A Capston Project Proposal

St.
Paul Univ e r s i t y Que z o n City
DEVELOPMENT OF BRAIN PLANET: A GAME FOR ENHANCEMENT OF
COGNITIVE SKILLS AND MENTAL AGILITY
A Capstone Project Proposal
Presented to the Faculty of
College of Business and Technology
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Information Technology
De Jesus, Roni Rose B.
Manuel, Alyn Francesca D.
Pua, Charmaine S.
April 2016
TABLE OF CONTENTS
St. Paul Univ e r s i t y Que z o n City
TITLE PAGE i
TABLE OF CONTENTS ii
LIST OF TABLES v
LIST OF FIGURES vi
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Introduction 1
Objectives of the Study 5
Scope and Limitation of the Study 6
Significance of the Study 9
Chapter 2: REVIEW OF RELATED LITERATURE
Local Literature 10
Foreign Literature 16
Summary of Literature 82
Conceptual Model of the Study 84
Definition of Terms 85
Chapter 3: TECHNICAL BACKGROUND
EXISTING
Context Diagram 89
Data Flow Diagram 90
Sequence Diagram 100

Activity Diagram 104
PROPOSED
Context Diagram 108
Data Flow Diagram 109
Use Case Diagram 116
Event Flow 120
Class Diagram 129
Package Diagram 130
Sequence Diagram 131
Collaboration Diagram 139
Activity Diagram 140
Chapter 4: RESEARCH METHODOLOGY
Project Design 146
Project Development 169
Testing Procedure 174
Operation Procedure 176
Evaluation Procedure 177
Software Quality Characteristics 179
Statistical Treatment of Data 180
APPENDICES 181
WORK BREAKDOWN STRUCTURE 188

PRODUCT BREAKDOWN STRUCTURE 195
REFERENCES 200
LIST OF TABLES
TABLE 1: Pros and Cons of Gaming 33
TABLE 2: Pros and Cons of Agile Development Life Cycle 72
TABLE 3: Development Phases and its Description in Android 75
TABLE 4: Sequence Diagram of Brain Planet Description 132
TABLE 5: Sequence Diagram Training Description 135
TABLE 6: Sequence Diagram Settings Description 138
TABLE 7: Data Dictionary of the Game 169
LIST OF FIGURES
FIGURE 1: Peak – Brain Training on Google Play 51
FIGURE 2: Elevate - Brain Training on Google Play 52
FIGURE 3: Main Screen 53
FIGURE 4: Training Activities 54
FIGURE 5: A Question from the activity “Error Avoidance” 55
FIGURE 6: The Great Brain Experiment on Google Play 56
FIGURE 7: Agile Development Cycle 70
FIGURE 8: Agile Development Cycle – Detailed 71
FIGURE 9: Development Phase in Android 74
FIGURE 10: A screen in Android Studio that shows the Translations Editor 77
FIGURE 11: An XML code snippet in Android Studio 78
FIGURE 12: Supported Form Factors 79
FIGURE 13: Google App Engine Integration 80
FIGURE 14: Fingerprint Authentication 81
FIGURE 15: Conceptual Model of the Study 84
FIGURE 16: Context Diagram (Existing System, Elevate) 89
FIGURE 17: Existing System’s Top Level Diagram (Part 1) 90
FIGURE 18: Existing System’s Top Level Diagram (Part 2) 91
FIGURE 19: Level 6 Explosion 94

FIGURE 21: Level 9.2 Explosion 97
FIGURE 22: Level 9.4 Explosion 98
FIGURE 23: Sequence Diagram 100
FIGURE 24: Menu Sequence Diagram 101
FIGURE 25: Replay Session Sequence Diagram 102
FIGURE 26: Training Sequence Diagram 103
FIGURE 27: Activity Diagram (Elevate) 104
FIGURE 28: Activity Diagram (Menu) 105
FIGURE 29: Activity Diagram (Menu) 106
FIGURE 30: Activity Diagram (Training) 107
FIGURE 31: Context Diagram (Proposed System) 108
FIGURE 32: Proposed System’s Top Level Diagram (part 1) 109
FIGURE 33: Proposed System’s Top Level Diagram (part 2) 110
FIGURE 36: Use Case Diagram for Brain Planet 116
FIGURE 37: Use Case Diagram for the Training Module 117
FIGURE 38: Use Case Diagram for Settings 118
FIGURE 39: Use Case Diagram for Help and About 119
FIGURE 40: Use Case Diagram for Notification 119
FIGURE 41: Use Case Diagram Feedback 120

FIGURE 42: Class Diagram Brain Planet 129
FIGURE 43: Package Diagram 130
FIGURE 44: Sequence Diagram: Brain Planet 131
FIGURE 45: Sequence Diagram Training (part 1) 134
FIGURE 46: Sequence Diagram Training (part 2) 135
FIGURE 47: Sequence Diagram Settings 137
FIGURE 48: Collaboration Diagram: Brain Planet 139
FIGURE 49: Activity Diagram: Brain Planet 140
FIGURE 50: Activity Diagram: Training (part 1) 141
FIGURE 53: Activity Diagram: Settings (part 1) 144
FIGURE 54: Activity Diagram: Settings (part 2) 145
FIGURE 55: Retention 147
FIGURE 56: Comprehension 148
FIGURE 57: Comprehension 149
FIGURE 58: Word Gravity 150
FIGURE 59: Syntax 151
FIGURE 60: Color Me 152
FIGURE 61: Falling Rocks 153
FIGURE 62: Splash Screen 154

FIGURE 63: Title Screen 155
FIGURE 64: Home Screen 156
FIGURE 65: Selection of areas to improve screen 157
FIGURE 66: Pre-test Screen 158
FIGURE 67: Arithmetic report 159
FIGURE 68: Memory Report 160
FIGURE 69: Language Report 161
FIGURE 70: Settings 162
FIGURE 71: About Screen 163
FIGURE 72: Feedback Screen 164
FIGURE 73: Help Screen 165
FIGURE 74: Time Selection for Notification Screen 166
FIGURE 75: Loading screen 167
FIGURE 76: Pause Screen 168
FIGURE 77: The Agile Software Development Model 170
FIGURE 78: Testing Plan
175
Chapter 1
THE PROBLEM AND ITS BACKGROUND
1.1 Introduction
The mobile application industry is conquering our mobile experience since
it has started. It is the biggest trend of our generation especially now that
smartphones and tablets evolve every two years. There are 1.5 billion mobile users
today and by 2018 that number will be close to 5 billion. People nowadays use smart
phones both for their personal and professional use. It has become a necessity in
our daily lives; from young to old, the usage of mobile applications take 52% (half) of
their time, ranging from different apps such as games, social networking, health and
fitness, lifestyle, entertainment and so on. According to Go-Globe on mobile
application usage statistics and trends article (2015), smart phones users spent 89%
of the mobile media time using mobile application. By the year 2017, the estimated
worldwide mobile application revenues will be more than double amounting to 77
million than last year’s (2015) 45 billion. The enormous growth in the mobile app
revenue clearly shows that mobile apps are becoming more relevant in our daily
lives. Go-Globe also stated that 85% of people prefer native mobile apps to mobile
website. Mobile adaptation is growing at a rate 8 times faster compared to web
adaptation in the late early 2000s as stated by The App Solutions. This only means
that users prefer native mobile apps that offer richer user experience and easily
accessible services than mobile web. And in over a year, 87% of connected devices
will be tablets and smartphones, and a merely 13% will be desktop. Users opt for
devices such as smartphones and tablets as it can be brought anywhere and they
would still be connected to their accounts.
Technological advancements adapt to human changes. A certain trend may
have been big for years and then another will emerge depending on user needs and
wants. Technology has certainly evolved in the 21st century, with smartphones
becoming its largest advancement. And soon it won’t be just smartphone, tablets,
desktops, it will be the internet of things, Cloud, Artificial Intelligence, Intelligent
Systems, and so on. These trends will certainly impact our way of living, how
business are conducted, and the manner of how we govern ourselves. This opens
up the opportunity of a lot services by and between individuals, organizations,
companies, and government. Similarly, recent report, Deep Shift: Technology
Tipping points and Social Impact released by the World Economic forum stated that
the potential of these new trends will be huge. Imagine the positives of being able to
access any service you want, or physical asset or tool you need, just when and
where you need it, on whatever device; or being able to predict a serious health
problem before it happens and get the needed medical attention or an organ
perfectly made just for you wherever you are. These changes will not happen
overnight, but are well on their way to reality and most of us don’t realize it. This is
indeed true since more and more mobile apps are created based on our day to day
activities. Go-Globe have listed down the fastest growing mobile apps as of 2015:
music (79%), health and fitness (51%), social networking (49%), travel (28%),
entertainment (22%), sports (16%), games (15%), and lastly news (14%). The
statistics only shows that mobile apps would soon do everything for us. Although it
might be a long way from now, we are well on our way to achieving with the rate of
how fast technology grows.
And as technological advancements develops, the generation of today
grows alongside it. Children of the Generation Y would rather prefer to play with their
smartphones, tablets and desktops than playing with their toys or going outside to
play sports. These kids would sit for hours using their tablets, phones, and desktops
without a care about their surroundings. And other people, especially those from
Generation X would display their disapproval of how technology impacts the child’s
development. From the perspective of an adult, video games are a waste of time, no
matter how fun they can be. “They cause young men and women to sit on the couch
for hours on end staring at a screen, completely immersed in another world devoid
of all useful (i.e. productive) benefit. Players become addicted to these games while
slovenly sliding into obesity, overall laziness, and unproductive lifestyles. They might
even become aggressive and antisocial.” says a Gamification Pioneer on his blog.
However, recent studies have been conducted to prove that games can help and
improve a person’s intelligence. Despite its ability to enslave people to play for hours
and hinder productivity, games also have a positive effect, a silver lining so to speak.
Through research studies, people who play video games in a daily basis have
increase intelligence and enhanced brain performance and productivity than non-
players. This simple shows the great impact of games to people’s cognitive process
despite its negative effects. And according to a Gamification Pioneer blog, although
video games are a form of self-indulgence, they often provide unique and engaging
environments that train players to think fast and resourcefully. With the right design
and mechanics, they can facilitate learning and tap into diverse levels of cognitive
thinking and problem-solving in ways that are not as easy to achieve with books and
other forms of media. Research has recently come out investigating the positive
potential of video games to better harness our cognitive capabilities to shape the
brain in new and powerful ways.
The researchers would like to propose a study regarding the development
of a game mobile application that challenges users, adults. The brain training game
aims to improve these set of skills: cognitive function (memory, reading, writing,
spelling, listening, attention and focus), arithmetic, problem solving, and decision
making. However, unlike most brain training games, the mobile application will
incorporate role-playing aspect into the game; wherein the user would play a role of
a character and explore different environments in a maze-like design and would

encounter obstacles that would promote brain activity. These obstacles would
represent a certain skill category that the users would work improving on and as the
user progresses over time, every obstacle becomes harder as it is personalized
according to his or her improvement in order to achieve maximum results. The more
the user trains with the gaming app, the more they’ll improve cognitive skills, boost
productivity, and gain self-confidence.
Although the researchers have limited knowledge on developing a mobile
application, they are very much willing to learn and deal with every obstacles
concerning mobile development. This will be a great opportunity for the researchers
to grow as better and competitive future IT practitioners especially now that the
technology industry is advancing towards its future and the mobile industry is
growing bigger and bigger.
1.2 Objectives of the Study
The main objective of this study is to develop a gaming mobile application
that will provide a personalized brain training program to improve cognitive skills,
boost productivity and increase self-confidence in a unique and fun way.
Specific Objectives
The study aims to satisfy the following objectives:

a. To design a mobile system that provides users with relevant
functionalities and features using DFD and UML diagraming tools.
b. To construct a mobile application using Android Studio as the front end
and a cloud based server as the back end.
c. To test the program modules of the game for system integration.
d. To evaluate the acceptability of the program based ISO/IEC 25000
standard criteria for software quality.
1.3 Scope and Limitation
The researchers should be able to develop a game that will challenge the
user’s brain performance. Distinctly, it is a mobile application that will be developed
under Android Studio with the programming language Java. The mobile application
will run on a smartphone with at least Android version 4.1 (Jellybean)
The modules of the study will include the following:
Module 1: Training Session – This feature lets the user access the training sessions.
The training sessions will focus on areas such as:
1. Language (Listening, Reading, Spelling, Writing)
A. Listening
 Retention – The user must retain information from the passage that
was read. The system will then ask questions about the passage to
check if the user has coined some information from the given
passage.
B. Reading
 Comprehension – The user must read a passage within a specific
amount of time. After the passage has been read, the system will
generate questions about the passage and the user must recall the
information to get the correct answer.
C. Spelling
 Word Gravity – The user must identify all words that are correct in
spelling to make the rocket free of Gravity.
D. Writing
 Syntax– The user must eliminate the word or phrase that make the
statement incorrect.
2. Memory (Concentration and Focus)
 Color Me – The user must identify if the first word matches the color
of the second word.
3. Arithmetic (Basic Mathematical Operations)
 Falling Rocks – The user should answer basic math operations first
(addition, subtraction, multiplication and division) before the avatar

can jump on the falling rocks to. If the user fails to answer one
question, the avatar will get hit by a rock and one life will be taken.
Module 2: Performance – This feature will display charts, graphs and reports to
show the user’s performance on the game.
Module 3: Settings – This feature will allow the users to change or customize some
elements of the game. This includes the e-mail address, password, sounds and
notifications. The about and feedback feature will also be included in the settings
module.
Limitations of the game application are as follows:
1. The game will only have few levels but if time permits the developers,
more levels will be added.
2. The game’s training sessions will be defined by the user.
3. The game will provide 3 chances and a time limit to stay in the game.
4. The game will not display the previous scores of the user.
5. The game will not provide a scoreboard.
6. The game will be limited to 1 level (3 sessions) per day.
1.4 Significance of the Study

The game provides the user a great amount of features that will challenge
and test the user’s brain performance. The game will help the user improve their
cognitive skills, boost productivity and increase self-confidence.
To the users: To challenge and aid in the enhancement of the user’s cognitive
functions and mental agility.
To the researchers: To help improve the researchers’ skills as an IT students.
To the future researchers: To serve as a guide to future researchers who will
conduct a similar research.

