CHAPTER 1

INTRODUCTION

This chapter explained about project background, problem statements, project

objectives, project scopes, project significance and the summary of this chapter.

1.1 Background of Study

Road safety is known as the steps used to limit the danger of road traffic injury
and fatalities for any typical road users such as pedestrians, cyclists, motorists, vehicle
passengers and passengers of on-road public transport. Road safety has been
acknowledged as a critical component that needs to be included in every road
management system (Maqbool et al., 2019). Every population in the world, whether
they use vehicles or not, must pay close attention to road safety. Because of the lack
of adult supervision, children and students are the most vulnerable group to traffic
accidents, minor or significant injuries, and even death. It is never too late to teach
youngsters about road safety rules and precautions while they are young (mathy & P,
2016).

One of the most significant tools for regulating traffic operations and ensuring a
smooth and safe operation is traffic signs. They are frequently used around the world

1
to provide critical information on right of way, movement limits, and other issues.
They are regarded as one of the most significant tools for ensuring road safety
(Fleyeh & Dougherty, 2005).

Walking, although being the oldest mode of transportation, has become a severe
road danger and a life-threatening risk for many people around the world. Pedestrians
were involved in around 22% of all road traffic incidents worldwide, and they are
quite common, especially in developed countries. Each year, more than 500
pedestrians are killed in Malaysia, and pedestrians consistently rank third after
motorcyclists and car occupants (Syazwan et al., 2018). Children are mostly injured
or killed as pedestrians since they are active road users. Due to the greater proportion
of child pedestrian fatalities in Malaysia, the figure of fatal collisions involving
children is particularly concerning. In Malaysia, fatal vehicle collisions claimed the
lives of 12 percent of children aged 1 to 18 years old between 2007 and 2009 (Shaeza
et al., 2018). According to WHO estimates, 186,300 children die every year in road
traffic accidents around the world, which is equivalent to over 500 children dying
every day. Road traffic injuries are one of the top four global causes of death in
children aged 5 to 14. Among these deaths, 38% of the children are
pedestrians (Schwebel, Davis, & O'Neal, 2012; World Health Organization, 2015).

This project aims to incorporate an element of enjoyment while gaining a new

knowledge about road safety rules and traffic signs among the primary school
students. Many previous research has indicated that students who learn through games
have better motivation and self-efficacy when they believe they are competent; they
have also discovered that skill understanding and competence are the most important
factors of motivation and accomplishment (Hamari et al., 2016). In recent years,
gamification has gained popularity in education. Its benefits include providing
children with the opportunity to study in a multi-sensory, active, and exploratory
setting, among others. Learners can utilize these instructional games for experiential
learning in a dynamic learning environment to improve their decision-making and
problem-solving skills (Adachi and Willoughby, 2013). Furthermore, instead of
obtaining delayed feedback via traditional evaluation methods (e.g., tests and
examinations), students can receive quick feedback or results to get answers.
2
 In this project, the game-based learning will be an interactive game with various
elements of multimedia which are audio, video, animation, graphic and text. It will
attract the user more since they will be able to control the character by clicking on the
screen to move it around.

Therefore, through this game-based learning more children hopefully are gaining
new knowledge about safety roads and traffic signs.

1.2 Preliminary Study

A preliminary study is a type of initial observation or study of a topic or issue that

is connected to the evaluation or review that is being conducted. A preliminary study
was conducted for this gaming project to determine how much primary students in
Malaysia knew about road safety rules and traffic signs. Primary students aged 7 to
12 years old are participating in an online survey. The preliminary study was
completed using the use of "Google Form" to distribute the survey. The goal of this
research is to determine the best platform for primary students to learn more about
road safety rules and traffic signs. The poll was completed by 12 respondents ranging
in age from 12 years old and under to 8 years old and above.

1.2.1 Survey

The survey was circulated via a link posted on social media platforms like
Instagram and WhatsApp. The respondents were asked to reflect on their
understanding of road safety rules and traffic signs, as well as their readiness to
apply game-based learning on road safety rules and traffic signs, in a survey that
was successfully collected using Google Form. The poll is broken into two
sections: a quiz section with questions about road safety and traffic signs to

3
 evaluate their knowledge, and a second section about their willingness to use
game-based learning to learn about road safety rules and traffic signs.

1.2.2 Findings of Survey

Data was gathered to better understand the user's requirements and

demands for this game project. Respondents were asked to fill out the personal
information section, which is the initial element of the survey, in order to
accomplish this. Table 1.1 displays the percentage of respondents by gender, age,
and whether or not their school provides a road safety book, as well as whether or
not they read the book. According to the table below, there are 7 (58.4%) female
respondents and 5 (41.7%) male respondents. 6 (50%) of the respondents are under
the age of 12, 2 (16.7%) are under the age of 8, and the remaining 33% are between
the ages of seven, nine, ten, and eleven. Furthermore, as seen in the chart below,
all 12 (100%) respondents believe that the majority of their school provides road
safety books. Finally, 5 (41.7 %) respondents say "yes" to the question of whether
they read the safety guidelines books, while 4 (33.3 %) say "maybe," implying that
they don't recall whether or not they read the book, and 3 (25 %) say "no." It can
be shown that the majority of the respondents read the road safety books, although
some of them have doubts about their memory of doing so.

Table 1.1 First Section of the questionnaire

Question Range Frequency(n) Percentage (%)

Gender Male 5 41.7

Female 7 58.4

Age 7 1 8.3

8 2 16.7

4
 9 1 8.3

10 1 8.3

11 1 8.3

12 6 50

Did school provide Yes 12 100

a book about safety
No 0 0
roads?

Did you read the Yes 5 41.7

book?
Maybe 4 33.3

No 3 25

Table 1.2 Second section of the questionnaire (quiz time)

Question Range Frequency(n) Percentage

(%)

Based on the image Pedestrian can cross 1 8.3

below choose the the road
correct answer.
Pedestrian cannot 11 91.6
cross the road

Which one of the Traffic light contain 1 8.3

following below is 3 color
FALSE about
Yellow color mean 1 8.3
traffic light
ready to stop

Yellow, green and 10 83.3

red is the correct

5
 order for the traffic
light color

Based on the image Zebra crossing 0 0

below choose the
Children crossing 11 91.6
correct answer
sign

Pedestrian crossing 1 8.3

sign

What is the first Look to your left 2 16.7

thing to do before and right
crossing the road?
Look to your right 0 0
and left

Look to your right, 10 83.4

left and right

Based table 1.2 above shows that most of the respondents know basic knowledge
of road safety rules and traffic signs. Only one or two respondents have lesser
knowledge about road safety and traffic signs. In each question only one person
chose a wrong answer with 8.3 % except for question number 4 where two
respondents (16.7%) choose “look to your left and right” while the correct answer
is “look to your right, left and right”.

