................................................52
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Appendix F Copy of Request Letter/ MOA/ MOU ..........................................................53
Appendix G Curriculum Vitae ..........................................................................................54
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LIST OF TABLES
Table Title Page
1 Distribution of Survey Questionnaire to the ……………………. 21
selected user of the proposed game entitled
“Squid Game”.
2 Respondents Evaluation on the Software Quality ……………… 24
of the “Squid Game” in terms of Compatibility
of the “Squid Game” in terms of Usability
4 Respondents Evaluation on the Software Quality ……………... 25
of the “Squid Game” in terms of Reliability
5 Respondents Evaluation on the Software Quality ………………. 27
of the “Squid Game” in terms of Maintainability
of the “Squid Game” in terms of Portability
7 Respondents Evaluation on the Level of Acceptability ………... 29
of the “Squid Game” in terms of Functionality
8 Respondents Evaluation on the Level of Acceptability ………… 30
of the “Squid Game” in terms of Performance
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LIST OF FIGURES
Figure Title Page
1 Data Flow Diagram……………………………………………. 13
2 Conceptual Framework………………….…………………….. 16
3 System Architecture………………………………………….... 17
4 Block Diagram………………………………………………… 18
5 Iterative Model………………………………………………… 19
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LIST OF NOTATIONS
ISO/IEC International Organization for Standardization and International

Electrotechnical Commission
PCB Polytechnic College of Botolan
PRMSU President Ramon Magsaysay State University
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Chapter 1
INTRODUCTION
Project Context
Though this widespread of technology, the computer has been improving where it
incorporates with the in demand nowadays are the tablets, touchpads, and mini pads.
Most of these tablets are powered Android OS system that is use to be able to execute the
android programs. In years, there are several versions of operating system which are now
used to execute the tablets, smartphones and android phones.
Android is the most popular mobile platform in the world. Android development
is becoming an increasingly popular field. For developers who want to target a huge,
diverse audience, the in demand use of computer system software has been implemented
from PC, mobile and even other means of technology and Applications / Games are now
invading it. In years, Games are also being implemented by the use of the World Wide
Web. Programmers and developers continuously discover and develop new faces, styles
of games or apps which most of the people were looking forward in it. In line with this,
several android applications are being developed running to the tablets. Most are for
gaming, application system, knowledge base system and data processing.
Squid game is a kind of game that make the gamers addicted of it. It is hard to
win the game for people with ordinary people. So, they keep trying. Teenagers want to
get more points as compared to their mates that make them addicted to it. People with
fewer social activities also become an addict of it for many reasons. On the contrary,
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positive psychological
COLLEGE OF effects of this game
COMMUNICATION on the mental
AND INFORMATION status of the gamer will
TECHNOLOGY
improved the
thinking ability of the gamer, improves their response time toward any matter and
increase decision-making and deep learning ability of the player.
Purpose and Description
The purpose of this study is to develop and design an interactive game app. This
project has one main goal – to meet the player’s satisfaction. The researchers should be
able to meet the standard by giving effective solutions for the existing problems. The
system was a user friendly and usable so that it can be access by Polytechnic College of
Botolan first year students and help them learn vibrant and interesting material supported
by images and videos that will enhance their quality and thinking skills.
This study ensure that the design project will benefit the following:
Gamers. They will be able to enhance their gaming skills and their creative thinking
skills.
Researchers. The researchers can use this software as the basis for their future research.
President Ramon Magsaysay State University. This institution of the researchers
benefited due to another research will be added in the collection books at the campus
library and contributed as references for the future researchers.
Objectives
To understand this study, the researchers conducted an interview in the
establishment of Polytechnic College of Botolan to gather data and information that
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include in our system.OF
COLLEGE We as the researcher
COMMUNICATION ANDproclaim that are
INFORMATION said that system will benefit
TECHNOLOGY
the establishment to become more and have a good and satisfying service to students.
Specifically, these are the following objectives:
1. Identify the evaluation of students and IT Experts on the Software Quality of
Squid Game in terms of the ISO/IEC 25010:2011 Software Quality Metrics:
1.1 Compatibility;
1.2 Usability;
1.3 Reliability;
1.4 Maintainability; and
1.5 Portability.
2. Identify the evaluation of students and IT Experts on the Level of Acceptability
of Squid Game in terms of the ISO/IEC 25010:2011 Software Quality Metrics:
2.1 Functionality; and
2.2 Performance Efficiency.
Scope and Limitations of the Study
The Squid game system was designed for the First year students of Polytechnic
College of Botolan created as Android based operating system compatibility. The mobile
game a
pplication has a two types of game, categories and the time level. It is a memory testing
game. The mobile game application does not accessible to World Wide Web. It is not
applicable for IOS users.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES/ SYSTEMS
This chapter presents the review of related literature and studies that is significant
in the development of the present study.
Technical Background
This chapter discusses concepts and conducted studies related to the phenomenon
of Squid Game. The literature reviewed here provided the researcher insights into the
subject matter of the present study. It also provided the researcher information and
materials needed in the formulation and development of the data-gathering instrument.
This review consists of books, articles, documents that focus on the same subject matter
or other concepts of the study.
System Technical Background
This chapter discussed the technicality of the entitled “Squid Game”. This system
is a software application or used to plan, implement and assess a specific learning
process. It is used for practice and a user interface that is operated by students.
These are the tools used on the system:

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1. Csharp or calledOFC#
COLLEGE Programming Language.
COMMUNICATION AND INFORMATION TECHNOLOGY
2. Adobe Photoshop
3. Unity game Engine 2D- for C# IDE and Game Build
4. Visual Studio Codes for Text Editor in C# Programming Language
5. Blender Tool for Animation
Review of Related Literature, Studies/ Systems
According to J. Lee and H. Jung (2019), Game-based learning is learning that
learners reach their learning goals through games that contain educational content
independently, without direct involvement by the instructor. Games naturally provide
learners with immersion and fun, creating an interesting learning environment and giving
them a natural and educational effect in the process of playing. Games for game-based
learning must have learning goals, have fun, and be motivated. In particular, recent
researches have shown that digital game-based learning provides continuous interest to
learners and strengthens motivation to induce active participation, thereby enhancing
learning perception along with natural review effects (W. Hwang et al.,2016). The
interaction effect of the game improved the logical thinking ability of learners not only in
the highlearning group but also in the low-learning group. Prensky has defined
generations that use the digital languages of computers, video games, and the Internet as
generations N or D, signaling the emergence of a different kind of generation from
previous generations. Unlike their predecessors, these generations are very familiar with
video and cyberspace. Especially for them, computer or online games are more than just
entertainment or entertainment. Because of this, everyday life in cyberspace has a huge
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impact on education andCOMMUNICATION
COLLEGE OF learning. Research on cognitive TECHNOLOGY
AND INFORMATION performance improvement by
game-based learning has been mainly conducted from healthy young adult samples.
Bruce D. Homer has been shown to be effective in training cognitive skills by proposing
custom video games to
support the development of high school students' executive functions showed that digital
games were effective for improving the attention of students for Brazilian elementary
school students ( Homer, 2018)
Android tablets, smartphones and touchpad are very in demand in today’s
generation. People are all having this kind of gadgets not just to personal and business but
it also lessen the boredom from work and daily stressful life. Enjoyment which might
carried from the use of this gadgets and maintaining to use as a stress and boredom
relievers. Games are one of the attractive features that the android tablets, smartphones
and touchpad have. The different version, styles and story of games makes the common
user curious to explore and enjoy from it. From the famous Facebook game CANDY
Crush, tablet games Plants versus Zombies, Temple run, Bubble Mania, and Angry Birds,
people get to explore and download games that might fits to their needs to lessen the
boredom. The group would like to develop an App to be able to provide a continuous
storyline program that will keep the user continuously playing from it. A story line
gaming apps which aims to gain scores from it, as the user interacts with the game. Since
player is been dealing with the interactive features, and graphics might help to be able to
generate a good gaming output. Most of the gaming apps of today’s make use of the
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scoring, making the cutest
COLLEGE outfits and changing
OF COMMUNICATION it, makingTECHNOLOGY
AND INFORMATION challenging for the gamer to
think and create moves from it. .
Furthermore, student’s study time is reduced significantly because of the number
of activities high school or university students are expected to participate in. Therefore,
studying a periodic table, and trying to remember all the elements becomes boring and
repetitive, more so when trying to remember from textbooks. If students are unable to
learn and remember all the important details of the main topics, essential elements, the
periodic table, and chemical compounds, it will continually affect their future learning in
chemistry, making it difficult to continue learning, and pass yearly university entrance
exams. However, game-based learning has been used as a tool for centuries and is much
more attractive and interesting, and results in active learning rather than passive learning
through textbooks and theory (Saksrisathaporn & Maneewan, 2012). Currently, there are
only a few other resources that can help students learn chemistry by themselves. Game-
based learning is very close in meaning to a serious game, and a serious game has
become a hot topic in training and education as shown in the abundant academic research
since 2012 (Guillen, V and Aleson-Carbonell, M, 2012). Mostly, the digital game-based
learning available in the market does not focus on graphics or level designs. For example,
the Kagaku Chemistry Periodic Table of Elements only displays the 16th International
Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019) table
on a scrollable screen and includes buttons for explanation and a search window
(Freewarepocketpc, 2017). Also, mobile devices have become widely popular devices
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because theyCOLLEGE
are easyOFtoCOMMUNICATION
use, portable and
ANDcan support a variety
INFORMATION of applications. In this
TECHNOLOGY
study, a smartphone game named “Chemistry Pop” was designed and developed. The
proposed game was designed to help students to learn chemistry with more interest and
enthusiasm. This mobile game aims to support science students to learn and remember
the essential elements in the periodic table with more interest and enthusiasm and to
increase
the resources that may help aid students in self-studying. The game is designed with
colorful graphics. The students can play a game and remember the essential elements in
the periodic table at the same time. They can also continue growing and improving these
memories at a higher level of education. The game consists of three stages, each stage
plays differently and has different goals. The first stage is to support the student to
remember the names and symbols of elements from the periodic table. The gameplay of
this stage is adapted from a “Bubble Shooter” game. The single-player video game
Bubble Shooter probably became famous as it is very intuitive and easy to learn. It is a
mix of “Tetris” and “Connect Four” (Shooter-bubble (2019). This creates a game
addiction feeling similar to the Candy Crush Saga game (Chen, C., 2016). The aim of
Bubble Shooter is to collect as many points as possible. To get points you need to destroy
the colored bubbles. For the Chemistry pop game, the player must connect and group at
least three bubbles of the same property to collect them according to the goal, which is
given at each level. Players must shoot the bubbles with given symbols to collect and
clear the goal, which uses the elements' names. To pass each level, players must clear all
progress bars within the time and moves limits. The second stage is to help students
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remember the group OF
COLLEGE andCOMMUNICATION
period of elements from the periodic
AND INFORMATION table. The bubbles with
TECHNOLOGY
element symbols will be released randomly and will always be moving. Players must use
their fingers to touch, hold and drag to form a circle around bubbles with the same
property and need at least three bubbles to collect them and clear the goal, which would
be the group or period numbers. The last stage is to help students remember the 5-
chemical compounds. The bubbles will be collected if the connection of bubbles is in
accordance with a chemical compound. To pass each level,
players must clear all progress bars within the time limit. The prototype game was tested
and evaluated with a sample student population.
Synthesis
After reviewing the literature and studies, most of the research positive in the
gamification of learning material. The goal of this literature review was to support the
idea on game based learning and the gamification. The underlying result of the literature
and studies shows that the uses of games improve students in learning. The increasing
integration of digital games and applied sciences into learning environments has an
impact on student’s learning. Game- based learning has been shown to be effective in
both learning and teaching. Information learned through game- based learning is retained
longer that information learned through other techniques. A successful learning process is
one in which you are completely immersed in the task at hand. At the same time,
gamification becomes the latest phenomena to try to engaged the students fully in
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learning. The use ofOFit COMMUNICATION
COLLEGE has a successful
ANDoutcome may TECHNOLOGY
INFORMATION it be used in business or in
education. (Chou, 2017; Mollick and Rothbard, 2014).
Meanwhile, the methods of teaching in the Philippines are still relatively
traditional and lack innovation. Game Based Learning in the Philippines still has less
study and is highly probable that use of it in instruction will not guarantee learning gains
over time. “Filipinos might have designed board games utilized in class, however very
few Filipinos have researched on the use of educational games as learning tools.” (Conte,
2017, p 2). The same with the lack of interest in the study of Philippine mythology. Many
teachers and
students find the lack of enthusiasm in the subject. It is very important to learn about the
Philippine mythology because according to Jacano (2018), it is the most important
functions in the society
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Chapter 3
METHODOLOGY
This chapter covers the requirements analysis, documentations and design of
software, system, product or processes.
Requirements Analysis
Choose
Squid Puzzle Time
Game Level
130
seconds
Flipmatc Pairs 60
h
seconds
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10 15 20
Back History
Pairs Pairs Pairs
Squid
Figure 1
Data Flow Diagram
The Squid Game Data Flow Diagram contains one external entity and twelve
processes.
Based on the diagram, the squid game starts with the flipmatch and puzzle game.
When you click the flipmatch button, it will take you to the pairs then you will choose on
the 10 pairs, 15 pairs and 20 pairs after that there is a squid category. After the game you
will click the back button then if you want to see the rank of your score, just click the
history. In puzzle game, you choose the time level: the 130 seconds and 60 seconds then
after the time is up, you will click the back button and then thte history.
Requirement Documentation
The Squid game consists of two games which is the “Flipmatch and the Puzzle
Game” where the players can choose what they are going to play. The Flipmatch game
consists of different level: The 10 pairs, 15 pairs and 20 pairs where the players can
12
choose howCOLLEGE
many pairs they are going toAND
OF COMMUNICATION find a match, there
INFORMATION is a squid category. Squid
TECHNOLOGY
Category contains different types, colors and varieties of squid that are going to find its
match. It has different level from 10 pairs to 20 pairs, while the pairs are getting higher,
the difficulties of the game can affect you.
There are also a time while playing the game, it indicates on how fast you find
their match in the categories and your game will saved into the history. In history, the
time and the date on when you play the game will be save. The faster the time you finish
matching, you will get into Top three, based on the different pairs.
In Puzzle Game, you can choose the time level: the 130 seconds and the 60
seconds. If you choose the 130 seconds, the time that you are going to play the game will
be on 130 seconds, also that is how 60 seconds worked when you are playing the game.
When the time level is fully consume, the game will stop, the time is up and will post
your score.
Design of Software, System, Product and or Processes
INPUT PROCESS
OUTPUT
Design of Squid Game Development of Squid
as to: Game using:
1. ISO/IEC 25010:2011
Functional requirements,
Software Quality
Data Flow Diagram,
Metrics:
Block Diagram, Iterative
1.1 Compatibility; model.
1.2 Usability; Hardware:

1.3 Reliability;  Personal computer,
Laptop, Android SQUID GAME
1.4 Usability; Smartphone
Software:
1.5 Maintainability;  Unity3D, Adobe
1.6 Portability; Photoshop, Adobe
13 Visual
Illustrator,
2. Level of acceptability Studio
in terms of: Data gathering
procedure: .
2.1 Functionality;
 Survey questionnaire
2.2 Performance
FEEDBACK
Figure 2
Conceptual Framework of the Study
The input-process-output model issued to demonstrate the study's conceptual
framework. The design of the mobile game application that is relevant to ISO/IEC
25010:2011 Software Quality Metrics is one of the study's inputs, Compatibility,
usability, maintainability, portability, functionality, and performance efficiency are
among the ISO's attributes.
The functional requirements, data flow diagram, block diagram, data models, and
iterative model were all employed in the study to create the mobile game application. The
researchers used both hardware and software. For hardware, the researcher used a
personal computer, and for software, unity and Photoshop were used. The information for
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the study was gathered
COLLEGE OF through a surveyAND
COMMUNICATION questionnaire,
INFORMATION which is going to be distributed
TECHNOLOGY
by the researcher. The mean is also employed in the analysis.
Development and Testing
Designing and
Planning Requirements Deployment
Developing
Testing Evaluation
Figure 5
Iterative Model
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In developing
COLLEGE OFthe proposed mobile
COMMUNICATION AND game application,
INFORMATION iterative model is used.
TECHNOLOGY
Upon completing the planning of the mobile game application, the next step is that
gathering the requirements for the game. Followed by the designing and developing. Next
are the testing and the evaluation. The process continued through a repeated cycle till the
complete mobile game application is ready for deployment as per the requirement. This
method is used with the aim to improve the application at each iteration of cycle.
The researchers used a qualitative approach for this study. The study was carried
out by using a survey questionnaire based on ISO/IEC 25010:2011 given to the
respondents. Cluster sampling was the researcher’s method to conduct a survey to the
respective respondents. With the type of research design utilized, the researchers were
able to observe and provide analyzable data that will be a useful tool in developing their
researcher adopted surveys.
Table 1
Distribution of Survey Questionnaire to the selected user
Respondent Frequency (f) Percentage
Female 24 49%
Male 25 51%
TOTAL 49 100%
Table 1 shows Purposive sampling, it is a sampling technique where researchers
select a group of subjects (a sample) for study from a larger group (a population) until the
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needed criteria and respondents
COLLEGE were gained.
OF COMMUNICATION In the studyTECHNOLOGY
AND INFORMATION there were a total of Forty-
nine(49) respondents selected as sample frame and distributed by percentage where (24)
of respondents are female which 49% and rest (25) is Students with 51%. In this regard,
the researchers utilized only the number of respondents.
The product quality model of ISO/IEC 25010:2011 needs by the researchers to
their study, stating that the ISO/IEC 25010:2011-based quality models and respective
Guidance for Producers are available through the following: Compatibility, Usability,
Reliability, Maintainability, Portability, Functionality, and Performance Efficiency.
Data Analysis Plan and Statistics
The draft of the questionnaire was made by the researchers and was corrected.
Suggestions and recommendations were given by the instructor/adviser to enhance the
questionnaire and adopted by the researchers. After this validation, reproduction of
copies of questionnaires were made for the distribution to the respondents.
1. Frequency and Percentage Distribution. This was used to determine the ratio
of respondents that have same answers with general number of respondents
Formula:
%=f x 100 %
N
Wherein: % = percentage
f = number of respondents that answered the question
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N = totalAND
COLLEGE OF COMMUNICATION number of respondents
INFORMATION TECHNOLOGY
2. Weighted Arithmetic Mean – This tool utilized in order to show the weighted
mean of the intervals and their total weighted of the respondents.
Formula:
❑
∑
❑
f (x)
Xw =
n
Wherein: Xw = Weighted Arithmetic Mean
∑ f (x) = sum of all the products of f and
x = s the weight as 5, 4, 3, 2, 1
n = sum of all students
3. Likert Scale – this was used to rate the functions by having a person complete
a questionnaire that requires them to indicate the extent to which they agree or
disagree with a series of statements. It rates by a scale to which can rate by the
user.
Likert Scale for Evaluating of the System
Scale Class Interval Descriptive Equivalent

5 4.20-5.00 Excellent (E)
4 3.40-4.19 Very Good (VG)