Chapter 2
REVIEW OF RELATED LITERATURE
The review of related literature for this study will give readers a background
on mobile games, cognitive trainings and its possible effects. The chapter would also
discuss what Android is and how it works. This would as well concentrate on the
conceptual model of the study and the definition of terms.
2.1 Local Related Literature and Studies
According in an article of Filipino writer at Tom’s Guide, John Corpuz,
stated that “Many people spend a great deal of time in the gym working on our
bodies, but can we say the same about our minds? Just like a healthy physical form,
a healthy mind also needs to flex its mental muscles and get some exercise. In fact,
there are studies that show playing puzzle games can help increase mental agility.
Brain training apps combine the latest in brain science with puzzles and mind games
in order to exercise your faculties.” He reviewed 10 of the best brain training apps
available on Android and iOS platforms.
Elevate (Android & iOS; Free/Premium Subscriptions)
“Elevate (Android, iOS) is a freemium brain training app that allows users to
train a variety of brain faculties, such as listening, memory and comprehension. Part
of Elevate's appeal is its focus on practical language and math skills, such as
estimation, comparing values, name recall as well as reading and listening
comprehension. Like many other brain training apps, Elevate takes a freemium
route, providing free users with a variety of daily exercises, while premium
subscribers gain access to a larger variety of exercises over the daily offerings.”
Lumosity (Android & iOS; Free and Premium Subscriptions)
“Lumosity (Android, iOS) combines proven cognitive science techniques
from the Human Cognition Project with a gamified approach to provide users with
brain-training mini-games that are fun and effective at exercising your mental
muscles. Users create a Lumosity account and then select particular mental faculties
they want to exercise. Lumosity then creates customized daily exercise routines with
mini-games built around those particular skills. The app tracks your scores, with
difficulty adjusting to your performance, ensuring that you're always challenged.
Free users can access a set of daily exercises, while subscribers gain access to a
wider variety of exercises and more features.”
Peak (Android & iOS; Free and Premium Subscriptions)
“Peak (Android, iOS) combines brain science and gamification to give users
a full-spectrum brain workout, testing users' focus, memory, mental agility, problem
solving and language skills with a variety of daily minigames and goals. As you
exercise regularly, Peak provides users with a variety of performance metrics to rate
your improvement over time. Free users get a selection of daily exercises, while
premium subscribers gain access to the full range of exercises available on demand,
as well as improved metrics and personalized training plans.”
NeuroNation (Android & iOS; Free and Premium Subscriptions)
“NeuroNation (Android, iOS) is another science-based brain training app
that takes the gamified approach to exercising and improving your brain's faculties.
Users sign up for a free NeuroNation account and then do a quick checklist and
testing in order to set their testing goals and measure their aptitudes. NeuroNation
users can practice with a variety of exercises that challenge your numeracy,
memory, perception and reasoning. There are additional focused courses that zero
in to exercise your memory, general intelligence and focus as premium content.
NeuroNation offers expanded content that you can unlock through in-app
purchases.”
Fit Brains Trainer (Android & iOS; Free and Premium Subscriptions)
“Rosetta Stone’s own entry into the brain training field is Fit Brains, an all-
in-one brain training program. Fit Brains Trainer (Android, iOS) serves as the core of
the program, featuring more than 360 games and training sessions designed to
sharpen memory, concentration and other mental faculties. A scoring system allows
users to track their performance in each mental skill relative to other users of the
same age or gender. The app uses this performance data to dynamically assess and
adjust the difficulty of its games relative to your progress.”
Eidetic (iOS; Free)
“Rather than deliver an all-in-one brain training package, Eidetic focuses on
one specific faculty: memory. Eidetic uses a flash card-style approach to help its
users memorize everything from notes, lists, phone numbers, quotes and other
useful real-life applications. The app includes a simple system for users to write
down their own content in easy to use categories, allowing users to store and then
memorize whatever is relevant to them. Users simply set the intensity of memory
training, from one day cramfests to a more sedate weekly period, and Eidetic
automatically notifies you when it's a good time to practice.”
CogniFit Brain Fitness (iOS; Free and Premium Subscriptions)
“Like other programs, CogniFit Brain Fitness combines neuroscience and
gamification to make mental exercises into a fun pastime. The CogniFit Brain
Fitness app allows users to sign up and run through a series of exercises to assess
their mental abilities and train further in fields such as memory, focus and attention.
Users can take a personalized training track, or simply play one off games. A neat
feature is the ability to challenge your contacts to beat your performance, with
Neurons (credits earned in-game or purchased) at stake for a bit of a competitive
dimension.”
Happify (iOS; Free and Premium Subscriptions)
“Not every brain training app focuses on sharpening your mental faculties
to a razor's edge. Such apps as Happify focus on building your emotional
intelligence to build a positive outlook on life. Through short mini-games, quizzes,
guided meditations and other activities, Happify aims to reinforce "happiness skills"
such as thankfulness, empathy, giving and serenity. Free users gain access to a
series of guided tracks aimed at a particular objective, such as coping with stress
and self-confidence. Subscribers gain access to more activities, additional guided
meditations and other features.”
ReliefLink (iOS; Free)
“While primarily intended as a suicide prevention and awareness app,
ReliefLink also functions as a great mental health awareness tool. In addition to
safety planning, reminders and emergency contacts, ReliefLink comes with a handy
mood logging journal for easily recording how happy or down you feel as well as a
selection of guided meditation, mindfulness training, relaxation techniques and
relaxing music. Less about IQ and more about EQ and building a positive, mindful
outlook, ReliefLink is a different way to train your brain.”

Pacifica (Android & iOS; Free and Premium Subscriptions)
“De-stress, cope with anxiety and get the negativity out of your life with
Pacifica (Android, iOS). This mobile habit-forming app teaches users to be mindful of
their emotional well-being. A daily mood tracker is designed to help you log your
emotional state, with text notes to help you review the things that set you off, make
you happy or help you cope. Daily tasks such as guided meditations, thought
analysis and other mini-activities use a combination of cognitive behavioral therapy
and relaxation techniques help break the anxiety cycle and relax. Signing up to a
premium subscription unlocks unlimited use of Pacifica's activities, as well as private
messaging features.” (Corpuz, 2015)
2.2 Foreign Related Literature and Studies
Mobile apps have become ubiquitous in our life. In 2014, app downloads
are expected to top 179 billion. By 2017, this is going to rise to over almost 270
billion. The mobile application market is huge and it will continually grow bigger and
bigger. This is mostly due to the fact that approximately 1.5 billion users have gone
mobile and by 2018 it is predicted to up by 5 billion. That is almost 80% of the world
population - 7 billion as stated by the United Nations. According to XCubeLabs
infographics, 64% of mobile users download games from play stores. It places
games as the first in the list of most popular apps. Additionally, iOS gamers spend
almost twice as much time playing games, amounting to 14.7 hours, as the average
mobile gamer of 7.8 hours. Forbes also stated that statistics shows the most popular
category in Apple's App Store by share of available apps was game apps with the
share of 20.0%. Consequently, the amount of time spent on mobile apps have
increased to 86% while the amount of time spent on web fell to 14%. In line with this,
the rising demand for mobile apps opened up a lot of opportunities for businesses.
As stated by Tomas Laurinavicius of Despreneur, mobile offers a lot of
advantages to the business due to the fact that mobile offers more flexibility and
interactivity than websites. Mobile devices are giving you more flexibility and
freedom in creating more interactive products and businesses. Integrated cameras,
GPS trackers, maps and internet connection basically everywhere let you to convert
everyday life into a huge playground which can be used for creating a game, or an
application. Last but not least winning feature of mobile device is its size. Newest
smartphones are as powerful as computers were 4-5 years ago which means that
they can be taken everywhere in the world and execute complex and important
everyday tasks. (Smartphone and Mobile App Usage, n.d.) (Forbes, n.d.)
(Laurinavicius, 2013)
Brain-training has really taken off for the past years. There are a lot of
mobile apps and websites claiming that they can help boost your intelligence but
there are also studies that opposes the ability of bran-training games and software
packages in honing cognitive skills and mental agility.
According to Brain Boosting Tools:
“Psychologists believed that your IQ was something you were born with
and that it couldn’t be improved. Your DNA and your personal brain structure
basically determined it and whilst you could learn new things, and you could
certainly damage your intelligence (e.g. through malnutrition or drug abuse) you
couldn’t really improve the underlying engine of your brainpower: your IQ”. But as
stated also in the same article that about a decade ago, two findings proved that IQ-
boosting was possible.
The first evidence was found by neuroscientists and was called “neural
plasticity” in which they found out that even as we age, our brains keeps growing
and that they can re-wire themselves. This became an eye-opener to many
scientists about the feasibility of intelligence enhancement. The second evidence
was by Torkel Klingberg, a Swedish psychologist, on a study he conducted in 2002
wherein he found out that means of software training, people with ADD/ADHD
(Attention Deficit/Hyperactivity Disorder) were able to increase their attention levels
as well as their general intelligence and improvement in their working memory. The
experiment was again conducted in 2008 with people who didn’t have any
ADD/ADHD and, just like the first experiment, the results were also positive. These
experiment became the basis for the two types of IQ-booting according to Brain
Boosting Tools, “Firstly, there is improvement of IQ in people who are facing some
challenge to their natural IQ levels, either through attention deficit disorder, or
through some form of dementia like Alzheimer’s disease. The second type, which is
probably harder to achieve, is boosting your IQ when you don’t have any challenges
to it. In other words, there may be a great many things that will help someone with
attention deficient disorder, or help protect someone against Alzheimer’s disease,
but far fewer things that can boost your IQ when you don’t face these challenges.
The higher your IQ already is, the harder it is to push it higher.” (How to Increase
your IQ, n.d.)
According to the American Psychological Association, video games are in
fact good for the health of an individual, mental and psychological aspect.
The research paper, by Isabela Granic, Adam Lobel, and Rutger C. M. E.
Engels, entitled “The Benefits of Playing Video Games,” attempts to balance out the
kinds of research that has been undertaken around gaming. The authors write:
"Decades of valuable research on the effects of violent video games on children’s
and adolescents’ aggressive behavior already exists, and this is indeed an important
body of work to consider. However, we argue that in order to understand the impact
of video games on children’s and adolescents’ development, a more balanced
perspective is needed, one that considers not only the possible negative effects but
also the benefits of playing these games."
They summarize research on the positive impact of gaming in the following
areas: cognitive, motivational, emotional, and social. (Forbes, Shapiro 2013)
The Cognitive benefits of First-person shooters. In controlled tests,
individuals who played first person shooters showed “faster and more accurate
attention allocation, higher spatial resolution in visual processing, and enhanced
mental rotation abilities.” Apparently, the improvement in spatial skills that gamers
develop are comparable to those developed in formal courses designed to teach the
same skills.
In addition, “Preliminary research has also demonstrated that these
cognitive advantages manifest in measurable changes in neural processing and
efficiency.”
Neural processing is originally referred to "the way the brain works. Neural
processing, by gathering data and paying greater attention to more important