Table 1.3 Third section of the questionnaire

Question Range Frequency(n) Percentage

(%)

Books 2 16.7

6
 Which source do you Educational 10 83.3
prefer to gain more Games
knowledge about road
Others (etc) 0 0
safety and traffic signs?

Have you ever played Yes 3 25

any educational game
No 9 75
on road safety and
traffic signs?

Do you think an Yes 12 100

educational game about
No 0 0
road safety and traffic
signs would be very
helpful for the children?

Based on table 1.3 above shows that most of the respondents prefer educational
games in gaining more knowledge about road safety and traffic signs with 10
(83.3%) respondents, while 2 respondents (16.7) choose books. Besides that, three
respondents (25%) choose that they had played an educational game on road safety
and traffic signs, while 9 respondents (75%) choose that they never played the
game. Lastly, all of the respondents (100%) agree that an educational game about
road safety and traffic signs would be very helpful for the children.

1.2.3 Conclusion of Survey

In conclusion, the majority of the respondents are female students aged

12 to 8 years old, according to the findings of the study. Also according to
information gathered from the survey, the respondent's school provides a road
safety book for primary school children. Only one or two respondents in the
second section of the questionnaire had zero knowledge of road safety rules and
7
 traffic signs. Only three people (25%) had played an educational game about
road safety rules and traffic signs. The results reveal that 12 (100.0%)
respondents support moving through with the initiative to develop a Game-Based
Learning system for learning road safety rules and traffic signs in a more
engaging and playful way.

1.3 Problem Statement

The lack of knowledge about the safety rules and traffic signs among the
primary school students
Road accidents are currently the 9th biggest cause of death, but are expected to
rise to the 5th by 2020. Road traffic injuries are the main cause of death among young
adults aged 15-19 years and the second leading cause among children and adolescents
aged 5- 14. According to the World Health Organization, road traffic accidents are the
sixth highest cause of death among children and teenagers. The death toll is higher in
countries like India, where pedestrians, cyclists, and passengers are vulnerable and
cars lack safety standards (mathy & P, 2016). While in Malaysia, males accounted for
74 percent of total fatalities and injuries in pedestrian crashes, according to (Royal
Malaysian Police [PDRM], 2018). Children under the age of 15 were involved in
roughly 20% of pedestrian fatalities.
According to Yulianto B (2017), children have a low degree of knowledge, skills,
and concentration, all of which are necessary for their safety. A wide range of child
behaviors, such as practical jokes, lack of focus while cycling or walking, failure to
look at traffic before crossing the road, and failure to pay attention to traffic signs and
traffic signals when crossing the road, can all raise the risk of accidents. Based on
Lipton et al. (2002) found that children occasionally misunderstand the purpose of
crossing facilities and respond to the measures based on their own perception,
preferring to cross on the shorter path rather than at the marked crossings.

8
 In Malaysia, irresponsible crossing and walking/playing on the road have resulted
in numerous pedestrian fatalities. Based on Hamidun & Roslan (2022) research, stated
that the crossing behavior of 579 pedestrians, many children who crossed the street
alone tended to run rather than look before crossing. Besides, Fhyri A (2004) stated
one of the reasons for the higher accident risk in 5- and 6-year-olds compared to older
children in Norway is that actions like crossing the road safely require relatively
complicated cognitive skills for a 5- or 6-year-old child. For instance, the selection of
a safe place to cross the road involves gathering and processing information, to detect
vehicles, to estimate their speed and to evaluate distance and time-gaps. Moreover,
incoming vehicles could be obscured by objects. In order to travel safely in a traffic
environment, the youngster must also comprehend the meaning of signs, signals, and
road markings, as well as be able to avoid distractions.

Limited medium for educational games on road safety and traffic signs.

Based on a small survey that has been conducted, shows that most primary
school students aged 12 years old prefer to learn more about safety roads and
traffic signs through a game-based learning with 81.9 % votes and the rest of the
percentage prefer books. With 54.6% of respondents voting no towards the
question whether they read the books about safety roads, 36.4% voted yes and
9.1% voted maybe. The survey concluded that a total of 11 respondents agree
that the educational game about road safety rules and traffic signs will be more
helpful for them in order to gain more knowledge about the road safety rules and
traffic signs. Some students avoid reading because they believe they could learn
the same material more quickly by viewing a short video on YouTube about the
book they are analyzing or a film version of it, rather than spending a lot of time
and effort figuring it out on their own by reading the book. (2019, Lombardi).

According to a survey run by Picton I (2020), the number rises to nearly

three quarters (73.1%) of young people who do not enjoy reading, suggesting
that video games can act as an entry point into the world of stories, especially
for those who do not enjoy reading. They prefer to play games rather than

9
 reading a book since games have various storylines that are much more
interesting than reading a book. Besides that, a vast majority of the students (17
of 25, or 68%) liked other materials like pamphlets, magazines, and cartoon
strips more than books.

1.4 Objectives

There are few objectives that this project will be focusing on:

i. To design a 2-Dimensional (2D) game-based learning of road safety rules and

traffic signs for primary school children
ii. To develop an interactive game-based learning about road safety rules and
traffic signs for primary school children
iii. To evaluate an enjoyment of learning road safety rules and traffic signs via
game-based learning.

1.5 Project Scope

Primary school students are the intended audience for this application. The
game will be created in a 2D environment for a web-based platform and will
incorporate all multimedia elements such as animation, graphics, text, video, and
audio. Because English is a worldwide language, it is the greatest choice for this
game's language. The game is a desktop-based game where users can play on any
device via the internet browser and launch very fast.

This game's content will focus on children's safety road rules and traffic signs.
The majority of the safety road rules will focus on how to cross the road as a
pedestrian. The traffic signs, on the other hand, will be covered just to the extent
that they are on the road signs. Because the theme is on road safety, the
10
 environment will take place on the road. It began with a brief tutorial that the user
followed while playing the game. The player will be taught how to play the game
by following the instructions. Through visualization, the game will present a clear
and easy to understand fact and information.