3 2.60-3.39 Good (G)
2 1.80-2.59 Fair (F)
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1 OF COMMUNICATION
COLLEGE 1.00-170 Poor (P)
AND INFORMATION TECHNOLOGY
Part II
Likert Scale for Evaluating of the System on the Level of Acceptability of the game
entitled Squid Game
Scale Class Interval Descriptive Equivalent
5 4.20-5.00 Highly Acceptable (HA)
4 3.40-4.19 Moderately Acceptable (MA)

3 2.60-3.39 Acceptable (A)
2 1.80-2.59 Slightly Acceptable (SA)
1 1.00-179 Not Acceptable (NA)
Chapter 4
RESULTS AND DISCUSSION
1. Respondent’s evaluation on the Software Quality of Squid Game.
1.1. Compatibility
Table 2
Respondents Evaluation on the Software Quality of the

“Squid Game” in terms of Compatibility.
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COLLEGE OF COMMUNICATION AND INFORMATION
Compatibility TECHNOLOGY
Weighted Quantitative Rank
Mean Description
1. The application can perform its required 4.55 Excellent 2
functions efficiently while sharing a
common environment and resources, without
detrimental impact on any other application.
2. The application has different games that can 4.59 Excellent 1
be play and becomes a thrilling game.
3. The application is compatible with android 4.48 Excellent 3
phones.
Average Weighted Mean 4.54 Excellent
Table 2 shows the evaluation of the respondents on the Software Quality using
ISO/IEC 25010: 2011 in terms of compatibility.
Indicator 2, “The application has different games that can be played and becomes a
thrilling game”, respectively obtained an average weighted mean 4.59 (rank 1)
interpreted as Excellent. Indicator 3, “The application is compatible with android
phones”, obtained the least average weighted mean 4.48 (rank 3) interpreted as Excellent.
The computed overall weighted mean on the evaluation on Squid game as evaluated by
respondents using the ISO/IEC 25010:2011 metrics as to Compatibility was 4.54
interpreted as “Excellent”.
1.2 Usability
Table 3
Respondents Evaluation on the Software Quality of the “Squid Game” in terms of
Usability.
Usability Weighted Quantitative Rank

Mean Description
1. The application users can recognize that the 4.48 Excellent 5
application is appropriate for their needs.
20
COLLEGE OF can
2. The application COMMUNICATION
be used byAND INFORMATION
specified TECHNOLOGY
4.53 Excellent 4
users to achieve specified goals of learning
to use the application with effectiveness,
efficiency and satisfaction.
3. The application has attributes that make it 4.61 Excellent 1
easy to operate and control.
4. The application protects users against 4.57 Excellent 3
making errors.
5. The application enables pleasing and 4.59 Excellent 2.5
satisfying interaction for the user.
6. The application can be used by people with 4.59 Excellent 2.5
the widest range of characteristics and
capabilities.
ISO/IEC 25010: 2011 in terms of usability.
Indicator 3, “The application has attributes that make it easy to operate and
control”, respectively obtained an average weighted mean 4.61 (rank 1) interpreted as
Excellent. Indicator 2, “The application can be used by specified users to achieve
specified goals of learning to use the application with effectiveness, efficiency and
satisfaction.”, obtained the least average weighted mean 4.53 (rank 4) interpreted as
Excellent. The computed over-all weighted mean on the evaluation on Squid game as
evaluated by respondents using the ISO/IEC 25010:2011 metrics as to usability was 4.56
interpreted as “Excellent”.
1.3 Reliability
Table 4
Reliability.
Reliability Weighted Quantitative Rank
21
Mean Description
1. The application meets needs for reliability 4.53 Excellent 1.5

under normal operation.
2. The application is operational and accessible 4.51 Excellent 2

when required for use.
3. The application operates as intended despite 4.44 Excellent 3
the presence of hardware or software faults.
4. The application can recover the data directly 4.53 Excellent 1.5
affected and re-establish the desired state of
the application in the event of an
interruption or failure.
ISO/IEC 25010: 2011 in terms of Reliability.
Indicators 1 and 4, “The application meets needs for reliability under normal
operation” and “The application can recover the data directly affected and re-establish the
desired state of the application in the event of an interruption or failure”, respectively
both obtained an average weighted mean 4.53 (rank 1) interpreted as Excellent. Indicator
3, “The application operates as intended despite the presence of hardware or software
faults”, obtained the least average weighted mean 4.44 (rank 3) interpreted as Excellent.
The computed over-all weighted mean on the evaluation on Squid game as evaluated by
respondents using the ISO/IEC 25010:2011 metrics as to reliability was 4.53 interpreted
as “Excellent”.
1.4 Maintainability
Table 5
Maintainability.
22
Maintainability Weighted Quantitative Rank
Mean Description
1. The application is composed of discrete 4.57 Excellent 3
components such that a change to one
component has minimal impact on other
components.
2. The application’s asset can be used in more 4.51 Excellent 4
than one device.
3. The application’s effectiveness and 4.63 Excellent 1
efficiency with which it is possible to assess
the impact on an application of an intended
change to one or more of its parts, or to
diagnose an application for deficiencies or
causes of failures, or to identify parts to be
modified.
4. The application can be effectively and 4.48 Excellent 5
efficiently modified without introducing
defects or degrading existing application
quality.
efficiency with which test criteria can be
established for an application and tests can
be performed to determine whether those
criteria have been met.
ISO/IEC 25010: 2011 in terms of Maintainability.
Indicator 3, “The application’s effectiveness and efficiency with which it is
possible to assess the impact on an application of an intended change to one or more
of its parts, or to diagnose an application for deficiencies or causes of failures, or to
identify parts to be modified”, respectively both obtained an average weighted mean
4.63 (rank 1) interpreted as Excellent. Indicator 4, “The application can be effectively
and efficiently modified without introducing defects or degrading existing application
quality”, obtained the least average weighted mean 4.48 (rank 5) interpreted as
23
Excellent. The computed
COLLEGE over-all weighted
OF COMMUNICATION mean on theTECHNOLOGY
AND INFORMATION evaluation on Squid game as
evaluated by respondents using the ISO/IEC 25010:2011 metrics as to reliability was
4.55 interpreted as “Excellent”.
1.4 Portability
Table 6
Portability.
Portability Weighted Quantitative Rank