information, learns better strategies as time goes on." (What is Neral Processing,
n.d.)
The power of neural processing lies in its flexibility. Which only means that
players have a more efficient neural processing than non-players. This strengthens
evidences that playing video games enhances problem-solving skills and improves
creativity. Games challenges individuals to solve problems creatively in a controlled
environment where they are forced to find the best possible solution in a time-
pressure setting. This allows the development of the player's cognitive processing
and could therefore improve the way they solve real-life problems.
Cal it Motivation not addiction. "Video games, the Carol Dweck argues in
his distinction between an entity theory of intelligence and an incremental theory of
intelligence, help kids to develop an incremental theory of intelligence. “Immediate
and concrete feedback in video games (e.g., through points, coins, dead ends in
puzzles) serves to reward continual effort,” keeping players in a “motivational ‘sweet
spot’” that “balances optimal levels of challenge and frustration with sufficient
experiences of success and accomplishment.”"
Control emotions. “Gaming may be among the most efficient and effective
means by which children and youth generate positive feelings.” (Jordan Shapiro,
2013)
"One of the strongest arguments for game based learning is that games
allow us to build simulations of complex systems. Players get to situate themselves
within the system and practice navigating the particular challenges of that system.
In a broader way, by creating realistic enough simulations that elicit strong
emotional responses (both positive and negative), commercial games provide
players with an opportunity to try and regulate their emotions. Players feel that “the
accomplishment of goals matters” and also know that because they’re controlling
the Mario avatar with the Wii U controller, rather than throwing real fireballs, the
space is “safe enough to practice controlling, or modulating, negative emotions in
service of” the game’s goals."
Players become empathetic to the character. They see themselves as the
protagonist of the game and thus they feel with the story. Players feel they are
connected with it. They discover different situations wherein their emotions are
controlled by the story. They learn to control their emotions depending on the
situation and would react according to it. This, especially, could teach children how
to respond with their emotions.
Video games improve social skills. “Contrary to stereotypes, the average
gamer is not a socially isolated, inept nerd.” So many of today’s games are
multiplayer games that require interacting with other players...over 70% of gamers
play their games with a friend, either cooperatively or competitively.” (Forbes, n.d.)
Researchers and experts are studying more and more about the benefits of
playing video games. According to them, video games really help an individual
become smarter and develop important skills that are necessary in the 21st century
industry.
It teaches an individual to think critically. "Being immersed in a video game,
and having your brain stimulated, can encourage creative solutions and adaptations.
These beneficial ideas and thoughts can then be applied to real life situations. The
results can be surprisingly positive for individuals, communities, and society as a
whole." stated by Alan S. Weiss, M.D., President.
Video games teaches problem-solving and decision-making skills. By
nature, video games require players to solve problems and make decisions on how
they would play the game.
"One recent study suggests that action video games improve probabilistic
inference- a key aspect of making decisions. It is ability of inferring quickly the
probability that a given answer is correct on the basis of limited evidence. Such
ability is used in many basic sensory and perceptual tasks, which would explain the
general transfer of training benefits observed for players." (How Video Games Can
Improve Your Intelligence, n.d.)

"Gamers co-author the games they play by the choices they make and how
they choose to solve problems, since what they do can affect the course and
sometimes the outcome of the game." -James Paul Gee
The social nature of video games produce collaboration skills. More and
more games incorporate multiplayer mode. Massive Multiplayer Online games
(MMOGs) are growing huge communities worldwide.
"Multiplayer and MMOGs games are played online, which allows players,
through their avatars, to interact not only with the gaming software and designed
environment, but also with the avatars of other players. These games can have
players work in teams, against other teams, to complete a set of objectives."
Video games teach the essence of failing. As Stanford PhD and video
game designer Dr. Jane McGonigal puts it, "gamers spend nearly all of their time
failing. Roughly four times out of five, gamers don't complete the mission, run out of
time, don't solve the puzzle, lose the fight, fail to improve their score, crash and
burn, or die."
Despite the annoying fact that no matter how many times we try to beat a
game and lose, its very nature actually teaches players to never give up trying and
to work very hard in order to beat it.
Video games teaches on how to take on new roles. According to ASU New
Literacy Studies professor James Paul Gee, video games give us the opportunity to
experience the world in new ways and respond to different environments and
scenarios.
"Games situate players in meaning because the players must interact with
the designed space to solve problems and reflect on the game's scenarios. In this
situation both real and imagined social relationships and identities are at play."
Playing video games are fun. According to Jane McGonigal, author
of Reality Broken: How Video Games Can Change the World, "games make us
happy because they are hard work that we choose for ourselves." We play video
games as a form of entertainment and would usually be a bridge to a different reality
and could actually relieve stress and depression.
Games can make the world a better place. Jane McGonigal believes that
video games can become a purposeful escape to cultivate personal and social
change. Game development companies have invested and are starting to develop
games that could impact change into the world. Currently, they are working on a new
game genre called "positive impact games". Positive impact games aim to harness
the power of video game platforms to get players working to solve some of life's
biggest problems. (Sanders, 2012)
An article had quoted Steven Johnson, a pop-culture theorist and author of
2005 book entitled Everything Bad is Good for You, “Modern video games are
challenging,” said Johnson in an interview with NPR. “Try to play them with your
kids, [you’ll find] thinking, problem solving, pattern recognition. There’s a lot of
mental labor going on. Every minute of every video game that’s ever been made you
have to make decisions.”
Game Designer Jane McGonigal believes that gaming can make the world
a better place, in a recent TED Talk. “According to my research at the Institute for
the Future, I believe that if we want to survive the next century on this planet, we [as
a global population] need 21 billion hours of game play every week,” said
McGonigal.
“If we want to solve problems like hunger, poverty, climate change, global
conflict, obesity, I believe that we need to aspire to play games online for at least 21
billion hours a week, by the end of the next decade.”

“Playing a game together actually builds up bonds and trust and
cooperation,” she said. “And we actually build stronger social relationships as a
result.”
The collaborative skills that come from game play in Worlds of Warcraft can
have potential real-world benefits by simply believing that you can participate in any
activity with hundreds of thousands of people simultaneously is positive for the
human race, according to McGonigal.
Playing games would help improve vision. According to Brain scientist
Daphne Bavalier, players are actually able to resolve small detail in the context of
clutter and that gamers are better at being able to resolve different levels of gray.
That makes a difference between seeing the car in front of you and avoiding the
accident, or getting into an accident. This is mainly because players maintain their
focus on the center of the screen and periphery at the same time in a fast-pace
environment. They may allocate more of their attention more flexibly than non-
players. The attention control benefits of playing video games seem to be broader,
and may eventually be harnessed to help people with impaired visual systems due
to brain injury. Their visual response and comprehension are a lot faster and in small
details than that of non-players. And would therefore have quick-response in a
certain event.
It would Increase the creativity of children. A recent study by Michigan State
University showed that video games increased creativity in a select group of 12-
year-olds. "The study looked statewide at 491 boys and girls who were 12 years old,
using the Torrance test for Creativity, which is a basis for constructing a
multidimensional measure of creativity." stated by IQ Intel.
Results from the study yielded that children who played video games
scored higher that other children in every measure of creativity on the Torrance test.
Despite the many facts that video games are bad for the physical and mental health
of person, we cannot deny the fact that recent studies have proven that games have
positive outcomes as well and it could potentially improve the brain, aid visual-
impaired individuals, and treat disorders like ADHD. As Steven Johnson
said, "Everything bad is good for you." (Kaplan, 2016)
According in an article in Personality and Aptitude Career Tests, practice
really helps in all aspects in life and can be also applied with using brain
applications. It is recommended to use a wide variety of brain training tools because
there is still no way to test and calculate the Intelligence Quotient but all also follows
the same format. Brain games are not just for fun because they also have a serious
side which is in helps in the improvement of the IQ and mental dexterity. Using brain
training tools can help in mental preparation for an aptitude test. (Can doing brain
games or applications help improve your IQ and brain function?, n.d.)
According to Dan Hurley, although there is still no definite study that proves
the short- and long-term real-world benefit of playing brain-training games there are
two new studies that found the kind of real-world benefits from using brain-training
games.
The first study was published April 7, 2014 by the Proceedings of the
National Academy of Sciences (PNAS) found that poor first-graders, who irregularly
attended school due to family problems, played less than 6 hours of brain training
games for 10 weeks enables them to catch up with their regularly attending peers in
math and language.
The second study combined the results of the 13 previous studies of
computerized brain-training results of adults that proves that the use of brain training
games enhanced their fluid intelligence. Which gave them the conclusion that
practicing in brain training games literally helped in making people smarter.
Dan Hurley concluded that “Together with other recent studies
demonstrating real-world benefits of brain training in healthy older adults,

preschoolers, and school children with ADHD, the new papers appear to provide
fresh ammunition to psychologists and neuroscientists whose research has been
under attack by a handful of skeptics who insist that the training is a waste of time.”
(Hurley, 2014)
Video games are defined as an electronic game played by means of
images on a video screen and often emphasizing fast action that is used for
entertainment. Video games are fun but from a perspective of adults, it is a waste of
time. They cause young men and women to sit on the couch for hours on end
staring at a screen, completely immersed in another world devoid of all useful (i.e.
productive) benefit. Players become addicted to these games while slovenly sliding
into obesity, overall laziness, and unproductive lifestyles. They might even become
aggressive and antisocial.
However, despite of how others perceive video games, it may have positive
effects on a person's brain functions. A lot of research studies show that playing
video games, because of its fast-paced and interactive user interface, would
eventually improve a player's cognitive functions, mental agility, problem solving,
and decision making.
According to a Gamefication Pioneer blog:

"Although video games are a form of self-indulgence, they often provide
unique and engaging environments that train players to think fast and resourcefully.
With the right design and mechanics, they can facilitate learning and tap into diverse
levels of cognitive thinking and problem-solving in ways that are not as easy to
achieve with books and other forms of media. Research has recently come out
investigating the positive potential of video games to better harness our cognitive
capabilities to shape the brain in new and powerful ways. "
Real Time Strategy Games may Improve Cognitive Flexibility. A study led
by researchers from Queen Mary University of London and the University College of
London studied the effects of real time strategy games on the cognitive flexibility or
problem solving capabilities of a player to which they defines as the ability to adapt
and mentally “switch gears” to new tasks and process many different and alternative
ideas to solve problems.
"Their experiment involved 72 subjects who were divided into three groups:
 Group 1 played an easy version of Star Craft
 Group 2 played a more complex version of Star Craft
 Group 3 played the Sims, which required little to no demand on memory
or tactical thought processes.

All participants played for 40 hours throughout 6-8 weeks. The subjects
who played Star Craft displayed afterwards much greater speed and mental agility
compared to those who played the Sims. And these effects were enhanced for the
group who played the harder version of Star Craft."
The study concluded that a game's ability of real time strategy can reshape
a person's brain and would therefore increase cognitive flexibility. "The brain is
flexible not fixed.", stated by the researchers. And soon, video games, as is
advances, can possible used as clinical treatments of ADHD or even brain injuries.
(This topic would be further discussed later)
Specific Game types Enhance Different Mental Skills. Cognitive is simply
defined as of, relating to, or involving conscious mental activities (such as thinking,
understanding, learning, and remembering) (Merriam-Webster). Cognitive covers a
lot of mental skills. An experiment led by Adam Chie-Ming Oei and Michael Donald
Patterson at the Nanyang Technical University of Singapore studied different types
of games and their positive impact on different types of cognitive skills.