In order to complete the challenge in this game, the user must travel to a
specific location, which requires crossing the road and following the road safety
rules and traffic signs shown in certain areas. Players will unlock a new level after
successfully arriving at the destination with a time given, which will inevitably
increase the awareness about safety road rules and traffic signs even when they are
not playing the game. A player only has 2 lives to retry the level, more than that
they have to start over the level they are currently on.

1.6 Project Significance

Every project must have a purpose, and the purpose of this project is to provide
primary school students with exposure to road safety rules and traffic signs.
Because road accidents happen all the time, it's a good idea to learn about them
through game-based learning, which will soon be integrated in students' daily
lives.

This game also benefits the player by enhancing their understanding of safe
roads and traffic signs. By playing the game, young adults who are likely to have
no awareness of traffic signs or any safety road laws can get an additional lesson,
as it presents information in a style that is far more straightforward and interactive
than plain-text information in books.

In addition, schools can use this game to give early exposure to road safety
rules and traffic signs toward primary school children at school. Road users with
a well-developed road safety culture while they are young can reduce fatalities
(Zulkifli et al., n.d.). According to Govender (2012), road safety education, like all
11
 learning, should begin at a young age and be adapted to the age and circumstances
of the child. Children must be aware of the road safety rules in their local
surroundings. They must be aware of the threats and taught how to deal with them
safely. Children frequently have no idea what is considered safe. Children's
perceptions of danger are limited, and they are readily diverted.

1.7 Conclusion

To summarize, safety road rules and traffic signs are essential knowledge for
everyone, especially children. Most children require this knowledge because they
almost always use it in their daily lives. Children who walk from home to school, for
example, would most likely require this knowledge for their own safety on the road.
From problem statement above shows that most of the traffic accidents involve
children as the victims since most of them are pedestrians.

Moreover, based on the foregoing research, it may be possible to construct and

design a game-based learning system for safety road laws and traffic signs, which
would assist youngsters or students in learning them more effectively while also
providing a fun learning environment. It would play a part in implying the knowledge
of road safety laws and traffic signals so that it is more understandable rather than
learning with theories if the correct planning and usable procedures were used for the
developments. With the advancement of modern technology, humanity may be able
to grow in wisdom and understanding.

12
 CHAPTER 2

LITERATURE REVIEW

In this chapter it consists of information that was related to this project. The content of
this chapter will be used to support relevant literature for the project. It provides an
overview of the Road Safety Rules and Traffic Signs, types of traffic signs and road safety
in Malaysia, existing applications that are quite similar to the project, and review of the
project methodology.

2.1 Overview of Road Safety Rules and Traffic Signs

This section will explain the history of traffic signs and safety road, the importance of
road safety and traffic signs knowledge for children, campaign awareness of road safety
and type of traffic signs and road safety rules in Malaysia.

2.1.1 History of Traffic Signs and Safety Road

Since the 1800s, traffic lights have been in use. People at the time
employed traffic lights for the same general purpose that we do now: to control
traffic congestion. The only difference was that traffic congestion was caused by

13
horse-drawn carriages and pedestrians at the time. John Peake Knight developed
the first traffic light, which was powered by gas. On Dec. 10, 1868, it was erected
outside the House of Parliament in London, England. The traffic light had only
two colors at the time: green for go and red for stop. During the day, the colors
were visible, but at night, police officers had to manually illuminate red or green
to signal drivers (Maloney, 2022). Only a month later, a police officer in charge of
the signal was seriously injured when one of the lights exploded in his face due to
a gas main leak. The project was quickly canceled after it was designated a public
health danger (Ross, 2016).

Garrett Morgan, a 46-year-old inventor and newspaperman, received

Patent No. 1,475,074 for his three-position traffic light on November 20, 1923.
Nonetheless, it was a significant innovation: by having a third position in addition
to "Stop" and "Go," it was able to govern crossing cars more safely than previous
signals. Morgan designed a T-shaped pole with three settings as a signal. It might
be placed at half-mast (like a blinking yellow light today) at night when traffic was
light, alerting automobiles to go cautiously through the intersection. For $40,000,
he sold the rights to his idea to General Electric (History.com Editors, 2009).
Figure 2.1 below shows an example of innovation of traffic lights back then in the
year of 1868 to 1924.

Figure 2.1 Innovation of Traffic Light

(Source: https://www.realityviews.in/2015/12/facts-history-of-traffic-lights-traffic.html)

14
2.1.2 Importance of Road Safety and Traffic Signs Knowledge for
Children

A traffic road sign is a symbolic transcription of a legal statement, and they

can be categorized as regulatory, warning, or informational. Every traffic sign
represents a single piece of information concerning current traffic conditions and
their implications. Uncertain interpretation of such cues in a linguistic landscape
by young children may indicate a lack of comprehension of the intended meaning.
This could lead to a misinterpretation of a road sign, with potentially dangerous
consequences. As a result, given the functional context of structured behavior and
action within a social setup, awareness of basic safety norms and information is
critical. The importance of youngsters knowing traffic signs is frequently
accompanied with an adult perspective, as adults are the primary agents of
nurturing the young, according to nature's order. Understanding adult perceptions
will help us better comprehend young children's visual semiotics (Chia et al.,
2009).

Road safety education, like all learning, should begin at a young age and
be adapted to the age and circumstances of the child. Children must be aware of
the road safety rules in their local surroundings. Children frequently have no idea
what is considered safe. Their perceptions of danger are limited, and they are
readily diverted. They require continual education beginning at a young age to
assist them establish safe and right road behavior as well as a more positive attitude
about their own decision-making (THE ROAD SAFETY EDUCATION
PROGRAMME: A JOURNEY INTO THE SCHOOL CURRICULUM, 2012). As
a result, the school's duty includes teaching parents, guardians, and caregivers how
to incorporate road safety instruction into their children's daily routines and
activities. Schools play an important role by holding many programmes about road
safety to make the children learn more about road safety such as quiz competitions
about road safety and traffic rules.

15
2.1.3 Campaign Awareness of Safety Road

In order for people to learn more and raise awareness about safety roads and
traffic signs is through any campaign that has been held by the government, NGO
and many more. A lot of activities have been done to spread more awareness about
safe roads in Malaysia.