Mean Description
1. The application can effectively and 4.53 Excellent 3
efficiently be adapted for different or
evolving hardware, software or other
operational or usage environments.
efficiency with which an application
can be successfully installed and/or
uninstalled in a specified environment.
3. The application can replace specified 4.57 Excellent 2
software for the same purpose in the
same environment.
ISO/IEC 25010: 2011 in terms of Portability.
Indicator 2, “The application’s effectiveness and efficiency with which an application
can be successfully installed and/or uninstalled in a specified environment”, respectively
obtained an average weighted mean 4.61 (rank 1) interpreted as Excellent. Indicator 1,
“The application can effectively and efficiently be adapted for different or evolving
hardware, software or other operational or usage environments”, obtained the least
average weighted mean 4.53 (rank 3) interpreted as Excellent. The computed over-all
24
weighted mean on the
COLLEGE OFevaluation on Squid
COMMUNICATION ANDgame as evaluated
INFORMATION by respondents using the
TECHNOLOGY
ISO/IEC 25010:2011 metrics as to reliability was 4.57 interpreted as “Excellent”.
2. Respondent’s evaluation on the Level of Acceptability of Squid Game.
2.1. Functionality
Table 7
Respondents Evaluation on the Level of Acceptability of the “Squid Game” in terms
of Functionality.
Functionality Weighted Quantitative Rank

Mean Description
1. The application is capable of 4.53 Highly Acceptable 4
completing its functions efficiently.
accepting instructions accurately.
3. The application’s software is error 4.57 Highly Acceptable 2
free.
4. The application has adaptive 4.55 Highly Acceptable 3
functionality.
5. The application is dedicated to the 4.61 Highly Acceptable 1
owner of device.
Average Weighted Mean 4.55 Highly Acceptable
Table 7 shows the evaluation of the respondents on the Acceptability using
ISO/IEC 25010: 2011 in terms of Functionality.
Indicator 5, “The application is dedicated to the owner of device”, respectively
obtained an average weighted mean 4.61 (rank 1) interpreted as Highly Acceptable.
Indicator 2, “The application is capable of accepting instructions accurately”, obtained
the least average weighted mean 4.51 (rank 5) interpreted as Highly Acceptable. The
computed over-all weighted mean on the evaluation of the respondents on the
Acceptability using ISO/IEC 25010: 2011 in terms of Functionality was 4.55 interpreted
as “Highly Acceptable”.
25
2.2OFPerformance
COLLEGE COMMUNICATION AND INFORMATION TECHNOLOGY
Table 8
Respondents Evaluation on the Level of Acceptability of the “Squid Game” in terms
of Performance Efficiency.
Performance Efficiency Weighted Quantitative Rank

Mean Description
completing tasks in a fast and
efficient.
2. The application requires minimal 4.48 Highly Acceptable 4
steps to get information needed.
3. The application buttons are easy to 4.46 Highly Acceptable 5
understand and control.
4. The application can provide the 4.51 Highly Acceptable 3
necessary information required by the
user.
5. The application has reliable 4.55 Highly Acceptable 1
information.
Average Weighted Mean 4.51 Highly Acceptable
Table 8 shows the evaluation of the respondents on the Acceptability using
ISO/IEC 25010: 2011 in terms of Performance Efficiency.
Indicator 5, “The application has reliable information”, respectively obtained an
average weighted mean 4.55 (rank 1) interpreted as Highly Acceptable. Indicator 3, “The
application is capable of accepting instructions accurately”, obtained the least average
weighted mean 4.46 (rank 5) interpreted as Highly Acceptable. The computed over-all
weighted mean on the evaluation of the respondents on the Acceptability using ISO/IEC
25010: 2011 in terms of Functionality was 4.51 interpreted as “Highly Acceptable”.
26
chapter 5
RECOMMENDATIONS
This chapter consists of three parts. The first part gives the summary of findings.
The second part is the conclusions of the inquiry which derived from pertinent findings.
27
The last part presents
COLLEGE OF valid recommendations
COMMUNICATION necessary TECHNOLOGY
AND INFORMATION for the improvement of the
proposed mobile game application.
Recommendations:
These are the following recommendations:
1. The implementation of “Squid Game” as a tool for schools is recommended.
2. Maintain the consistency of the task.
3. Enhanced functionality through system completeness and develop performance
through developing user-friendliness of the system.
4. Changing Background of the system.
5. Further enhance the performance of the required functions at different hardware
specification and software environment.
REFERENCES
Allery, L. (2014). How to Make Use of Educational Games. Education for Primary
Care. Vol.25:65–6.Retrieved
from http://content.ebscohost.com/ContentServer.asp?
28
T=P&P=AN&K=93455035&S=R&D=ehh&EbscoContent=dGJyMNHX8kSeprY
4yOvsOLCmr1Gep7JSr664Sa6WxWXS&ContentCustomer=dGJyMO7o44vh5ep
T69fnhrnb4osA
Annetta, L. A. (2011). The “I’s” have it: A framework for serious educational game
design. Review of General Psychology, 14(2), 105-112.
Becker, K. (2021). What’s the difference between gamification, serious games,
educational games, and game-based learning? Academia Letters, Article
209. https://doi.org/10.20935/AL209
Conte Jr., P. D. (2017, December 4). Effect of Game-Based Learning on Students’
Performance in Economics: A Case of “L-AKAD para sa Pilipino.” PSU Journal
of Education, Management and Social Sciences. Retrieved December 3, 2021,
from https://psurj.org/wp-content/uploads/2018/01/JEMSS_0001.pdf
D’Angelo, C., Rutstein, D., Harris, C., Bernard, R., Borokhovski, E., Haertel, G. (2014).
Simulations for STEM Learning: Systematic Review and Meta-Analysis. Menlo
Park. CA: SRI International
Deterding S, Dixon D, Khaled R, et al. (2011) From game design elements to
gamefulness: defining gamification. In: Proceedings of the 15th international
academic MindTrek conference: envisioning future media environments,
Tampere, Finland, 28–30, pp.9–15.