"This study involved participants who were required to play an assigned
game for an hour a day, five days a week for an entire month. There were three
types of games:
 Life simulations (e.g. Sims)
 Object matching games (e.g. Bejeweled)
 Action games/finding hidden objects (e.g. Hidden Expedition)
After the experiment, the subjects showed improved performance on
cognitive skills tasks as a result of these game exercises. The researchers were
able to identify the skills that improved within each of the game categories they
studied.
Visual search skills were sharpened through games that required matching
and spatial memory capabilities. The ability to track multiple objects improved via
action games."
The Gamification Pioneer blog concluded that although these studies have
definitely proven that games can improve cognitive skills and mental agility, the
design of the game and how it is designed to function are most important. According
to the blog, that while games can certainly sharpen specific types of skills, what
matters is whether or not these abilities are transferred to real life contexts in ways
that matter. And this in turn depends on how well the game is designed to achieve
this.
"This goes back to our understanding that it’s not the game and its
mechanics themselves that matter, it’s how it’s designed to function and the
outcomes it is designed to achieve. We will see games and their designers working
to better tap into our Core Drives and elicit generative functions in both cognitive
and emotional intelligence." (para 21)
Therefore, the user interface of these games and how it is designed to
improve brain performance of specific cognitive skill would greatly impact the
player's development. (Can Playing Video Games Increase Your Intelligence?, n.d.)
Table 1. Pros and Cons of Gaming
PRO CON
Many other games are aimed for
Many games can be very sociable,
single player and so could be
either playing against your mates on
criticized for isolating you from family
the sofa or online with other people
and friends for many hours
They can take an awful lot of hours,
Games can be intellectual where you
that time could be spent doing
use clever strategy to beat other
something more productive or
people.
sociable
Constant use of thumbs, wrist and
Games can be educational such as
eyes can lead to problems such as
simulations of flight or real-life
eye strain, RSI and other physical
situations
problems
Improved eye-hand co-ordination for Games do not need much physical
activity and so could be criticized for
making you unfit - although the new
playing those fast action games
motion sensing games are extremely
active!
The hardware and software together
Improved reaction times and quick
are quite expensive, which can be a
thinking as a result of playing
challenge when balancing what you
challenging games
want to spend your money on.
Table 1. shows the pros and cons of gaming (8. Advantages and disadvantages of
gaming, n.d.)
KQED News cited an article entitled "The Benefits of Playing Video Games"
written by Isabela Granic, Adam Lobel and Rutger C.M.E. Engels states that they
(the authors) identified positive impacts for kids who play video games. These
impacts were towards cognitive, motivational, emotional and social skills.
It is also stated in the article that "Gameplay has cognitive benefit because
games have been shown to improve attention, focus, and reaction time. Games
have motivational benefit because they encourage an incremental, rather than an
entity theory of intelligence. Games have emotional benefit because they induce
positive mood states; in addition, there is speculative evidence that games may help
kids develop adaptive emotion regulation. Games have social benefit because
gamers are able to translate the prosocial skills that they learn from co-playing or
multiplayer gameplay to “peer and family relations outside the gaming
environment.”"
KQED News also found an article published in Nature, it says that playing
fast-paced “action based” video games improves “attentional processing” and also
“induces long-lasting improvements in contrast sensitivity, a basic visual function
that commonly deteriorates with age.” (Shapiro, 2014)
According to Deane Alban, “Brain training programs claim to improve
intelligence and cognitive skills like memory, attention, processing speed, and
problem solving ability by tapping into your brain’s plasticity — its ability to change.
Some even profess to help those with significant brain problems such as
traumatic brain injury, ADHD, dyslexia, dementia, chemo brain, and more.”
A group of 73 leading brain scientists released a statement last October
2014. The open letter was released by the Stanford Center on Longevity and the
Max Planck Institute for Human Development. The letter contains condemnation on
companies that promotes and sells brain training programs for overstating claims on
the benefits from using their products. The conclusion on the letter contains: “We
object to the claim that brain games offer consumers a scientifically grounded
avenue to reduce or reverse cognitive decline when there is no compelling scientific

evidence to date that they do.” They believed that further research needs to be done
to distinguish that brain training programs can help improve intelligence.
Two months after the release of the open letter, a larger group of 127
neuroscientists opposed the Stanford Center on Longevity and the Max Planck
Institute for Human Development’s open letter and also released an open letter.
They stated in the letter that they agreed on some parts of the center’s statement
that the companies overstated their claims. But also claimed that brain training
programs can offer users a way to help reduce cognitive decline. (Alban, n.d.)
According to Skrikanth An’s article, he stated that “A study published in
2008, led by Susanne Jaeggi, now a professor at The University of California at
Irvine, conducted tests which reflected on how ‘fluid intelligence’ or the ability to
solve novel problems works. The test sample was divided into two groups each, one
training and one control group. The training group showed significant improvements
in the reasoning ability test, where the control group lagged behind.” This study
provided evidence to prove that the human brain could be trained. He also stated
that brain training can help the human brain perform better and that IQ levels won’t
stay the same or remain stagnant for a long time. (An, 2015)
Business Insider reported that psychologist Susanne M. Jaeggi set an
experiment with 32 elementary and middle school students that will challenge their
memory. They also gathered another set of students who will respond to knowledge
based and vocabulary questions. The “n-back test” compels students to remember a
sequence and they will answer questions about it over time.
After a few months of training, their findings were "the children who
improved most at the “n-back test” were the highest performers on a test of abstract
reasoning." The researchers were able to arrive at a conclusion that for some
children, playing brain games is more effective than any standard method of
teaching. It also states that "Cognitive training can be effective and long-lasting, but
that there are limiting factors that must be considered to evaluate the effects of this
training, one of which is individual differences in training performance." (Corpuz,
2015) (Laya, 2011)
As stated in Abby Olena’s article, ““Psychologists have been trying to come
up with ways to increase intelligence for a very long time,” said D. Zachary
Hambrick, a professor of psychology at Michigan State University. “We’ve been
interested in increasing intelligence for almost as long as we’ve studied intelligence,
which is over a century.””, for a long time now, psychologists have been looking for
ways to help increase or improve human intelligence. In 2008, a paper in the

Proceedings of the National Academy of Sciences (PNAS) of the United States of
America was published by scientists at the University of Michigan and the University
of Bern in Switzerland that established adaptive dual n-back task (training a working
memory task for just 10 hours), that appears in some brain training software, can
help improve the fluid intelligence.
According to Abby Olena, the researchers discovered that “evidence for far
transfer—performance on a reasoning task improved after practicing a working-
memory task. While near transfer—training on a task that leads to improvements in
identical or similar tasks—is fairly common, far transfer had been observed only
rarely”. The researches pronounced the training dosage effect of dual n-back task
that “The longer you train, the bigger the impact is” said by co-author Martin
Buschkuehl, a director of education research at MIND Research Institute. (Olena,
2014)
Although cognitive games won’t prevent dementia, it may however delay it
or temporarily improve its symptoms. aPlaceforMom reported that a study published
on the British Journal of Psychiatry found brain training or cognitive stimulation
therapy programme “compared favorably with trials for drugs for dementia.”
The Alzheimer’s Association of Australia has released their very own
mobile game called BrainyApp. BrainyApp is a free mobile application available for
Android and iOS devices. The application may help users reduce the risk of
acquiring dementia. (Anderson, 2013)
With brain training games, users can interact with an environment and
scenarios that we might actually encounter. Such games are “fun, competitive,
rewarding, interactive and attention-grabbing”. Unlike the traditional training, it leans
more towards remembering concepts than applying it to real life cases. “By
simulating reality, learning games prepare us for the “What ifs” and the “Worst case
scenarios” before they actually happen and with minimal risk.”
“Learning games give us the chance to try, try again if at first we don’t
succeed and understand the consequences of our actions” Through repetition, we
are most likely to remember things. Levels give us the chance to assess choices and
make a better decision as the game continues.
“We become emotionally invested in games, so when we play we start to
relate to the material by putting ourselves in the scenarios or by connecting with the
characters in the game, and before you know it – you’re learning. It makes sense
that we strive to become better at something we enjoy doing.”

Sharon Boller, Betterline Performance’s president and in-house expert on
learning games said that “Games provide clear, measurable goals that add purpose
to the experience… and there is a clear psychology that we are innately drawn to
that. [Games] tap into a lot of the intrinsic motivation we already have, and when
both our emotional and cognitive sides of the brain are engaged in what we are
doing, we learn more.”
It is stated on a lot of articles that being on mobile makes people become
anti-social. Mobile applications or games can be a source of social experiences and
exchanges. Through scoreboards, messaging features and multi-player features,
users can be engaged in conversations with other users. (Boller, 2012)
To better understand how video games affect the brain, German
researchers conducted a study. (Drew Guarini, 2013)
"They asked 23 adults with a median age of 25 to play "Super Mario 64" for
30 minutes a day over a period of two months. A separate control group did not play
video games at all. Examining the brains of the two groups using an MRI machine,
they found that the gaming group had a rise in gray matter in the right hippocampus,
right prefrontal cortex and the cerebellum -- areas of the brain responsible for spatial
navigation, memory formation, strategic planning and fine motor skills in the hands.
"While previous studies have shown differences in brain structure of video
gamers, the present study can demonstrate the direct causal link between video
gaming and a volumetric brain increase," study leader Simone Kühn said. "This
proves that specific brain regions can be trained by means of video games."
Kühn and her colleagues concluded that video games could potentially be
used as a therapy for patients with mental disorders that cause brain regions to
shrink or be altered. Such diseases include schizophrenia, post-traumatic stress
disorder and Alzheimer's."
Certain video games that focuses on strategy, like Warcraft, elicit an
increase of a player's cognitive flexibility or the ability of an individual to switch and
adapt to new tasks, and solve them faster than non-players.
"Our paper shows that cognitive flexibility, a cornerstone of human
intelligence, is not a static trait but can be trained and improved using fun learning
tools like gaming," study researcher Dr. Brian Glass, of the School of Biological and
Chemical Sciences at Queen Mary University of London, said in a release.

(Strategy-Based Video Games, Like Starcraft, Improve Brain's 'Cognitive Flexibility',
2013)
"Once we have that understanding, it could become possible to develop
clinical interventions for symptoms related to attention deficit hyperactivity disorder
or traumatic brain injuries, for example."
Playing video games can slow the aging process. "Whether it's a specially
manufactured game or something like 'World of Warcraft,' games are cognitively
complex and require mental energy and abilities to play them," said Jason Allaire, an
associate professor in the department of psychology at North Carolina State
University in Raleigh, who was not involved with the study. "Whenever you do
anything that requires mental energy, you're exercising your abilities -- it's just like if
you exercise your muscles, you get stronger."
When an individual plays video games, he uses all the faculties of his mind.
He allows the continuous development of his cognitive functions because games
require players to think critically, creatively and quickly. It exercises the brain
muscles and could potentially become stronger. Scientists believe that games can
delay aging process, not physically but mentally. It keeps the brain constantly
working. It keeps the brain alive when a person a reached a certain age where
he/she would easily forget things. It could potentially reduce the risk of having
Alzheimer's on the elderly.
They may help Dyslexic Kids read better. "Italian researchers presented
evidence that playing fast-paced video games can improve the reading skills of
children with dyslexia.
The team separated children age 7 to 13 into two groups, one of which
played an action game called "Rayman Raving Rabids" while the other played a
lower tempo game. When the reading skills of the children were tested afterwards,
those who played the action game were capable of reading faster and more
accurately. The authors of the study hypothesized that the action games helps kids
increase their attention spans, a skill considered crucial to reading."
Video Games can be a pain reliever. "Researchers presented evidence at
the American Pain Society's annual scientific meeting that video games, specifically
ones with an emphasis on virtual reality, have proven effective in reducing anxiety or
pain caused by medical procedures or chronic illness. The study found that when
people undergoing chemotherapy or other serious treatments were immersed in a
virtual gaming world, they reported significantly less stress and fear. In addition,
those being treated for burn wounds found a decline in their pain ratings by rates of
30 to 50 percent.
Referencing the motion sensor technology of the Xbox Kinect or the Wii,
Charles Friedman of the Pain Relief Centers said that gaming allows the brain to
stay busy using other senses instead of focusing on pain. Gaming also releases
endorphins in the brain, a chemical that is generally associated with happiness and
capable of numbing discomfort."
Games, with their entertaining and eye-pleasing graphics and fun
interactive design, could actually help relieve pain, stress, and depression. Children
are eager to play video games because it makes them happy.
Shooting games can improve bad eyesight. According to a University of
Rochester study, shooting games can improve bad eyesight. In their study, players
who played shooting games have a boost in their "contrast sensitivity function," or
the ability to discern subtle changes in the brightness of an image. Considered one
of first of the visual aptitudes to diminish over time, the ability to pick out bright
patches is key to tasks like driving at night.

"The study's authors believe that the process of locating and aiming at
enemies exercised gamers' eyes. And with bad guys unpredictably popping up, the
shooting games also helped players learn to analyze optical data on the fly. The
researchers believe their study shows the potential of video games -- particularly
action games -- to serve as an aid in the way we correct bad eyesight." (para 20)
Video Games help stroke patients recover faster. "For stroke victims,
recovery can be a long or even impossible process. Seeking a more affordable and
effective approach to restoring speech and movement after a stroke, Debbie Rand
of Tel Aviv University turned to video games.
Individuals who had a stroke one to seven years before the study were
assigned to one of two groups. The first did traditional rehabilitation exercises while
the other played video games on Xbox 360, PlayStation 3 and Nintendo Wii.
For an occupational therapist like Rand, the advantages of using video
games for rehabilitation were clear in several ways. While both groups showed
improvement in things like grip, only the video game group continued to show
improvement in hand strength after the treatment. The video gamers not only
performed double the number of arm movements during each session, their
movements were "goal-directed" and not merely repetitive exercises.