I. #ShellSelamatSampai

Figure 1.2 Shell Safety Road Campaign

(Source: https://www.shell.com.my/sustainability/communities/road-safety-malaysia.html)

Shell relaunched its #ShellSelamatSampai road safety campaign in

2016 to raise road safety awareness and encourage behavioral change
among motorcyclists and youths, two of the most vulnerable groups on the
road. #ShellSelamatSampai has reached up to 70,000 young people, and
major government agencies such as the Road Safety Department (JKJR),
the Road Transport Department (JPJ), the Ministry of Education, and the
Royal Malaysian Police (PDRM) continue to work together to develop a
solid partnership. Varsity students take on the challenge of producing
interesting road safety innovation prototypes as part of the
#ShellSelamatSampai Varsity Challenge programme, an inter-varsity road
safety innovation competition. The initiative has revealed road safety
solutions such as reducing overtaking accident risks, reducing distracted
driving, increasing motorcycle rider visibility, and recycling agricultural
trash to improve existing road structures (Road Safety Malaysia -
#ShellSelamatSampai, 2022).

II. Volvo and Kidzania Road Safety Campaign

16
 Figure 2.3 Volvo and Kidzania Road Safety Campaign

(Source: https://www.carsifu.my/news/volvo-and-kidzania-road-safety-campaign)

Continues to deliver road safety instruction to Malaysian

schools in conjunction with KidZania Kuala Lumpur. In two years,
the partnership between Volvo Trucks, Volvo Cars, and KidZania
has helped educate over 90,000 youngsters. Children at KidZania
learn how to sit properly in a car, how to properly use a safety belt,
and the importance of child seats, all in keeping with Volvo's
objective that no one should be killed or badly injured in a new
Volvo Car by 2020. Over the course of two years, the Volvo Car
Dealership in KidZania taught a total of 32,294 children the
fundamentals of road safety. (Carsifu, 2018)

III. PIAM and MTA Launch “Us” Road Safety Campaign

Figure 2.4 PIAM and MTA Road Safety Campaign

(Source: https://www.nst.com.my/cbt/2022/01/763214/piam-mta-launches-2022-nationwide-
road-safety-campaign)

17
 The General Insurance Association of Malaysia (PIAM) and the
Malaysian Takaful Association (MTA) have joined forces to launch the
nationwide "Us" road safety campaign in an effort to minimize road
crashes and promote safety awareness among motorists. The advertising
slogan "Safety starts with a 'S,' but it starts with a 'U,'" aims to change
motorists' minds and instill safe riding and driving practices. With the
campaign, PIAM and MTA aim to see a significant reduction in the
number of crashes and deaths, especially during the holiday season.
(nst.com.my, 2022).

18
2.2 Types of road safety and traffic signs in Malaysia

Each country has different types of traffic signs even though some of them
follow the international standards, in Malaysia any of the yellow sign boards
represent the warning road signs. (Road and Traffic Signs in Malaysia - What You
Need to Know, 2022)

2.2.1 Warning Road Signs

Indicates warning on road conditions ahead or adjacent to. Road users

should take note of any warning signs in Malaysia as they are designed to alert
them of possible dangers ahead (Road and Traffic Signs in Malaysia - What You
Need to Know, 2022).

Table 2.1 Warning Road signs

Speed bumps in road

Traffic light ahead

Road work ahead warning Stop and give away to all traffic

Warning for pedestrian Slippery road surface ahead

Caution
Warning for children and minors

19
2.2.2 Prohibitory Road Signs

In Malaysia, prohibitive road signs are used on all sorts of roads to restrict
particular vehicles and maneuvers, such as preventing u-turns or setting maximum speeds
(Road and Traffic Signs in Malaysia - What You Need to Know, 2022).

Table 2.2 Prohibitory Road signs

No entry (one-way traffic) No parking

Cyclists not permitted

Stopping and parking forbidden

Pedestrians not permitted

Height restriction ahead

2.2.3 Information Road Signs

The most commonly used road signs in Malaysia are information signs,
which are used on any type of road to provide road users with general information
about the route they are on and the road ahead (Road and Traffic Signs in Malaysia
- What You Need to Know, 2022).

20
 Table 2.3 Information Road Signs

One-way traffic
Hospital sign

Parking permitted Mosque (Surau)

Road ahead is a dead end Rest & Service Area (found at toll
expressways)

2.2.4 Road Safety Rules in Malaysia

Table below shows some of the road safety rules and tips in Malaysia

Table 2.4 Road safety rules and tips

People should look on their left and

right before crossing the road.

(Source:https://www.researchgate.net/figure/Poste
r-Showing-Road-Crossing-Tips-as-provided-by-
Road-Safety-Department-of-
Malaysia_fig1_225163303)

21
 -As a cyclist, they should wear
bright clothes to avoid accidents.
- Students should not walk behind
the bus and stand away from the
road while waiting for the bus.
- As a school pedestrian, always
walk as a group and use the
sidewalk
(Source:
https://mypositiveparenting.org/2016/02/03/back-
to-school-road-safety/road-safety-20160203/)

As a pedestrian they should cross

the road in a safe place such as the
zebra crossing and pedestrian
bridge.

(Source: https://pekeliling.com/poster-
keselamatan-jalan-raya/)

2.3 Game-Based Learning

Game-based learning is a teaching method in which students investigate

relevant aspects of games in a learning environment created by teachers. Teachers
and students work together to provide depth and perspective to the game-playing
experience (Team, 2013).

22
2.3.1 Game-based learning concept

Game traits and principles are included within learning activities in game-
based learning. Learning activities encourage student engagement and motivation
to learn in this environment. Points systems, badges, leaderboards, discussion
boards, quizzes, and classroom response systems are all part of game-based
learning. Points may be rewarded academically, such as an extra week to complete
an assignment after achieving a specific point level. If students achieve a specific
level of accomplishment, they can earn badges, while classroom response systems
like Kahoot or Top Hat reward participation with points (Tophat.my, 2019).

Overall, game-based learning appears to be more transferrable to real-

world situations than traditional 'chalk' and 'talk' lectures/traditional teaching
sessions. It is also linked to two fundamental educational theories—constructivist
and cognitive theories—in addition to game-based learning incorporating
competitiveness, engagement, and instant rewards (Patrice & Pinder, 2016).