29
Garris, R., Ahlers,
COLLEGER.,OF
& COMMUNICATION
Driskell, J. E. (2012). Games, motivation
AND INFORMATION and learning: A
TECHNOLOGY
research and practice model. Simulation & Gaming, 33(4), 441-467.
Gee, J. (2013, November 16). GBL Influences James Gee’s Principles for game Based
Learning. Legends of Learning. Retrieved December 1, 2021, from
https://www.legendsoflearning.com/blog/james-paul-gee-game-based-learning
Gee, J. P. (2013). What video games have to teach us about learning and literacy. New
York, NY: Palgrave Macmillan.
Jocano, F. L. (2018, November 11). MYTHOLOGY AND PHILIPPINE STUDIES: Why It
Is Important. The Aswang Project. Retrieved December 2, 2021, from
https://www.aswangproject.com/mythology-and-philippine-studies-why-it-is-
important/
Mackay, R. F. (2013, March 1). Playing to learn: Panelists at Stanford discussion say
using games as an educational tool provides opportunities for deeper learning.
Stanford University. Retrieved December 2, 2021, from
https://news.stanford.edu/2013/03/01/games-education-tool-030113/.
Miranda, C. (2021a, October 10). ENGKANTO: THE SHARDS Philippine Mythology
Board Game. The Aswang Project. Retrieved December 4, 2021, from
https://www.aswangproject.com/engkanto-the-shards/
Reid, Maurice, Brown, Steve, and Tabibzadeh, (2012), “Capstone Teaching Models -
30
Combining
COLLEGESimulation, Analytical
OF COMMUNICATION ANDIntuitive Learning
INFORMATION Processes, History and
TECHNOLOGY
Effectiveness”. Journal of Education for Business. Vol. 87(3), pp. 178-184, 2012.
Vandercruysse, S., Vandewaetere, M., & Clarebout, G. (2012, February). Game-Based
Learning: A Review on the Effectiveness of Educational Games. ResearchGate.
Retrieved December 1, 2021, from
https://www.researchgate.net/publication/260360868_Game-
Based_Learning_A_Review_on_the_Effectiveness_of_Educational_Games
Von Wangenheim, C.G. Savi, R. and A.F. Borgatto. (2012), “DELIVER! –An
Educational Game for Teaching Earned Value Management in Computing
Courses”. Information and Software Technology. Vol. 54(3): pp. 286-298, 2012.
Welbers, K., Konijn, E., Burgers, C., de Vaate, A., Eden, A., & Brugman, B. (2019),
February 27). Gamification as a tool for engaging student learning: A field
experiment with a gamified app. SAGE Journals. Retrieved December 1, 2021,
from https://journals.sagepub.com/doi/full/10.1177/2042753018818342
31
APPENDICES
32
Appendix
COLLEGE OF COMMUNICATION A
RELEVANT SOURCE CODE
Flipmatch
using System.Collections;
using System.Collections.Generic;
using UnityEngine;
using UnityEngine.UI;
public class PictureManager : MonoBehaviour