“When individuals plan their movements and move deliberately in order to
accomplish a specific goal, it is likely to have a positive impact on brain plasticity,”
Rand said, noting that because video games are fun and enjoyable, subjects are
more likely to commit fully to the rehab." (9 Ways Video Games Can Actually Be
Good For You, 2013)
According to University of Cambridge, “Schizophrenia is a long-term mental
health condition that causes a range of psychological symptoms, ranging from
changes in behaviour through to hallucinations and delusions. Psychotic symptoms
are reasonably well treated by current medications; however, patients are still left
with debilitating cognitive impairments, including in their memory, and so are
frequently unable to return to university or work.
There are as yet no licensed pharmaceutical treatments to improve
cognitive functions for people with schizophrenia. However, there is increasing
evidence that computer-assisted training and rehabilitation can help people with
schizophrenia overcome some of their symptoms, with better outcomes in daily
functioning and their lives.”

Professor Barbara Sahakian and her team from the Department of
Psychiatry at Cambridge developed Wizard, an iOS game that will help improve
one’s episodic memory. Episodic memory, according to The Human memory is the
type of memory which represents experiences, specific events, and autobiographical
events such as time, places, associated emotions and related knowledge. (Episodic
and Semantic Memory, n.d.)
In a span of nine months, the game Wizard was made through the efforts of
psychologists, neuroscientists, schizophrenia patients and a game developer. The
game was narrative and users can have their own character and name. Users are
given additional in-game training activities to provide individual cognitive training.
A total of twenty two participants were gathered and all of them are
diagnosed with schizophrenia. They were randomly assigned to two groups, the
cognitive training group and the control group. The cognitive training group played a
total of eight hours over four weeks while the other group continued their usual
treatment. After four weeks the researchers held a test called Cambridge
Neuropsychological Test Automated Battery (CANTAB) PAL (Paired Associates
Learning) on all their participants. They also tested the patients for Global
Assessment of Functioning GAF in which doctors use this to rate a patient’s social,
occupational and psychological functioning.

Professor Sahakian and her team found that the participants who were on
the cognitive training group made fewer errors and attempts to remember the
location of the patterns in the CANTAB PAL test as compared to the group of
participants who received their usual treatment. The cognitive training group also
showed an increased score on the GAF scale.
Participants say that they enjoyed the game and were motivated to
continue to playing the game even after their cognitive training. The researchers also
found that the participants who were the most motivated are also the people who
performed best. This is an important key as motivation is another symptom of
schizophrenia.
Professor Peter Jones says that the results are promising and he suggests
that there may be a potential to use game apps to not only improve a patient’s
episodic memory, but also their functioning in activities of daily living.
Although it is not clear how the game improved the participant’s daily
functioning, researchers however suggest that it may be because of a direct impact
on global functions or that the cognitive training made an indirect impact on

functionality by improving the participant’s motivation and self-esteem or on another
note, maybe both have contributed in the result.
April of 2015, Professor Sahakian and her colleagues teamed up with the
developers of the brain training application Peak to create a training module that is
scientifically-tested. The collaboration between the two stemmed the launch of
Cambridge University and Peak Advanced Training Plan’s memory game available
on the application itself. Its aim is to train the visual and episodic memory while
learning.
Professor Sahakian says that the application will allow the Wizard memory
game to become widely available. (‘Brain training’ app may improve memory and
daily functioning in schizophrenia, 2015)
As stated on their website, Peak’s mission is to make a lifelong progress
enjoyable. They believe that there is always room for improvement. The desire for
incorporating science, education, technology and gaming resulted into the
production of Peak. (Peak, n.d.)

Figure 1. Peak – Brain Training on Google Play (Peak - Brain Games - Android Apps
on Google Play, n.d.)
Elevate is a brain training program created by Elevate Inc. It was
designed to enhance cognitive skills such as attention, memory, math skills,
processing speed and more. “The Elevate process starts with you choosing what
aspects of your mind you’d like to improve, like your boosting problem-solving skills
or retaining information that you hear.” (Techlicious, n.d.) The user is given a
personalized training program based on their scores from the pre-test that was held
upon creating the user’s profile and the skill the user wants to improve on. (Elevate -
Brain Training, n.d.)

Figure 2. Elevate – Brain Training on Google Play (Elevate - Brain Training - Android
Apps on Google Play, n.d.)
Figure 2 shows the mobile game Elevate – Brain Training on Google Play.
Figure 3. Main Screen (ElevateLabs, n.d.)
Figure 3 shows the mobile game’s main screen. From this screen, users
can begin their training.
“Each day, Elevate will present three tests to get your brain off of its
behind. These tests are derived from the 14 included games, which consist of
Focus, Memory, Precision, Refinement, Syntax, Error Avoidance, Brevity, Inversion,
Comprehension, Processing, Connotation, Contextualization, Visualization, and
Agility.” (Celeste, 2014)

Figure 4. Training activities (ElevateLabs, n.d.)
Figure 4 shows the first training activity to be done by the user. The next
activity will be unlocked after completion of the previous activity.
"We want to broaden the skills we cover — help people pronounce words
better, improve their grammar, read faster, calculate tips better, get into budgeting.
We're just scratching the surface now." says Jesse Pickard of Elevate. (Graham,
2014)
Figure 5. A question from the activity “Error Avoidance” (ElevateLabs, n.d.)
Figure 5 shows a question from the activity “Error Avoidance”. The user
must tap “swap” if the highlighted words are placed incorrectly on the sentence
otherwise, the user should tap “keep” if the words are placed correctly.
Figure 6. The Great Brain Experiment on Google Play (UCL, n.d.)
Figure 6 shows The Great Brain Experiment on Google Play.
According to The Great Brain Experiment’s website the game will “test your
memory, your impulsivity, your attention and decision making. Learn about the
neuroscience of everyday life.” (ULC, n.d.)

Wellcome Trust stated that “Psychology experiments generally involve
small groups of volunteers coming to the lab and completing tasks in a carefully
controlled setting. This approach works brilliantly for lots of research, however we
knew it may not be practical for examining variability across large groups of people,
for instance seeing how cognitive abilities change across age groups.
Mobile games offered us the possibility to conduct experiments with
volunteers of different ages and backgrounds from around the world. We knew that
if we could make the games fun, then contributing to scientific research wouldn’t be
a chore. We also tried to keep the games snappy – we decided each should take
less than five minutes, so they could be played on a train or bus journey without
interruption. The ethical use of people’s data was also a vital consideration, and we
made sure that our app explains exactly how players’ data is used, with the option to
withdraw from the experiment at any time.
Scientifically, our biggest worry of using games for research was a lack of
control. When volunteers take part, they could be travelling on a noisy train,
standing at a bus stop or sitting quietly at home – we wouldn’t be able to control for
these factors and they had the potential to interfere with the results. We
hypothesised that with enough players sending us data, these differences would
come out in the wash.”
They also stated that “It was all worth it. The results published today demonstrate
that our games reproduced established laboratory findings of short-term memory,
decision-making, inhibition and perception, despite not being conducted in the
controlled environment of the laboratory.
We also showed that mobile games can reveal differences across age
groups. For instance, one of our games tests players’ ability to remember certain
items (the positions of coloured circles on the screen) while ignoring other
distracting items. We found that older players had greater difficulty ignoring
distractions than younger players, supporting the notion that older people find it
harder to filter out distractions.” (The Great Brain Experiment: Mobile gaming
provides robust scientific results, 2015)
Game Development Process. The Game Development Process shows the
different phases that undergo when developing a game. There are no distinct game
development cycle mainly because it is entirely up to the developers’ decision to
how they will handle game development. However, game development follows four
processes or phases.
Phase 1: Concept/Initiation
Conception/Initiation is the first step to game development. The game's
conception can come from just a simple concept or idea. It can also come from just
making a follow-up or a sequel to an existing title, a game based on an existing non-
gaming characters, stories or franchises - from other mediums such as television,
comic books, board games, movies, folklore, or history - or a game that's meant to
simulate some real world experience, such as the case with sports, flight, or driving
simulations. In these cases, the genesis of the game's development can simply be
the company deciding that it wants to make a game. (Edwards, 2012)
Conception/Initiation is the part where the company decides what kind of
game they’ll make, who’s the hero, how to play the game, etc. Basically, it is where
the concept turns to an idea and decides every detail of what the game will be. It’s
the very fundamental of game design/game conception. Listed below is a set of
objectives that the phase aims to accomplish and a useful pointers that can help
solidify the idea. (Ramadan, 2013)
To-do list:
 Define the game
 Look for publisher
Useful pointer: Answer these question first!

 Brainstorming!
 What kind of game you’ll make?
 Who’s the hero/protagonist?
 Will it be 2D or 3D game?
 What’s the theme?
 What features it’ll be?
 Who’s your potential player/user? What gender, how old are they?
Phase 2: Pre-Production
(Edwards, 2012)
“The next step that needs to be done in the game development process is
commonly referred to as the pre-production phase. This is where a pre-production
team, which typically includes a varied number of producers, assistant producers,
designers, programmers, artists and writers, will work on things such as writing the
storyline, creating storyboards, and putting together a comprehensive design
document detailing the game's goals, level designs, gameplay mechanics and
overall blueprint.
The freedom that the pre-production team has in each of these areas is often limited
to the type of game being made. When a game's being created on a completely
original concept, the story writers, artists and designers have free reign to craft
whatever their imaginative minds desire with the sky being the limit within the realm
of the technological limitations of the hardware the game's being developed on. The
story and characters are only limited by the imaginations of the people on the pre-
production team.
Regardless of the creative freedom allowed by the game concept, if game being
developed is of a genre that necessitates a storyline, creating one is the first step.
The storyline is a vastly important process as it defines the main characters, plot,
setting and overall theme. The story line serves as a basis for the game as it defines
the most important aspects of the game. Essentially, without creating the story line,
the rest of the phases becomes irrelevant. However, if what's being worked on is a
simple simulation and would not require the use of character or plot, then this step
and the next is typically omitted.
Once the storyline is completed, the next step a company will execute is to attempt
to piece together a storyboard for the game. This is more or less a visual
representation of storyline that includes sketches, concept art, and text to explain
what happens in each section or scene of the game. The storyboards may be done
for scripted elements within the action portions of the gameplay and more often for
the cinematic CG rendered or real-time cut-scenes that are often used to further
along the story of the game in question.

The third prominent aspect of the pre-production phase, which generally is done
alongside the writing of the story and the crafting of the storyboards, is the piecing
together of a comprehensive design document for the game. The design document
would essentially include the Art Design Document, Technical Design Document,
and Game Design Document. In addition to including the storyline and storyboards,
the design document will also incorporate the designers overall blue print for exactly
how the game will be played - the design for the core gameplay and if will
incorporate mini games or multiplayer, what each menu or screen in the game will
look like, what the controls for the character or characters are, what the game's goal
is, and the rules for how you win/lose in the game, and maps of the different worlds
or levels within the game. Designers defines the art, styles, and assets of the game
itself.
This is where the designers, as well as the software engineers in many cases, must
decide things such as what exactly happens on screen when a specific button or key
or direction on an input device is pressed. Moreover, things such as what exactly is
in each world, what can and cannot be interacted with, what scripted events occurs,
and how the NPC (non-player controlled) characters react to what the player-
controlled character does in the game must also be mapped out in enough detail for
the programmers and artists to be able to know what needs to be coded and
created. “
After creating the art design and game design, the team creates the
technical document where the parties involved would choose the game engine and
the target platform. They must also take into consideration the technical limitations of
the platform that the game is being created on and, in the case of consoles, what
standards that the hardware manufacturer may require to be followed in order to be
approved for release on the system.
Alongside creating the design document, the team must build a prototype or
mock-up or an early design so as to create a basis for the production phase.
Phase 3: Production
(Edwards, 2012)
“After the pre-production phase is complete and the game's overall blueprint has
been finalized, the development of the game enters the production phase and now
larger group of producers, designers, artists and programmers are typically brought
into the mix. The production phase is the longest and exhaustive process of game
development as it involves the actual creation and coding of the game. Jobs or tasks
will be delegated to each member of the team.
Producers
The producer or producers will work with the design, art and programming teams to
make sure everyone is working together as a well-oiled machine and that everyone's
on the same page. The main job for them is to create the schedules to be followed
by the engineers and artists, making sure the schedules are adhered to, and to
ensure that the high-concept goals of the design are followed throughout the
development of the game. Those in production will also work with dealing with any
licenses that the game uses and in making sure the company's marketing
department knows what it needs to know about the title.
Game Designers
Whilst the design document is typically completed by this phase, albeit not always
the case with many less organized developers, the game's designers still play a big
role here as it's their job to make sure that the details of the designs are being
properly implemented by the artists and the programmers. And in cases where holes
in the design are found, whether an omission on the part of the designer or just
something that couldn't be done due to technical limitations of the hardware that
weren't able to be overcome or simply finding out early on that a designed idea just
didn't work, they must be able to come up with solutions and/or new designs for
what comes up.
Artists
The artists during the production phase will be working on building all of the
animations and art which you'll see in the game. Programs such as Maya and 3D
Studio Max will often be used to model all of the game's environments, objects,
characters and menus - essentially everything you see in the game. The art team
will take care of creating all of the texture maps that are added to the 3D objects to
give them more life and character and will also take care of animating any
characters or objects that move in the game. In the cases where motion-captured
data is used to help create more life-like movement, there will be a motion capture
team that works with the artists to collect the data and solve it to work with the
skeletons of the game characters so the movement of the in-game characters reflect
what was motion-captured of the real-life actor.
Game Programmers
At this time, the programming gurus are working on coding the game's library,
engine, and artificial intelligence (AI). The library more often than not is something
that has already been created for the company for use with all its games and is
updated and constantly updated and tweaked in order to meet any new goals or
expectations for the development of newer titles. Many times the library team will be
required to write its own custom programming code, often based in the C
programming language, which will be the base of all the company's games.
There will also be a set of programmers responsible for creating the game's 2D or
3D engine, which is an application that generates all of the polygons, textures,
lighting, and special effects that you see in the game, often using what's been
delivered by the art staff.
The AI is yet another important element of the game's software code and it's
generally written by an individual AI programmer or a team of AI programmers. They