2.3.2 Benefits of game-based learning

According to Patricia Deubel (2006), digital game-based learning has the

potential to interest and excite students while also enhancing long-term memory
and offering practical experience. The use of memorizing is frequently used in
games. This is not limited to games in which children must recall details in order
to complete the game, memorize key sequences, or monitor narrative elements. A
quirky little movement game can help kids develop their capacity to recall
information in a fun, unconventional, and energetic way. Furthermore, game-
based learning may assist in the reduction of constraints such as time and location,
as portable devices allow students to study and/or learn at any time and from any

23
 location (Plass et al., 2015). These user-friendly tools can make difficult subjects
easier to understand and memorize (Hanus and Fox, 2015).

Apart from that, game-based learning provides immediate feedback that is

just as beneficial. Anyone who has taken a test will tell you that the best part is
"when it's finished" or "when I receive my test results back and they're good
enough." Students get the dopamine rush and motivation they need to keep
improving their grades by seeing real-time results, receiving immediate feedback,
and having easy access to information about their performance instead of receiving
delayed feedback from traditional assessment methods (Hanus and Fox, 2015).

Besides that, games for amusement have been found to motivate learners
to stay engaged for long periods of time using a variety of motivational game
features (Plass et al., 2015). Whenever the students play the game, they will keep
motivated to finish the task given in order to win the game, even though they play
for a win but still they gain some knowledge from the game. Games are very
motivating since they are both entertaining and challenging. When playing games,
students are naturally motivated to win or defeat other teams for themselves or
their team. They are quite competitive while playing because they want to take
turns playing, scoring points, and winning. Students will undoubtedly participate
in the activities in class (Moayad Mubaslat & -Jordan, 2011).

2.3.3 Game Genre

There is a difference between game type and game genre in video games,
despite the fact that they are commonly used interchangeably in the business.
When it comes to game story, we distinguish between game type and game genre
(Fullerton, 2019). Game type refers to the game's gameplay, while game genre
refers to the game's narrative content. The way the story is told in a game is referred
to as the game genre. A genre is a narrative style that influences the structure of a

24
story, character depth, and other aspects of storytelling (Grace, 2014). Some of the
game genres are action games, adventure games, casual games and many more.

I. Adventure Game
Exploration and problem solving are the key attractions of these games.
The most frequent skills required of a successful adventure game player
are logic, imagination, and curiosity. The player generally plays the part of
a character on a quest or mission of some kind. Characters are important in
adventure games, although unlike in role-playing games, they are not
frequently customizable and do not typically gain in money, rank, or
experience (Fullerton, 2019). Figure below shows the example of an
adventure game which is The Legend of Zelda, a game that has a quest
which gathers all 8 pieces of triforce and defeat Gannon the monster.

Figure 2.5 Legend of Zelda

(Source: https://www.zelda.com/breath-of-the-wild/)

II. Educational Game

Educational games combine learning with fun. The goal is to entertain
while educating the user. Educational game cover topics range from
reading, writing, and arithmetic to problem solving- and how to-games.
Most of the educational titles are targeted at kids, but there
are some that focus on adults, especially in the areas of acquiring skills
and self-improvement (Fullerton, 2019). The example of an educational

25
 game is motion math refer to figure below, is a game about mathematics
where they play games and learn math at the same time.

Figure 2.6 Motion Math

(Source: https://www.commonsense.org/education/website/motion-math)

III. Puzzle Game

Puzzle games are a type of video game that focuses on solving puzzles.
Many problem-solving skills, such as logic, strategy, pattern identification,
pattern solving, and word completion, can be tested by the types of puzzles
to be completed (Adams, 2009). Despite the fact that many action and
adventure games include puzzles such as getting inaccessible things, a true
puzzle game prioritizes puzzle solving as the primary gameplay activity.
In most games, the player must manipulate shapes, colors, or symbols in a
specified pattern, either directly or indirectly (Miller Skyler, 2010). One
examples of puzzle game is minesweeper where the player needs to clear
a rectangular board containing hidden "mines" or bombs without
detonating any of them, with help from clues about the number of
neighboring mines in each field.

26
 Figure 2.7 Minesweeper

(Source: https://p2k.unkris.ac.id/IT/1-3065-2962/puzzle-video-game_21102_p2k-unkris.html)

2.3.4 Game Viewpoint and Perspective

A digital game's interface is made up of a camera view of the game world,

a visual display of the game's status, and controls that allow the user to interact
with the system. The controls, viewpoint, and interface all work together in a
symbiotic way to generate the gaming experience and give the player agency over
the system (Fullerton, 2019). Some of the perspective and game viewpoints are
overhead view, side view, third person view, first person view and many more.

I. Overhead View

Overhead or known as top-down perspective is a view where the camera is

placed above the play area (ign.com, 2020). Looking down at an object is
an odd angle, but it allows you a clear perspective of the terrain, which can
be advantageous in some games, such as those in the tower defense genre
. Figure below shows the example of an overhead view.

27
 Figure 2.8 Overhead view

(Source: https://gamicus.fandom.com/wiki/Top-down_perspective_video_games)

II. Side View

Side view or known as side scroller is a perspective where any action on
the game is seen from a side-view camera perspective, and the screen
follows the player as they move left or right (wikipedia.org, 2022). Figure
below shows the example of a side view.

Figure 2.9 Side view

(Source: https://libregamewiki.org/Side-scrolling_games)

III. First Person View

The camera is in the perspective of the player. The player can see the
world through their eyes, as if they are in the game themselves (ign.com,
2020). Most of the first-person view can be found on any first-person
shooter (FPS) shooting game such as Valorant from the figure below.

28
 Figure 2.10 First person view(fps)

(Source: https://www.youtube.com/watch?v=bdiC3WYH9GE)

2.1.1 Browser- Based Game

A browser-based game is a computer game that is played via the Internet

using a web browser. It's commonly written in a browser-based programming
language like JavaScript, HTML5, or PHP. Backend processing or browser plug-
ins, such as Flash, Java, and Silverlight, may be used in these games. WebGL can
be used to allow hardware graphics acceleration. Because they are designed to be
played on a wider range of systems and devices, browser games are less
graphically intensive and so have lower system requirements. Thousands of
browser games are accessible now, including new games and classic games that
have been remade for the web (computerhope.com, 2017). Pac-Man is an example
of a classic game that can now be played in your browser.