{
public Picture PicturePrefab;
public Transform PicSpawnPosition;
public Vector2 StartPosition = new Vector2(-2.15f, 3.62f);
[Space] [Header("GameOver")]
public GameObject GameOverPanel;
public GameObject NewBestTimeText;
public GameObject YourTimeText;
public GameObject EndTimeText;
public enum GameState
{
NoAction,
MovingOnPosition,
DeletingPuzzles,
FlipBack,
Checking,
GameEnd
};
public enum PuzzleState
{
PuzzleRotating,
CanRotate
};
public enum RevealedState
{
NoRevealed,
OneRevealed,
TwoRevealed
};
//
[HideInInspector]
public GameState CurrentGameState;
//
33
[HideInInspector]
public PuzzleState CurrentPuzzleState;
//
[HideInInspector]
public RevealedState PuzzleRevealedNumber;
//
[HideInInspector]
public List<Picture> PictureList;
private Vector2 _offset = new Vector2(1.5f, 1.52f);
private Vector2 _offsetFor15Pairs = new Vector2(1.12f, 1.30f);
private Vector2 _offsetFor20Pairs = new Vector2(1.14f, 1.20f);
private Vector3 _newScaleDown = new Vector3(1f, 1f, 0.001f);
private List<Material> _materialList = new List<Material>();
private List<string> _texturePathList = new List<string>();
private Material _firstMaterial;
private string _firstTexturePath;
private int _firstRevealedPic;
private int _secondRevealedPic;
private int _revealedPicNumber = 0;
private int _picToDestroy1;
private int _picToDestroy2;
private bool _coroutineStarted = false;
private int _pairNumbers;
private int _removedPairs;
private Timer _gameTimer;
void Start()
{
CurrentGameState = GameState.NoAction;
CurrentPuzzleState = PuzzleState.CanRotate;
PuzzleRevealedNumber = RevealedState.NoRevealed;
_revealedPicNumber = 0;
_firstRevealedPic = -1;
_secondRevealedPic = -1;
_removedPairs = 0;
_pairNumbers = (int) GameSettings.Instance.GetPairNumber();
_gameTimer = GameObject.Find("Main Camera").GetComponent<Timer>();
LoadMaterials();
if (GameSettings.Instance.GetPairNumber() ==
GameSettings.EPairNumber.E10Pairs)
{
CurrentGameState = GameState.MovingOnPosition;
SpawnPictureMesh(4, 5, StartPosition, _offset, false);
MovePicture(4, 5, StartPosition, _offset);
}
34
else if (GameSettings.Instance.GetPairNumber()
COLLEGE OF COMMUNICATION AND INFORMATION == TECHNOLOGY
{
SpawnPictureMesh(5, 6, StartPosition, _offset, true);
MovePicture(5, 6, StartPosition, _offsetFor15Pairs);
}
else if (GameSettings.Instance.GetPairNumber() ==
{
SpawnPictureMesh(5, 8, StartPosition, _offset, true);
MovePicture(5, 8, StartPosition, _offsetFor20Pairs);
}
}
public void CheckPicture()
{
CurrentGameState = GameState.Checking;
for (int id = 0; id < PictureList.Count; id++)
{
if (PictureList[id].Revealed && _revealedPicNumber < 2)
{
if (_revealedPicNumber == 0)
{
_firstRevealedPic = id;
_revealedPicNumber++;
}
else if (_revealedPicNumber == 1)
{
_secondRevealedPic = id;
_revealedPicNumber++;
}
}
}
if (_revealedPicNumber == 2)
{
if (PictureList[_firstRevealedPic].GetIndex() ==
PictureList[_secondRevealedPic].GetIndex() && _firstRevealedPic !=
_secondRevealedPic)
{
CurrentGameState = GameState.DeletingPuzzles;
_picToDestroy1 = _firstRevealedPic;
_picToDestroy2 = _secondRevealedPic;
}
else
35
{ COLLEGE OF COMMUNICATION AND INFORMATION TECHNOLOGY
CurrentGameState = GameState.FlipBack;
}
}
CurrentPuzzleState = PictureManager.PuzzleState.CanRotate;
if (CurrentGameState == GameState.Checking)
{
}
}
private void DestroyPicture()
{
PictureList[_picToDestroy1].Deactivate();
PictureList[_picToDestroy2].Deactivate();
_removedPairs++;
CurrentPuzzleState = PuzzleState.CanRotate;
}
private IEnumerator FlipBack()
{
_coroutineStarted = true;
yield return new WaitForSeconds(0.5f);
PictureList[_firstRevealedPic].FlipBack();
PictureList[_secondRevealedPic].FlipBack();
PictureList[_firstRevealedPic].Revealed = false;
PictureList[_secondRevealedPic].Revealed = false;
_coroutineStarted = false;
}
private void LoadMaterials()
{
var materialFilePath = GameSettings.Instance.GetMaterialDirectoryName();
var textureFilePath =
GameSettings.Instance.GetPuzzleCategoryTextureDirectoryName();
var pairNumber = (int)GameSettings.Instance.GetPairNumber();
const string matBaseName = "Pic";
var firstMaterialName = "Back";
for (var index = 1; index <= pairNumber; index++)
{
var currentFilePath = materialFilePath + matBaseName + index;
Material mat = Resources.Load(currentFilePath, typeof(Material)) as Material;
_materialList.Add(mat);
var currentTextureFilePath = textureFilePath + matBaseName + index;
36
_texturePathList.Add(currentTextureFilePath);
}
_firstTexturePath = textureFilePath + firstMaterialName;
_firstMaterial = Resources.Load(materialFilePath + firstMaterialName,
typeof(Material)) as Material;
}
void Update()
{
if (CurrentGameState == GameState.DeletingPuzzles)
{
if (CurrentPuzzleState == PuzzleState.CanRotate)
{
DestroyPicture();
CheckGameEnd();
}
}
if (CurrentGameState == GameState.FlipBack)
{
if (CurrentPuzzleState == PuzzleState.CanRotate && _coroutineStarted == false)
{
StartCoroutine(FlipBack());
}
}
if(CurrentGameState == GameState.GameEnd){
if(PictureList[_firstRevealedPic].gameObject.activeSelf == false &&
PictureList[_secondRevealedPic].gameObject.activeSelf == false &&
GameOverPanel.activeSelf == false)
{
ShowEndGameInformation();
}
}
}
private bool CheckGameEnd(){
if(_removedPairs == _pairNumbers && CurrentGameState !=
GameState.GameEnd){
CurrentGameState = GameState.GameEnd;
_gameTimer.StopTimer();
Config.PlaceScoreOnBoard(_gameTimer.GetCurrentTime());
}
return (CurrentGameState == GameState.GameEnd);
}
private void ShowEndGameInformation(){
GameOverPanel.SetActive(true);
if(Config.IsBestScore()){
NewBestTimeText.SetActive(true);
37
YourTimeText.SetActive(false);
}
else{
NewBestTimeText.SetActive(false);
YourTimeText.SetActive(true);
}
// YourTimeText.SetActive(true);
var timer = _gameTimer.GetCurrentTime();
var minutes = Mathf.Floor(timer / 60);
var seconds = Mathf.RoundToInt(timer % 60);
var newText = minutes.ToString("00") + ":" + seconds.ToString("00");
EndTimeText.GetComponent<Text>().text = newText;
}
private void SpawnPictureMesh(int rows, int columns, Vector2 Pos, Vector2 offset,
bool scaleDown)
{
for (int col = 0; col < columns; col++)
{
for (int row = 0; row < rows; row++)
{
var tempPicture = (Picture)Instantiate(PicturePrefab,
PicSpawnPosition.position, PicturePrefab.transform.rotation);
if (scaleDown)
{
tempPicture.transform.localScale = _newScaleDown;
}
tempPicture.name = tempPicture.name + 'c' + col + 'r' + row;
PictureList.Add(tempPicture);
}
}
ApplyTextures();
}
public void ApplyTextures()
{
var rndMatIndex = Random.Range(0, _materialList.Count);
var AppliedTimes = new int[_materialList.Count];
for (int i = 0; i < _materialList.Count; i++)
{
AppliedTimes[i] = 0;
}
foreach (var o in PictureList)
{
var randPrevious = rndMatIndex;
var counter = 0;
var forceMat = false;
38
whileCOLLEGE
(AppliedTimes[rndMatIndex]
OF COMMUNICATION AND >=INFORMATION
2 || ((randPrevious == rndMatIndex) && !
TECHNOLOGY
forceMat))
{
rndMatIndex = Random.Range(0, _materialList.Count);
counter++;
if (counter > 100)
{
for (var j = 0; j < _materialList.Count; j++)
{
if (AppliedTimes[j] < 2)
{
rndMatIndex = j;
forceMat = true;
}
}
if (forceMat == false)
return;
}
}
o.SetFirstMaterial(_firstMaterial, _firstTexturePath);
o.ApplyFirstMaterial();
o.SetSecondMaterial(_materialList[rndMatIndex],
_texturePathList[rndMatIndex]);
o.SetIndex(rndMatIndex);
o.Revealed = false;
// o.ApplySecondMaterial();
AppliedTimes[rndMatIndex] += 1;
forceMat = false;
}
}
private void MovePicture(int rows, int columns, Vector2 pos, Vector2 offset)
{
var index = 0;
for (var col = 0; col < columns; col++)
{
for (int row = 0; row < rows; row++)
{
var targetPosition = new Vector3((pos.x + (offset.x * row)), (pos.y - (offset.y *
col)), 0.0f);
StartCoroutine(MoveToPosition(targetPosition, PictureList[index]));
index++;
}
}
}
private IEnumerator MoveToPosition(Vector3 target, Picture obj)
{
39
var randomDis
COLLEGE=OF 7;COMMUNICATION AND INFORMATION TECHNOLOGY
while (obj.transform.position != target)
{
obj.transform.position = Vector3.MoveTowards(obj.transform.position, target,
randomDis * Time.deltaTime);
yield return 0;
}
}
}
Board
using System;
using System.Collections;
using System.Collections.Generic;
using System.Linq;
using System.Threading.Tasks;
using DG.Tweening;
using UnityEngine;
using UnityEngine.UI;
using Debug = UnityEngine.Debug;
using Random = UnityEngine.Random;
//
public sealed class Board : MonoBehaviour
{
public static Board Instance { get; private set; }
[SerializeField] private AudioClip collectSound;
[SerializeField] private AudioSource audioSource;
public Row[] rows;
public Tile[,] Tiles { get; private set; }
public int Width => Tiles.GetLength(0);
public int Height => Tiles.GetLength(1);
private readonly List<Tile> _selection = new List<Tile>();
private const float TweenDuration = 0.25f;
private void Awake() => Instance = this;
private void Start()
{
Tiles = new Tile[rows.Max(row => row.tiles.Length), rows.Length];
for (var y = 0; y < Height; y++)
{
for (var x = 0; x < Width; x++)
{
var tile = rows[y].tiles[x];
tile.x = x;
tile.y = y;
40
tile.Item
COLLEGE= ItemDatabase.Items[Random.Range(0,
OF COMMUNICATION AND INFORMATION TECHNOLOGY
ItemDatabase.Items.Length)];
Tiles[x, y] = tile;
}
}
}
public async void Select(Tile tile)
{
if (!_selection.Contains(tile))
{
if (_selection.Count > 0)
{
if (Array.IndexOf(_selection[0].Neighbours, tile) != -1) _selection.Add(tile);
}
else
{
_selection.Add(tile);
}
}
if (_selection.Count < 2) return;
await Swap(_selection[0], _selection[1]);
if (CanPop())
{
Pop();
}
else
{
await Swap(_selection[0], _selection[1]);
}
_selection.Clear();
}
public async Task Swap(Tile tile1, Tile tile2)
{
var icon1 = tile1.icon;
var icon2 = tile2.icon;
var icon1Transform = icon1.transform;
var icon2Transform = icon2.transform;
var sequence = DOTween.Sequence();
sequence.Join(icon1Transform.DOMove(icon2Transform.position,
TweenDuration)).Join(icon2Transform.DOMove(icon1Transform.position,
TweenDuration));
await sequence.Play().AsyncWaitForCompletion();
icon1Transform.SetParent(tile2.transform);
icon2Transform.SetParent(tile1.transform);
tile1.icon = icon2;
41
tile2.icon = icon1;
var tileItem = tile1.Item;
tile1.Item = tile2.Item;
tile2.Item = tileItem;
}
private bool CanPop()
{
if (Tiles[x, y].GetConnectedTiles().Skip(1).Count() >= 2) return true;
return false;
}
private async void Pop()
{
{
{
var tile = Tiles[x, y];
var connectedTiles = tile.GetConnectedTiles();
if (connectedTiles.Skip(1).Count() < 2) continue;
var deflateSequence = DOTween.Sequence();
foreach (var connectedTile in connectedTiles)
deflateSequence.Join(connectedTile.icon.transform.DOScale(Vector3.zero,
TweenDuration));
// Audio
audioSource.PlayOneShot(collectSound);
// Score
ScoreCounter.Instance.Score += tile.Item.value * connectedTiles.Count;
// ScoreCount.Instance.Scores += tile.Item.value * connectedTiles.Count;
await deflateSequence.Play().AsyncWaitForCompletion();
var inflateSequence = DOTween.Sequence();
foreach (var connectedTile in connectedTiles)
{
connectedTile.Item = ItemDatabase.Items[Random.Range(0,
ItemDatabase.Items.Length)];
inflateSequence.Join(connectedTile.icon.transform.DOScale(Vector3.one,
TweenDuration));
}
await inflateSequence.Play().AsyncWaitForCompletion();
//
x = 0;
y = 0;
}
}
42
Appendix
COLLEGE OF COMMUNICATION B
Evaluation Tool or Test Documents
43
Appendix C
Users’ Guide
44
Appendix D
Screen Layouts
45
Appendix
COLLEGE OF COMMUNICATION E
Test Results
46
Appendix F
Copy of Request Letter/ MOA/ MOU
47
Appendix G
Curriculum Vitae
48
49