work on all of the physics, collisions, interactions, and movement of every single
character and object in the game. They write the routines that specifically define
what happens when a character interacts with other characters with objects and how
the controllable characters respond to the game player's input on the control device.
They write the logic that make the characters and objects all act as per designed in
the design document.
Once all of the base elements have been implemented by both the artists and
programmers, the production team will then work on trying to optimize all the
aspects of the game to get it to run well on the hardware being developed for.
Decisions will have to be made as to whether to reduce polygon counts on objects
or characters or eliminate or add new lighting or special effects in order to get the
game running at a frame rate that's deemed acceptable by the development team.
In some cases, a company will do whatever it can in order to keep the game running
at a constant 60 frames per second by sacrificing visual effects or polygonal counts
or just my optimizing the models, textures, and AI codes to the fullest, while others
are willing to sacrifice a consistent frame rate to throw in as much eye candy as they
can muster.”
Phase 4: Post-Production
The final stage of a game's development is the post-production stage. This
begins when the game is considered "feature complete" and all of the code has
been written and art has been completed. This is where the game is tested, fixed,
and released. In Game Development there are three versions of the game for
software testing, Alpha version and Beta version, and the final version where all the
bugs have been fixed and the game is ready for launching and shipping
Alpha Version
Alpha version is the phase where the game itself is playable, but
incomplete. For example, if the game has some playable level, it has already reach
alpha version. Most of the core gameplay must be already included in the alpha
version game. Alpha version means that the whole gameplay concept is already
fixed and no change is done after a game is declared alpha, otherwise it's not
considered an alpha version.
The alpha version of the game is created and is supplied to the game's test
department to evaluate, inspect and find bugs and major flaws in the game that need
to be changed whether by the artists or programmers. Alpha testing is used to check
usability errors.
Beta Version
One all of the bugs and major flaws of the Alpha version are identified and
addressed, a beta version of the game is then produced and once again sent to the
test department to be picked through with a fine tooth comb. This is where the
hardcore testing is done and every single bug regardless of how major or minor is
documented and attempted to be fixed, with the major "A" type bugs the top priority
with the "B's", "C's" and less important bugs addressed as time or company policy
may dictate. Beta Testing is used to exposed bug, glitch, and exploits which
encountered during game play. Beta testing may be divided in to 2 phase of testing:
 Open Beta, where all the tester can freely join to participate
 Closed Beta, where all the tester are selected through test/invitation.
Both phases collects user feedback and would then fixed every bug accordingly. In
addition, Beta Testing is the stage where testers make sure that the game abides by
all of the "standards" that are defined by the manufacturer of the console and it must
be followed for the game to be approved for release.
Final Version
Once all of the bugs have been fixed and all of the standards have been
determined to be met, a final version of the game is made and, in the case of the
consoles, is sent to the console maker to get tested and approved for release on the
system in question. If bugs are found or approval is not met, the production team will
fix all of the problems in question, put it through their own test department again to
ensure that everything was fixed and nothing new was broken, and then once again
submit it for approval.
After the game is approved by the console manufacturer or is declared
finished by the developers, sign off of the game is done and is sent to be
manufactured, launched and shipped to stores.

And even though the game is launched and shipped, the development of
the game does not stop there. Software patching, expanding the game via update,
and maintenance become important thing in game development. (SDLC - Agile
Method)
Agile SDLC model is a combination of iterative and incremental process
models with focus on process adaptability and customer satisfaction by rapid
delivery of working software product.
Agile Methods break the product into small incremental builds. These
builds are provided in iterations. Each iteration typically lasts from about one to three
weeks. Every iteration involves cross functional teams working simultaneously on
various areas like planning, requirements analysis, design, coding, unit testing, and
acceptance testing.
At the end of the iteration a working product is displayed to the customer
and important stakeholders.
What is Agile?
Agile model believes that every project needs to be handled differently and
the existing methods need to be tailored to best suit the project requirements. In
agile the tasks are divided to time boxes (small time frames) to deliver specific
features for a release.

Iterative approach is taken and working software build is delivered after
each iteration. Each build is incremental in terms of features; the final build holds all
the features required by the customer.
The key difference this creates is visibility of complete working features
much earlier in the project life cycle, allowing for a better gauge of progress and
quality, and allowing for feedback and adaption along the way. The result is to see
some results earlier, mitigate risk, and to allow flexibility to accommodate change.
(Waters, 2011)
Here is a graphical representation of agile development process
Figure 7: Agile Development Cycle
Figure 7 shows the Agile Development Cycle. It involves iterations of
phases, and delivers product at every end of iteration.

Figure 8: Agile Development Cycle – Detailed (SDLC - Agile Method)
Agile Model Pros and Cons
Agile methods are being widely accepted in the software world recently, however,
this method may not always be suitable for all products. Here are some pros and
cons of the agile model.
Following table lists out the pros and cons of Agile Model:
Table 2. Pros and Cons of Agile Development Life Cycle
Pros Cons
 Is a very realistic approach  Not suitable for handling complex
to software development dependencies.
 Promotes teamwork and  More risk of sustainability,
cross training. maintainability and extensibility.
 Functionality can be  An overall plan, an agile leader
developed rapidly and and agile PM practice is a must
demonstrated. without which it will not work.
 Resource requirements are  Strict delivery management
minimum. dictates the scope, functionality to
 Suitable for fixed or changing be delivered, and adjustments to
requirements meet the deadlines.
 Delivers early partial working  Depends heavily on customer
solutions. interaction, so if customer is not
 Good model for clear, team can be driven in the
environments that change wrong direction.
steadily.  There is very high individual
 Minimal rules, dependency, since there is
documentation easily minimum documentation generated.
employed.  Transfer of technology to new
 Enables concurrent team members may be quite
development and delivery challenging due to lack of
within an overall planned documentation.
context.
 Little or no planning required
 Easy to manage
 Gives flexibility to developers
“Android Studio is the official IDE for Android application development,
based on IntelliJ IDEA. On top of the capabilities you expect from IntelliJ, Android
Studio offers:
 Flexible Gradle-based build system
 Build variants and multiple apk file generation
 Code templates to help you build common app features

 Rich layout editor with support for drag and drop theme editing
 lint tools to catch performance, usability, version compatibility, and other
problems
 ProGuard and app-signing capabilities
 Built-in support for Google Cloud Platform, making it easy to integrate
Google Cloud Messaging and App Engine
App Workflow
The basic steps for developing applications are shown in figure 1. The
development steps encompass four development phases, which include:

Figure 9. Development Phase in Android
Table 3. Development Phases and its description in Android
Development Phase Description

Environment Setup During this phase you install and set up your
development environment. You also create Android
Virtual Devices (AVDs) and connect hardware
devices on which you can install your applications.
Project Setup and During this phase you set up and develop your
Development Android Studio project and application modules,
which contain all of the source code and resource
files for your application.
Building, Debugging During this phase you build your project into a
and Testing debuggable .apk package(s) that you can install and
run on the emulator or an Android-powered device.
Android Studio uses a build system based
on Gradle that provides flexibility, customized build
variants, dependency resolution, and much more. If
you're using another IDE, you can build your project
using Gradle and install it on a device using adb.
Next, with Android Studio you debug your application
using the Android Device Monitor and device log
messages (logcat) along with the IntelliJ IDEA
intelligent coding features. You can also use a
JDWP-compliant debugger along with the debugging
and logging tools that are provided with the Android
SDK.
Last, you test your application using various Android
SDK testing tools.
Publishing During this phase you configure and build your

application for release and distribute your application
to users.
Key Features
 Translations Editor - Android Studio supports the use of multiple languages in
development of application. The Translations Editor lets to view, add new locales,
and update all string resources in one convenient place.
You can provide default values for your resources and mark resources as
untranslatable. The Translations Editor also marks resources with missing

translations in red, and provides a link to a page where you can upload resource
files and order translation services.
Figure 10. A screen in Android Studio that shows the Translations Editor
 Android Code Samples on GitHub - Android Studio provides seamless access
to Google code samples on GitHub

Figure 11. An XML code snippet in Android Studio
 Expanded Template and Form Factor Support - Android Studio supports
templates for Google Services and expands the available device type.
Android Wear and TV Support
For easy cross-platform development, the Project Wizard provides templates for
creating your apps for Android Wear and TV.

Figure 12. Supported form factors
 Google App Engine Integration (Google Cloud Platform/Messaging) - Quick
cloud integration. Using Google App Engine to connect to the Google cloud and
create a cloud end-point is as easy as selecting File > New Module > App Engine
Java Servlet Module and specifying the module, package, and client names.
Figure 13. Google App Engine Integration
 Android Studio and Project Settings - Android Studio provides setting dialogs
so you can manage the most important Android Studio and project settings from
the File > Project Structure and File > Settings menus.
 Fingerprint Support - Android Studio provides the finger command, allowing
you to simulate, and thus validate, fingerprint authentication for your app.
Figure 14. Fingerprint authentication
 Developer Services -
Android Studio supports enabling these developer services in your app:
 Ads using AdMob
 Analytics Google Analytics
 Authentication using Google Sign-in
 Notifications using Google Cloud Messaging
 Public and Private Resources - By default, Android Studio treats all library
resources as public: A public library resource is available to library clients for use
outside the library, and appears in code completion suggestions and other resource
references. Android Studio also, however, supports the use of private library
resources. A private library resource can only be used within the source library, and
does not appear in code completion lists and other resource references.
 Editor Support for the Latest Android APIs - Android Studio supports
the Material Design themes, widgets, and graphics, such as shadow layers and API
version rendering (showing the layout across different UI versions).
 Test APK Modules - Android Studio supports adding a separate test module to
your app so you can generate a test APK.” (Android Studio, n.d.)
2.3 Summary
The related literature and studies collected in this chapter will help the
researchers in accomplishing their objectives. Basically, all the information that was
gathered will provide a background in game development, cognitive trainings and its
possible effects on a person. The previous sections will serve as the guide of
developers for the development of the game. The programming language to be
used, database and software development cycle were discussed and each were
provided with details substantially. The selection of the programming language,
database and software development cycle was influenced by the different literature
and studies that were gathered. The researchers studied carefully the different
possible choices for programming language, database and software development
cycle and from the information gathered, the researchers selected Android Studio as
the game development platform and Agile as the development cycle.
This chapter also helped the researchers further understand both positive
and negative effects of games to the cognitive development of a person. The
information will serve as the guide for the creation of the training program.
2.4 Conceptual Model of the Study

Figure 15. Conceptual Model of the Study
The conceptual model that was considered is Agile. The initial input needed
is the user’s requirement, the advice from experts, existing applications, hardware
and software requirements, and development tools. The Agile life cycle model was
decided to be used for the development of the mobile game. Its processes and
stages was already discussed in the previous section. The program will be evaluated
with different factors such as functionality, reliability, usability, efficiency,
maintainability and portability.
2.5 Definition of Terms
Conceptual
App stores – refers to an online shop where customers can purchase and download
various software applications. Generally speaking, the apps sold through app stores
are intended for mobile devices. App stores are cloud-based in the sense that users
access the content via free client software or a Web browser
Mobile app – most commonly referred to as an app, is a type of application software
designed to run on a mobile device, such as a smartphone or tablet computer