A browser-based game may usually be played on any computer with

Internet access, though certain functionality on the computer may be required to
play the game. The game is played in a browser, which means the user does not
need to download it to his computer or require a specific gaming device to play it.
Because the game is hosted on a website, the player must have the same type of

29
 browser as is used to view websites such as Internet Explorer, Google Chrome and
Mozilla Firefox (Tara Barnett Last Modified Date: May 30, 2022).

Figure 2.11 Pacman

(Source: https://fictionalcrossover.fandom.com/wiki/Pac-Man)

2.4. Game Flow Model

The Game Flow model aspires to be a universal model of player

satisfaction that can be applied to any game genre or platform. The Game Flow
model has been widely used in analyzing many sorts of games, as well as non-
game applications, since it was derived from an universal set of criteria for creating
satisfying player experiences (Sweetser et al., 2013). Since its initial publication
in 2005, the Game Flow model has received thousands of citations and hundreds
of uses in the design and evaluation of games and gameful experiences (Sweetser,
2020).

The fundamental characteristics of player enjoyment in video games were

determined in the original Game Flow paper (Sweetser & Wyeth, n.d.) by
undertaking a comprehensive study of the literature on usability and user
experience in games. Concentration, challenge, skills, control, clear goals,
feedback, immersion, and social interaction were identified as the eight basic
characteristics of player enjoyment in games. These essential elements were found
30
to overlap with the elements of flow and were later mapped to them
(Csikszentmihalyi, 2009).

a) Concentration

A game must need concentration in order to be fun, and the player

must be able to focus on the game. The more the absorption in the task, the
more focus it requires in terms of attention and workload (Sweetser &
Wyeth, n.d.). It's essential to enhancing the player's workload while staying
aware of his or her perceptual, cognitive, and memory limitations (Lazzaro
& Keeker, 2004). Furthermore, the player should not be assigned duties
that he or she does not consider important (Fullerton, Swain, & Hoffman,
2004). Finally, distractions from key game tasks should be minimized
during play by eliminating non-game related interactions (e.g., setting
preferences) and minimizing the game interface to maximize the amount
of screen taken up by game activity (Johnson & Wiles, n.d.).

b) Challenge

The most important characteristic of effective game design is

constantly regarded as a challenge. Games should be suitably demanding,
fit the skill level of the player, change the difficulty level, and maintain a
reasonable speed (Sweetser & Wyeth, n.d.). When the challenges
outnumber the skills, worry results, and when the challenges outnumber
the skills, indifference results (Johnson & Wiles, n.d.). As a result, games
should be designed to provide a suitable level of challenge, rather than
being too difficult or too easy.

c) Player Skills

Games must encourage player skill growth and mastery in order to

be enjoyable. For a player to experience flow, their perceived talents must
31
 equal the game's challenge, and both challenge and skills must reach a
specific level. As a result, in order to properly experience the game, the
user must improve their game-playing skills. The manner in which a player
is taught to play the game is crucial to their skill development and
enjoyment (Sweetser & Wyeth, n.d.). In order for a player to master the
game, they need to have some tutorials and a clear instruction on how to
play the game before exploring deeper into the game and increasing their
skills.

d) Control

Players must be able to be in control over their activities in order to

experience flow. The player should be able to move the character freely
and easily manipulate any object in the game world. Having a sense of
control over the game interface and the game controls to control the system
is the most crucial thing in the game. The game control should be easy to
learn with and allow the player to customize the control settings according
to their own likes (Sweetser & Wyeth, n.d.). The game must be easy to start
and exit too, besides that any game should have an autosave or a save
setting so that player can continue playing again later. All of these are
important since the player needs to have enough sense of control in order
to play the game based on their own pace.

e) Clear Goals
Every game must provide the player with clear goals so that every
player knows what task they need to do in order to win the game
successfully. Early in the game, they should give the player a clear
overarching goal (Federoff, 2002), which is frequently accomplished with
an introductory cinematic that introduces the backstory (Pagulayan et al.,
n.d.). The goal should be delivered in a straightforward way so that players
can understand easily.

32
f) Feedback
In game, players must receive appropriate feedback at appropriate
times such as whenever they finish a certain level (Sweetser & Wyeth,
n.d.). Players need to know how much XP points they need to unlock a new
mission or how many items are left on their inventory so that they can
upgrade it. Feedback is so important since it can affect the players
determination on winning the game or finishing the mission.

g) Immersion
Involvement in a game should be deep but easy for players.
Immersion, engagement, and absorption are widely discussed and essential
ideas in game design and research (Sweetser & Wyeth, n.d.). Those who
are too immersed with playing games are mostly in their own world, they
tend to know nothing or less about what is happening surrounding them
since they've been playing almost a whole day. A good graphic quality and
audio are mostly contributing for immersion in the game. These two play
an important role to attract players to get more immersed in the game.

h) Social Interaction
Social interaction should be encouraged and supported via games.
In order to support social interaction any game should have a cooperation
and competitive mode where players can interact with teammates and fight
the battle to win the game (Sweetser et al., 2013). These features have been
mostly used in Fortnite, Valorant, CSGO and many more multiplayer
games online.

33
2.5 Existing Applications

This section will be discussing and elaborate the existing application which are
Take the Lead: THINK! Road Safety and Traffic Rules for Children. All the
applications are believed to be a game that are related with the game project.

2.5.1 Take The Lead: THINK!

Figure 32

Figure 2.12 Take The Lead: THINK!

(Source: https://www.think.gov.uk/resource/take-the-lead-game/)

This game teaches traffic safety to young children aged 7 to 12. To win the
game, the game player is presented with many road safety scenarios in which they
must make the necessary decisions in order to arrive at their destination safely
(THINK!: et al.). It is a web-based game where you can play only through the
website link given with your laptop, pc, tablet and mobile phone. The game was
developed by THINK! education homepage which is run by the department of
transport in the United Kingdom (THINK!,n.d).