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COLLEGE OF COMMUNICATION AND.

Villanueva, Thaddeus Jadion

Republic of the Philippines

This, study entitled “SQUIDGAME” prepared and submitted by Thaddeus

ENGR. MELOJEAN C. MARAVE ENGR. CARL ANGELO PAMPLONA

DR. GEOFFREY S. SEPILLO

DANIEL A. BACHILLAR, MSCS MR. DARWIN M. MORAÑA

to make this study successful.

Menchie A. Dela Cruz, PhD, Dean of the College of Communication and

Dr. Geoffrey S. Sepillo, Mr. Daniel A. Bachillar, and Mr. Darwin M.

recommendations in order to improve this study,

Mrs. Myrna S. Pangan, Principal of Polytechnic College of Botolan, for

unconditional love, support, sacrifices.

bestowed upon the researchers.

Polytechnic College of Botolan. It is sought to determine the quality of the application

using ISO/IEC 25010:2011 Software Quality Metrics in terms of compatibility, usability,

maintainability, portability, functionality, and performance efficiency. The researchers

of 30 students as the respondents.

interpreted as Highly Acceptable.

The researchers recommend the implementation of “Squid Game” as a tool for

schools is recommended, the implementation of “Squid Game” as a tool for schools is

functionality through system completeness and develop performance through developing

functions at different hardware specification and software environment.

Purpose and Description......................................................................................................2

Scope and Limitations..........................................................................................................3

CHAPTER 2. REVIEW OF RELATED LITERATURE/ SYSTEMS

Review of Related Literature, Studies/ Systems..................................................................6

Design of Software, System, Product and or Processes………………………………….16

Development and Testing………………………………….…………………………….19

Data Analysis Plan and Statistics……………………………………………………..….21

CHAPTER 4 RESULTS AND DISCUSSION

Evaluation of the Software Quality in terms of Compatibility………...………………...24

Evaluation of the Software Quality in terms of Usability.…………………………........24

Evaluation of the Software Quality in terms of Reliability……………………………...25

Evaluation of the Software Quality in terms of Maintainability………………………...27

Evaluation of the Software Quality in terms of Portability……………….......................28

Evaluation of the Level of Acceptability in terms of Functionality…...………………...29

Evaluation of the Level of Acceptability in terms of Performance…...………………...30

Appendix A Relevant Source Code...................................................................................38

Appendix B Evaluation Tool or Test Documents..............................................................49

Appendix C Users’ Guide..................................................................................................50

Appendix D Screen Layouts .............................................................................................51

Appendix E Test Results....................................................................................................52

Appendix F Copy of Request Letter/ MOA/ MOU ..........................................................53

Appendix G Curriculum Vitae ..........................................................................................54

Table Title Page

1 Distribution of Survey Questionnaire to the ……………………. 21

selected user of the proposed game entitled

2 Respondents Evaluation on the Software Quality ……………… 24

of the “Squid Game” in terms of Compatibility

3 Respondents Evaluation on the Software Quality ……………… 24

of the “Squid Game” in terms of Usability

4 Respondents Evaluation on the Software Quality ……………... 25

of the “Squid Game” in terms of Reliability

5 Respondents Evaluation on the Software Quality ………………. 27

of the “Squid Game” in terms of Maintainability

6 Respondents Evaluation on the Software Quality ……………… 28

of the “Squid Game” in terms of Portability

7 Respondents Evaluation on the Level of Acceptability ………... 29

of the “Squid Game” in terms of Functionality

8 Respondents Evaluation on the Level of Acceptability ………… 30

of the “Squid Game” in terms of Performance

Figure Title Page