Mobility – the ability to move or be moved freely and easily
Smartphones – is a mobile phone with highly advanced features. A typical
smartphone has a high-resolution touch screen display, WiFi connectivity, Web
browsing capabilities, and the ability to accept sophisticated applications
Cognitive- of or relating to the mental processes of perception, memory, judgment,
and reasoning, as contrasted with emotional and volitional processes
Mental agility - cognitive and psychological adaptability, or the ability to think rapidly
and creatively under stress. An agile mind is flexible. It can anticipate or quickly
adapt to uncertain or changing situations and improvise when faced with obstacles.
Empathy - the ability to understand and share the feelings of another
Brain Plasticity - or Neuroplasticity, refers to the brain's ability to change throughout
life. The human brain has the amazing ability to reorganize itself by forming new
connections between brain cells
Operational
Users – may refer to students who are studying and professors who are working at
St. Paul University Quezon City.
Player/Gamer - a person who plays video games
Console - A system dedicated to playing video games
Power-Up: - An item that gives you special abilities or makes you more powerful;
sometimes only last for a limited time
Role-Playing Game (RPG) - Lengthy, slow-moving games with elaborate story lines
that typically involve going on a quest
M.M.O.G. (Massively Multiplayer Online Game) - Refers to online games that can be
played simultaneously with other gamers throughout the world
M.M.O.R.P.G. (Massively Multiplayer Online Role-Playing Game) - Similar to an
MMOG, but in which the gamer takes the part of a character
XP — A shortened version of Experience Points, which are racked up as you
progress through a game

Avatar - The game character’s model or picture used to represent each player
Chapter 3
Technical Background
In this chapter, Data Flow Diagrams (DFD) and Unified Modeling Language
were used to explain the mobile game’s features and activities.
Data Flow Diagrams consist of context diagram, Level – 0 or top level
diagram, and explosion level diagrams while Unified Modeling Language diagrams
consist of use case diagram, class diagram, package diagrams, sequence diagrams,
collaboration diagram, activity diagrams and event flow. A description will be
provided for each diagram.
3.1 Data Flow Diagrams

Figure 16. Context Diagram (Existing System, Elevate)
Figure 16 shows the context diagram for the mobile game Elevate. The
figure shows data sent in and out of the system; and how each entities are related.
Figure 17. Existing system’s top level diagram (Part 1)

Figure 18. Existing system’s top level diagram (Part 2)
The top-level or Level-0 diagram for the existing system involves nine major
processes of acquiring information.

Process 1 displays the process of obtaining information about the areas the
user wants to improve on. Particularly, the user will be asked if he wants to hone
their writing, listening, speaking, reading, and math skills.
Process 2 shows the process of logging in the system. The user will be
asked to input their e-mail address and password. The users can also be logged in
through their Google accounts and their Facebook accounts.
Process 3 shows the process of answering the pre-test. A generated pre-
test will be given to a new user. The pre-test will determine which areas the user is
lacking.
Process 4 shows the generated personalized training program. Based on
the pre-test scores of the user, a training program for the user’s needs will be
generated according to the user’s needs.
Process 5 shows the process of creating an account. Aside from the pre-
test results, the user will be asked for their name, age, email and password if the
user opted for the sign up by email method. Other sign up options were via
Facebook and Google.

Process 6 shows the process of the training module. When the training
begins, the users are given 3 activities to complete for the day. The next activity will
only be unlocked if the previous activity is completed. Activities given are based on
the user’s need and the pre-test score. After each activity, a report will be generated
to see how much improvement has been made.
Process 7 shows the performance module shows the process of displaying
the overall and individual reports of the user’s progress.
Process 8 shows the process of providing study materials for the user.
Process 9 shows the process of the Menu module. The menu consists of:
Games list, settings, help, feedback, Upgrade to Pro, and log out.
Figure 19. Level 6 explosion
Figure 19 shows the detailed process of the training. When users tap the
“begin training” button, the game will show the first session to be played. After
playing, it will display the results of the session and will have a report about the IQ
performance and status of the user. The said process will be repeated two more
times as there are 3 sessions per day. After completing the last session, the user will
be notified that the training has been completed. A session highlights report will be
shown next. The session highlights contain information about the user’s
improvement since the start of his first training.

Figure 20 shows the process of the Menu option in Elevate. The games list
and settings will be further discussed on the following diagrams. The help module is
basically a self-troubleshoot guide for the user. Feedbacks are welcome to the
system. Users can address their concern via e-mail. Upgrade to pro lets the users
upgrade their account. The benefit that the user will get is the “Pro-only” games. In
the games list, it is determined if a mini-game is included in the pro version. Users
can subscribe to the content for a month, a year, and for a lifetime costing $7.81
(₱150.00), $40.70 (₱855.00), and $149.82 (₱2,900.00) respectively. The user will be
logged out of the game once the “log out” button is tapped.
Figure 21. Level 9.2 explosion
Figure 21 shows the process when the user taps the “Games list”, the user
will be redirected to the list of all the games. Only the sessions for the day will
become playable on the games list. When the current day ends, the said sessions
will become unplayable once more and the user must finish the next training before
the games will become playable again on the games list. The games list also shows
information about each session (or mini-game).
Figure 22. Level 9.4 explosion
Figure 22 shows the process of the settings module. As shown in process
9.4.2 the users are able to update their information. The game content language can
also be changed to either American English, British English or Canadian English as
shown on process 9.4.4. The game will also allow the users to adjust their training
goals if the user desires to. All the user has to do is to tap the button on the side to
turn the training desired training goal on. The notification settings could be turned off
or not. The notification settings consist of sales and offers, training achievements,
new updates and games, and a daily training reminder. The users can also turn on
and off the game’s sound effects.
3.2 Sequence Diagram

Figure 23. Sequence Diagram
Figure 23 shows the sequence of activities on the mobile game.

Figure 24. Menu Sequence Diagram

Figure 24 shows the sequence of activities on the Menu module of the
game.
Figure 25. Replay Session Sequence Diagram
Figure 25 shows the sequence of activities happening on the replay
session.
Figure 26. Training Sequence Diagram
Figure 26 shows the sequence of activities on the training module.
3.3 Activity Diagram

Figure 27. Activity Diagram (Elevate)
Figure 27 shows the activities on Elevate.

Figure 28. Activity Diagram (Menu)
Figure 28 shows the activities on the Menu module.

Figure 29. Activity Diagram (Menu)
Figure 29 shows the continuation of activities from Figure 28

Figure 30. Activity Diagram (Training)
Figure 30 shows the activities on the training module.

Figure 31. Context Diagram (Proposed System)
Figure 31 shows the context diagram of Brain Planet. It shows that the two
entities, the user and the Brain Planet AI are involved in the proposed system.
Figure 31 also shows the data submitted from and to the entities involved in the
study.
Figure 32. Proposed System’s Top Level Diagram (part 1)

Figure 33. Proposed System’s Top Level Diagram (part 2)
Process 1 shows the splash screen of the mobile game. After the splash
screen is displayed the play button will be available for the user to tap and enter the
game environment.
Process 2 shows that the user will be prompted by the system about which
areas does the user wants to improve. After answering the questions, the user will
be asked to play the pre-test to assess the user’s current cognitive capacity. The test
questions will be accessed from the data store “pre-test”.
Process 3 will display the user’s current cognitive capacity based on the
pre-test the user have answered.
Process 4 shows that the Brain Planet AI will generate a personalized
training program based on the user’s pre-test scores and the skill the user wants to
improve on. The personalized training program will be stored on the data store
“training program”.
Process 5 shows the creation of account. The user has the option to either
register via e-mail address or connect the user’s Google account to the game. The
system will look into the data store to check if the user’s e-mail address or Google
account had been registered previously. If there is no record found, the user may
proceed to registering and will be asked to choose an avatar among two options.
The user will also be asked for the name of the avatar.
Process 6 shows the log in screen for the user. The user will be asked for
his e-mail address and password or the user will be asked to connect the user’s
Google account. The system will validate if the user has entered valid log in details.
If not, the user will be asked once more to re-enter his e-mail address and password.
Process 7 shows the training module of the mobile game. The training
session for the present day will be retrieved from the Training Program data store.
When the user accomplishes the training session, a skill report will be accessed and
updated from the data store “Performance”. The updated skill report will be
displayed after the training session. The results will be stored on the Performance
data store.
Process 8 shows the Performance module where users can access their
progresses and achievements. The data will be accessed from the Performance
data store.
Process 9 shows the settings module of the game. The users can modify
information about their account such as e-mail address or password or the area the
user wants to improve on and others. Game settings can also be changed in this
module. After changes have been made, the data will be stored on the settings data
store.
Figure 34 shows that the user must tap the screen so that the avatar will
walk towards an object. The object will give the user the first session. After the
session, the system will display the results of the session. The training sessions will
be accessed from the data store Training Program and the results will be stored in
the Performance data store. The user will have to repeat the previous events twice
since there are three sessions per day. Once the user accomplishes the training
session, a session highlight will be reported to the user. The user will have the
choice if he will replay the sessions or proceed to the home screen and wait for
tomorrow for the new training session.
Figure 35 shows the settings module. Users can access and edit their
account information. The data will be updated and accessed on the member data
store. A help feature will be available. The help feature will contain basic
troubleshooting and frequently asked questions or FAQs. The information on the
help feature will be retrieved from the Help data store. The about feature displays
information about the mobile game and its developers. The information from their
about feature can be retrieved from the about data store. Notifications can be turned
on and off by the user. If the notification is modified, changes will be stored on the
notification data store. A feedback feature will also be available on the mobile game.
Users may send their feedbacks and concerns though this feature. The user will be
redirected to their e-mail. Once sent to the developers, the information from the e-
mail will be stored on the data store Feedback.
3.2 Use Case Diagram

Figure 36. Use Case Diagram for Brain Planet
Figure 36 shows the Use Case Diagram of the proposed system, Brain
Planet.
Figure 37. Use Case Diagram for the Training module
Figure 37 shows the use case diagram for the training module of the mobile
game.
Figure 38. Use Case Diagram for Settings
Figure 38 shows the use case diagram for the settings module of the
mobile game.
Figure 39. Use Case Diagram for Help and About
Figure 39 shows the use case diagram of the Help and about feature on the
mobile game.
Figure 40. Use Case Diagram for Notifications
Figure 40 shows the Use Case Diagram for the notifications feature of the
mobile game.
Figure 41. Use Case Diagram Feedback
Figure 41 shows the use case diagram for the feedback feature of the
mobile game.
3.3 Event Flow
NAME: PRE-TEST
PARTICIPATING ACTOR: USER
ENTRY CONDITION:
1. User must be connected to the internet.
2. User must be on the mobile game, Brain Planet
3. User must be finished answering which areas to improve on.

EVENT FLOW:
1. The user begins the pre-test
2. User answers the pre-test
3. User accomplishes the pre-test
4. Brain Planet will display results
EXIT CONDITION:
1. Displayed results
2. Creation of Account
NAME: REGISTRATION
ENTRY CONDITION:
1. User must be connected on the Internet.
2. User must be on the mobile game, Brain Planet
3. User must have taken the pre-test
4. User must have answered which areas to improve on
EVENT FLOW:
1. Brain Planet will display registration details.
2. Brain Planet will ask for the user’s information such as their e-mail
address and password.
3. The users will fill up the form.
4. Brain Planet will validate if user has previously registered.
EXIT CONDITION:
1. The user should be logged in to Brain Planet.
NAME: LOG - IN
PARTICIPATING ACTOR: User
ENTRY CONDITION:
1. The user must be connected to the internet.
2. The user must be on Brain Planet.
3. The user must have an account.
EVENT FLOW:
1. User will type in their log-in details (E-mail address and password or
Google account).
2. Users will log in.
EXIT CONDITION
1. Brain Planet home screen environment will be displayed.
NAME: TRAINING
PARTICIPATING ACTOR: USER, BRAIN PLANET: AI
ENTRY CONDITION:
1. The user must be connected to the internet.
2. The user must be logged in
EVENT FLOW
1. The user begins the training session.
2. The user’s avatar will walk through the environment.
3. The user’s avatar will encounter an object.
4. The object displays the first session.
5. The user plays the first session
6. After finishing the session, a report will be displayed
7. The user’s avatar will once again walk around the environment.
8. The user’s avatar will encounter another object.
9. The object has the second session and displays it.
10. After finishing the second session, a report will be once again
displayed.
11. The user’s avatar will once more walk around the environment.
12. The user’s avatar will encounter an object for the last time.
13. The object has the final training session and it will display it.
14. The user finishes the final session.
15. A report about the last session will be displayed.
16. Session highlights will be displayed after.
EXIT CONDITION:
1. Session Highlights will be displayed
2. User can replay the training sessions
NAME: PERFORMANCE
ENTRY CONDITION:
1. User must be connected to the internet
2. User must be on the mobile game
EVENT FLOW:
1. User taps on the Performance module.
2. Brain Planet displays the status of the user.
3. Brain planet will display status and progress for each area.
4. Brain Planet will display the user’s achievement.
EXIT CONDITION:
1. Brain Planet will display the status and progress for each area
2. Brain Planet will display the user’s achievements.
NAME: UPDATE ACCOUNT INFORMATION
ENTRY CONDITION:
2. User must be on the Settings module screen
EVENT FLOW
1. User will access Settings.
2. User will input new account information
3. User taps the button save
4. Brain Planet: AI will save the update.
EXIT CONDITION:
1. Updated account information
NAME: NOTIFICATIONS
ENTRY CONDITION:
2. User must be on the Settings module on the mobile game
EVENT FLOW:
1. User will access Settings
2. Users will modify the notification options
3. Users will tap the save button

4. Brain Planet: AI will store changes on the data store.
EXIT CONDITION:
1. Updated notification settings
NAME: HELP AND ABOUT
PARTICIPATING ACTORS: USER
ENTRY CONDITION:
1. Users must be connected to the internet.
2. Users must be on the Settings module of the mobile game
EVENT FLOW:
1. Users must go to the Settings module.
2. User must tap the Help or About.
3. The system will display the Help or About section.
EXIT CONDITION:
1. Display Help or About.
NAME: FEEDBACK
PARTICIPATING ACTORS: USER
ENTRY CONDITION:
1. Users must be connected to the internet.
2. Users must be on the Setting module of the mobile game.
EVENT FLOW:
1. Users should go to the Settings module.
2. Users must tap the Feedback option
3. User will be redirected to an e-mail client.
4. User must type the suggestion or concern.
5. User sends e-mail.
6. E-mail information will be stored on the data store after retrieval
EXIT CONDITION:
1. Notification about feedback has been sent will be displayed.
3.4 Class Diagram

Figure 42. Class Diagram Brain Planet
Figure 42 shows the class diagram of Brain Planet

3.5 Package Diagram
Figure 43. Package Diagram
Figure 43 shows the package diagram for Brain Planet. It shows the
organization of entities and classes into one group.