34
2.5.2 Road Safety

Figure 2.13 Road Safety game

(Source: https://www.izzygames.com/road-safety-
t5624.html?gclid=Cj0KCQjw4uaUBhC8ARIsANUuDjWr8LuJzJVuYLg5eqBlKxtx5dGSL-
8ZhZsl6Z_MCjHPceP4d9P5zR0aAtFsEALw_wcB)

Road Safety is based on the rules of the classic game Frogger, but in a
unique way. In the game, we must safely transport a specified number of
passengers across the streets. Therefore, we click on the person who should cross
the road next. Possibly in that moment we hope it is saved to go (Kelebogile &
Welly, 2015). The game has a certain time to accomplish the level, if players fail
to do so they need to retry again. It is a web-based game where you can play only
through the website link given with your laptop, pc, tablet and mobile phone.

2.1.1 Traffic Rules for Children

35
 Figure 2.14 Traffic Rules for Children

(Source:
https://play.google.com/store/apps/details?id=com.appsbergman.trafficforkids&hl=en&gl=US)

For the child to learn some boards and traffic rules for drivers and
pedestrians. The game allows the player to choose 3 different types of mode where
first option they play as a pedestrian and learn all of the safety road rules as a
pedestrian in crossing any streets or road (Traffic Rules for Children, 2020). The
second option mode is a game where the player is a driver and learns all of the
traffic signs board ahead of them. Lastly, the game mode option is a quiz theme
game to find the match sign board based on the situation given. The game is a
mobile game where it is only available on mobile or tablet devices only.

Table 2.5.3 Existing software comparison

Application Take The Lead: Road Safety Traffic Rules for

/Characteristic THINK! Children

36
Overview The game player In the game we try A game that has 3
is presented with to get a certain different modes to
many road safety amount of people play which are
scenarios in which over the streets crossing the road as
they must make safely. Player needs a pedestrian, a
the necessary to click on the driver who learns
decisions in order person who should all of the sign
to arrive at their cross the road next. boards ahead of
destination safely. (Kelebogile & them and match the
Welly, 2015) following picture
(THINK!: et al.)
based on the
situation
given.(Traffic
Rules for Children,
2020)

Game Genre - Education - Skill game - Exploration

al and skill genre game genre
game
genre

Game 2D 2D 2D
Dimension

Accessibility Online Online Offline

Suitability Primary School Primary and Primary School

Students Secondary School Students
Students

Platform Windows, Mac, Windows, Mac, Android

Android, iOS Android, iOS

37
2.6 Review of Methodology

This section will be discussing and elaborate some of the methodology which are
Game Development Life Cycle (GDLC), Rapid Application Development (RAD)
and Agile Software Development.

2.6.1 Game Development Life Cycle (GDLC)

Figure 2.15 Game Development Life Cycle (GDLC)

(Source: https://www.researchgate.net/figure/The-Proposed-GDLC-model-It-consists-of-6-development-
phases-Production-cycle-consists_fig2_271548605)

The Game Development Life Cycle (GDLC) is a procedure used by game

development teams to design, develop, test, and build AAA quality games. It is
comparable to the Software Development Life Cycle. The GDLC's goal is to create
a high-quality game that complies to the design and concept for customer pleasure
and is completed on time and under budget. It also focuses on the streamlined
process for developing games for all of today's platforms, including VR (Virtual
Reality) (Summitgamesentertainment, 2015).

38
2.6.2 Rapid Application Development (RAD) Methodology

Figure 2.16 Rapid Application Development

(Source: https://www.tatvasoft.com/blog/top-12-software-development-methodologies-and-its-
advantages-disadvantages/)

Rapid Application Development (RAD) is a useful methodology that

allows for considerably faster development and higher-quality output than
traditional software development methods. It is built in such a way that it may
readily maximize the benefits of software development. Rapid application
development methodology's major goal is to speed up the entire software
development process (tatvasoft.com,2020). Because it permits active user
participation in the development process, the goal is simple to achieve. RAD
allows project managers and stakeholders to precisely monitor progress and
communicate in real time on emerging issues or adjustments by decreasing
planning time and prioritizing prototype iterations. As a result, there is more
efficiency, quicker development, and better communication (lucidchart.com,
2018).

39
2.6.3 Agile Software Development Methodology

Figure 2.17 Agile Software Development

(Source: https://www.tatvasoft.com/blog/top-12-software-development-methodologies-and-its-
advantages-disadvantages/)

The agile software development technique is used to create a well-

organized project management procedure that allows for continuous changes. It is
an innovative approach and one of the top software development models
(tatvasoft.com,2020). Agile development approach is, without a doubt, one
theoretical framework for tackling a variety of software products and projects.
Another advantage is that it reduces risk by developing software in short time
periods known as iterations, which can run anywhere from one week to one month
(1 et al., 2021).

2.7. Conclusion

This chapter 2 concludes with a survey of the literature on road safety and
traffic signs. The development of the Road Safety Rules and Traffic Signs Game
for primary school could be developed using the following guidelines and
references. The game will be built in 2D and will be available as a web-based game
that users may access from their laptop, computer, or tablet. In terms of game
40
evaluation, the game will be built on the GameFlow model, which will assess the
game's enjoyment among primary students. A game development approach must
be chosen in order for the development process to flow properly. Rapid
Application Development (RAD) is chosen as the overall principles as well as the
game development.

41
 CHAPTER 3

METHODOLOGY

In this chapter, it discussed more on the details about the tasks, activities, and deliverables
of the methodology by phases.

3.1 Rapid Application Development (RAD)

Figure 3.1 Rapid Application Development (RAD)

(Source: https://marutitech.com/rapid-application-development/)

Rapid application development (RAD) is a method of development that

focuses on the designing and prototype stages in order to obtain immediate user
input. RAD suggests more flexibility than traditional development approaches,

42
 which involve initial planning and subsequent implementation. At the end of the
day, constant iterations of user feedback and quick incremental updates help to
reach a better result (Andrey Glaschenko, 2021).

Users are continuously involved in the requirement collecting process, also known
as prototyping, as part of the Rapid Application Development approach for
managing software application development. Before publishing the final version,
the product owner's feedback is a crucial component of the rapid iteration
development (RAD) technique. The developers can check the requirements that
have been fulfilled and work on the suggested changes after each cycle (if any)
(Khan et al., 2020).

3.2 Project Methodology Phases

Requirement Planning, User Design, Construction, and Implementation are the

four primary processes that make up the RAD project approach. For the project to
evolve in a way that produces a successful conclusion, each of these RAD phases
has its own line of process that must flow smoothly.

3.2.1 Requirement Planning Phase

Requirements planning is where the project's problem statements were identified,

along with potential solutions. Objectives, scope, and limitations will be covered
at this phase. Significant of the project will also be in this phase which is crucial
for determining which design and approach is appropriate for the project. An
activity known as a system analysis will be made in this phase to gather more
information for carrying out the project. All of the data obtained from books,
journals, and articles is used for system analysis. It is possible to compare the
43
 proposed project to the existing project using the information that has been
provided.

3.2.2 User Design

The project design will be based on the requirement planning phase during this
stage. The design of the gameplay will be based on the storyboard shown in figure
3.1 below. Next, go to figure 3.2 to better understand the overall flow of how the
game system operates.

i. Low Fidelity Storyboard

In this storyboard, the flow of the story will be illustrated in the form of graphics
to help the development of the project. Below shows the low fidelity storyboard
of the project.

44
 Figure 3.2 Storyboard

The menu page is the first page that will be displayed, it contains three buttons
which are settings, start and quit. If the player clicks on the settings button it will
direct to the settings section where the player can manage the game settings such
as the music volume. If the player clicks on the quit button, it will exit the game.
Next if the player clicks on the start button, it will directly start the game.

In the storyline page, it will display the storyline of the game and explain the quest
that the player needs to complete in order to finish the game. After completing
reading the storyline player can play the game by clicking the play button or back
button to go back to the menu page.

All of the three missions given, the player needs to reach a certain destination by
crossing the road. The player needs to collect coins on the street and claim a reward
by collecting the “?” box before reaching the destination. Besides that, the player
needs to follow the road safety and traffic signs rules in order to reach the
45
 destination. The players are given two chances to retry the level and they need to
complete the mission according to the timer given.

ii. Flowchart

A flowchart is a form of diagram that uses a variety of symbols and arrows as

a directed flow guide to illustrate the project's flow. Rectangle, diamond, oval,
and arrow symbols are used in this flowchart to represent the direction of the
flow. The project's flowchart is displayed in Figure 3.3.

46
 Figure 3.3 Flowchart of the project

The game starts at the main menu page, where the player can click on the play,
quit, or setting button. The player can click the quit button to exit the game. If the
player clicks the play button, it will proceed to the storyline of the game where
they need to complete a mission in order to unlock the next level. If the player
failed to complete the mission, they need to retry again the current level and if they
succeed the mission, they may exit the game. The game contains three missions
which imply three levels with different modes that are easy, normal and hard.

47
3.2.3 Construction

The prototypes and beta systems from the design phase are transformed into the
functional model during the construction phase(lucidchart.com,2018). This stage
may also be repeated as necessary to accommodate additions and modifications
(Chien, 2020).

i. Unity

Figure 3.4 Unity logo

(Source: https://en.wikipedia.org/wiki/Unity_%28game_engine%29)

Undoubtedly the most widely used gaming engine, Unity is an all-purpose

platform. It offers drag-and-drop capabilities, C# scripting, and both 2D and
3D graphics. It is a cross-platform gaming engine created by Unity
Technologies. It was used to create simulations and video games for consoles,
PCs, and mobile devices (Jerga, 2021). Based on the game's plot, the game
engine itself will be used to create the Road Safety Rules and Traffic Sign
game. The 2D game can be created using the Unity game engine.

ii. Aseprite

48
 Figure 3.5 Interface of Aseprite

(Source: https://store.steampowered.com/app/431730/Aseprite/)

Aseprite, a tool that was introduced in 2014, enables animators and game
designers to produce sprites and related pixel graphics for their works. It has
a graphic design interface for creating pixel art with a number of brushes, a
movable color palette, and blend modes. A timeline, keyframe labeling, and
an onion peel mode are among the usual animation tools that are also
included (computerhope.com,2021).

iii. Adobe Photoshop 2020

Figure 3.6 Adobe Photoshop Logo

(Source: https://en.wikipedia.org/wiki/Adobe_Photoshop)

The company Adobe created Photoshop, a software for editing photos and
making graphics. A vast range of picture editing tools are available in
Photoshop, along with the capacity to design intricate designs. Because it
is so versatile and frequently one of the first tools people learn to use,

49
 Photoshop has established itself as the industry standard for many creatives
(wellfedpodcast.com, n.d).

3.2.4 Cutover

The finished product is launched during this stage of execution. It involves user
training in addition to data conversion, testing, and switchover to the new system.
(lucidchart.com,2018). After the final prototype is completed and the user is
satisfied, the project will launch.

3.3 Software and hardware equipment

There are two different sorts of requirements that must be met in order to complete
the development of this game: the requirements for the build phase and the
requirements for the implementation phase. Hardware requirements and software
requirements are the two categories of build phase requirements. Table displays
the necessary requirements.

Table 3.1 Software requirements to build

No Features Software Requirement

1. Operating system 64 bit Windows 10
2. Designing Tool Aseprite
3. Editing Tool Adobe Photoshop
4. Game Engine Unity

50
 The best platform for the game to run on during the game project's development
must be a good operating system. The best operating system for the game's
development and operation would be Windows 10. The most recent operating
system supported is Windows 10. The most effective platform for game production
is Unity. Additionally, Adobe Photoshop and Aseprite are the greatest platforms
to employ for the designing and editing phases to add excitement to the gaming
experience. Unity is the gaming engine that the game uses to run. The game
project's software requirements are given in Table 3.1

Table 3.2 Hardware requirements for build

No Features Software Requirement

1. Device Laptop
2. RAM 8GB
4. Storage 240GB SSD

To create a good game, the hardware must also be able to guarantee that game
development is effective and free of flaws and errors. Utilizing hardware from an
outdated version would be challenging, and the game's development would require
a lot of time. The most recent hardware must be used to ensure the game project's
development is on track and that it proceeds smoothly and efficiently. Table 3.2
displays the particular hardware specifications needed to develop the game project.

3.6 Conclusion

As a result of its quick development process, the Rapid Application

Development (RAD) development model is the ideal technique. The four steps of

51
this process are requirement planning, user design, construction, and cutover.
Publications, journals, theses, trustworthy websites, and other sources are used to
gather all the data needed for requirement planning. A flowchart and a low-fidelity
storyboard are made during the user design phase to illustrate the project's
workflow. Software like Unity, Asperite, and Adobe Photoshop have been
recognised throughout the construction phase as being used to design the
modeling.

52