3.6 Sequence Diagram
Figure 44. Sequence Diagram: Brain Planet
Figure 44 shows the sequence of activities of Brain Planet.

Table 4. Sequence Diagram of Brain Planet Description
Task/Decision Description
This will boot the Brain Planet game

Access Application application, starting from the splash
screen
If existing user, Brain Planet will ask
user to log-in. If user is new, Brain
Play game
Planet will display areas the user plans
to improve on
User will select from the areas to
Select areas to improve
improve on
Once user has selected, Brain Planet
Generate pre-test will generate a pre-test that will
measure current cognitive performance
Accomplish pre-test User will accomplish pre-test
Once user has accomplished the pre-

test, Brain Planet will generate a
Generate training program
personalized training program,
according to user’s cognitive level
User will input user information and
Create Account
choose an avatar of preference
Log-in User will input log-in details
Brain Planet will display game

Begin training
environment
Brain Planet will retrieve training
Play game
program and display training sessions
Brain Planet will retrieve and display
Access Performance user performance, charts representing
IQ statistics and training achievements
Brain Settings will retrieve and display
Access Settings
settings information
Figure 45. Sequence Diagram Training (part 1)
Figure 45 the sequence activities of the Training module.

Figure 46. Sequence Diagram Training (part 2)
Figure 46 shows the sequence activities of the Training module.
Table 5. Sequence Diagram Training Description
Brain Planet will display game

Access Training
environment
User will move the avatar by tapping
the screen. Brain Planet will process
Event (Tap)
the event and display change in
location of avatar
User will interact with an object by
tapping the object. Brain Planet will
Event (Interact)
process the event and display training
session
Brain Planet will retrieve and display
Play game session
training sessions (first, second, third)
Accomplish sessions User will accomplish training sessions
Brain Planet will generate and display

Generate skill report skills report based on the sessions’
results
Brain Planet will generate and display
Generate session highlights
session highlight based in the Training
User can replay the training and Brain
Planet will process replay and display
Replay
the environment with the accomplished
sessions
User will exit training and Brain Planet
Exit
will display home screen
Figure 47. Sequence Diagram Settings
Figure 47 shows the sequence of activities in the Settings module.

Table 6. Sequence Diagram Settings Description
Brain Planet will display settings

Access Settings
information
Brain Planet will display account
Access Account
information
User will change account
Edit Account information. Application will update
account information
Brain Planet will display help
Access Help
information
Brain Planet will display about
Access About
information
Brain Planet will display notification
Access Notification
options
User will change notification
Edit Notification options information. Brain Planet will update
notification information
Access Feedback Brain Planet will display e-mail host
User will compose feedback. Brain

Accomplish Feedback
Planet will send the feedback
Brain Planet will display home
Exit
screen
3.7 Collaboration Diagram

Figure 48. Collaboration Diagram: Brain Planet
Figure 48 shows the collaboration diagram of Brain Planet. It shows the
interaction between objects.
3.8 Activity Diagram

Figure 49. Activity Diagram: Brain Planet
Figure 49 shows the activity diagram for Brain Planet

Figure 50. Activity Diagram: Training (part 1)

Figure 51. Activity Diagram Training (part 2)

Figure 52. Activity Diagram Training (part 3)
Figures 50, 51 and 52 shows the activity diagram for playing the training
sessions.
Figure 53. Activity Diagram Settings

Figure 54. Activity Diagram Settings

Figures 53 and 54 shows the sequence of activities of the Settings on the
system.
Chapter 4
Research Methodology
Chapter 4 explains the different stages of software development. It contains
the internal and external design, and program design of the study. It will also contain
the project development where it will discuss the different phases it will undergo. The
operation, testing, and evaluation procedures will be on the latter part of the
document.
4.1 Project Design
External Design
The external design of the study will give an explanation of all the
essentials of the mobile game which will interact with the user. The external design
is based on the specified requirements and recommendation. The mobile game
contains three modules which are grouped as training, performance, and settings. In
the training module, users can play the three available game for the day. Users may
play the course again provided that all three games must be completed. The
performance module generates report of the user’s cognitive training. The settings
module will only let the user customize the application. The feedback and the Help
features will be on the settings module.
The external design will be based from the requirements and
recommendations of the developers. The features on the other hand will be based
on other mobile games such as Elevate. The developers took into consideration the
simplicity of the mobile game’s animation, screen design and program instruction.
Proposed Screen Shots
1. Language
A. Listening
Figure 55. Retention
In Figure 55, there will be given a question based from the passage
narrated by the system. The user’s answer will determine if the user remembered
information from the narrated passage.
B. Reading
Figure 56. Comprehension
In Figure 56, a passge is shown for the user to read within a specific
amount of time.
Figure 57. Comprehension
In Figure 57, after the passage has been read in Figure 55, questions will
be generated by the system based from the passage. The user then must be able to
recall the informations needed to answer the question correctly.
C. Spelling
Figure 58. Word Gravity
In Figure 58, the user must identify and tap the words that are correct in
spelling to free the rocket from gravity.
D. Writing
Figure 59. Syntax
In Figure 59, the user must eliminate the word/s or phrase that makes the
statement incorrect in order to complete the object below.
2. Memory (Concentration and Focus)

Figure 60: Color Me
In Figure 60, the user must determine if the font color of the second word
describes the first word.
3. Arithmethic
Figure 61: Falling Rocks
In Figure 61, the user should answer basic math operations (addition,
subtraction, multiplication, division) for the avatar to be able to jump on the falling
rocks. If the user fails to answer the on questions, the avatar will get hit by the rock .
Figure 62. Splash Screen
Figure 62 shows the proposed splash screen of the proposed game.

Figure 63. Title Screen
Figure 63 shows the title screen in which the user must tap the “play”
button in order to access the game.

Figure 64. Home Screen
Figure 64 shows the home screen of the game. It is composed of the
training module.
Figure 65. Selection of areas to improve screen
Figure 64 shows the selection of areas to improve which is determined by the user.
Figure 66. Pre-test Screen
Figure 66. shows the pre-test screen. The user needs to tap the “take the
test” button to begin.

Figure 67. Arithmetic Report

Figure 68. Memory Report

Figure 69. Language Report
Figure 67, 68 and 69 shows the graphical report of the user’s performance.
The user’s scores and progress will be displayed through a line graphs, bar graphs
and other graphs or charts.

Figure 70. Settings
Figure 70 shows the settings module of the game.

Figure 71. About Screen
Figure 71 shows the about screen. The about screen contains information
about the game and its developers.

Figure 72. Feedback Screen
Figure 72 shows the feedback screen. This feature lets the users send a
feedback to the developers. The feedback can be about bugs, glitches or
suggestions.
Figure 73. Help Screen
Figure 73 shows the Help Screen. The screen usually contains frequently
asked questions and basic troubleshooting of the game.

Figure 74. Time Selection for Notification Screen
Figure 74 shows that the user can define at which time of the day they want
to be reminded about the game.

Figure 75. loading screen
Figure 75 shows the loading screen during loading time.

Figure 76. Pause Screen
Internal Design
The development of the mobile game will be grounded through the UML
Diagrams which can be seen on Chapter 3 such as Data Flow Diagrams, Use Case
Diagrams, Event Flow, Class Diagram, Package Diagram and other diagrams, and
IPO diagram. The mentioned diagrams will serve as a “blueprint” throughout the
development of the mobile game. Requirements gathering and analysis and

planning are considered to be some of the most important phases of the software
development life cycle. Gathering of relative information, analyzing the gathered
information carefully, and planning intensively will ensure the correctness of the
proposed project.
Data Dictionary
Table 7. Data Dictionary of the game
Data Field
Field Name Caption
Type Size
user_number Generated user number int 7
user_nickname User’s nickname String 15
user_gender User’s gender char 1
user_email User’s e-mail address string
user_password User’s password string 32
4.2 Project Development
Although there are no distinct game development cycle models, the
developers will make use of the agile development life cycle model. In agile each
method is based around building the game or software iteratively. It will be
separated into smaller projects or tasks that will be worked on a specific time frame.
Figure 77. The Agile Software Development Model

Figure 77 shows that the agile software development model undergoes
iterative phases and must deliver a product at the end of each iteration.
In an agile software development model, each task are divided into time
frames to deliver a specific feature. Each build contains a new feature and in the
final build, it will deliver all the required features.
PHASE 1: CONCEPT / INITIATION
Concept or initiation is the first phase to game development. From simple
concepts to ideas, a game concept can be formed. Concept/Initiation is also the
phase where the company or in this case the developers decide what kind of game
they will create; who will be the protagonist and antagonist; where the game will be
set in; and other details.
The developers gathered to have a unified understanding about the
project’s objectives, the mobile game, and how it will be done. The developers will
create certain concepts about the game such as the theme; who will be the
protagonist, will it be a 2D or 3D game; who will are the target users? From that
point on, the required functionality and features will be collected.
PHASE 2: PRE-PRODUCTION
The pre-production phase will work on the game’s storyline, storyboard,
level designs, gameplay mechanics, the game’s goals and the overall blueprint.
Creating the storyline is the first task to do in phase 2 and it is one of the
most important tasks in phase 2. The storyline will serve as the main basis of the
game. It will be responsible for the creation of the main characters, plot, setting
and overall theme. Once the storyline is completed, the next step is to create the
storyboard. This is the visual representation of the storyline which includes
sketches, concept art and text to explain what happens in each scene of the
game. The game will be visualized by the developers in the form of wireframes.
PHASE 3: PRODUCTION
The next phase after the pre-production phase is the production. Once the
game’s design and blueprint has been finalized, the development of the game
now enters the production phase. A set of programmers, game designers,
producers and artists will come to the picture. The production phase is the
longest phase that the developers will encounter as this is the phase where the
actual coding and designing of the game begins. Tasks will be delegated to each
member of the team.
PHASE 4: POST-PRODUCTION
The final stage of game development is the post-production. This phase
begins when the game’s feature is complete and when the code and its animation
has been completed. In this phase, the game is tested, fixed if there are errors and
will be released after. There are 3 versions of the game that will undergo software
testing, alpha version, beta version and the alpha version where all bugs have been
eliminated and the game is prepared for launching.
Alpha Version
Alpha version is the phase where the game is already playable but it is still
incomplete. It means that the whole gameplay has been completed and final.
Otherwise, it is still not in the alpha version. The alpha version of the game is
created to evaluate, inspect and find bugs. So that it will be fixed before it will
undergo the Beta version. Alpha testing is used to check any usability errors in the
game.
Beta Version
The beta version will follow as soon as a major flaw or flaws in the Alpha
version has been identified and addressed. The Beta version will be sent to testing
once more. This is where the testing becomes more meticulous and every single
bug that is found will be documented and up for fixing.
Beta testing is used to identify any bugs, game glitches and exploits which
will be encountered during game play. There are to 2 phases of Beta testing; one is
the open beta where all testers are free to participate in the testing and the closed
beta where testers are selected through either a test or an invitation from the
developers. Both phases will collect data from the testers and then fix the bugs that
will be reported. Beta testing is also the stage where the game is judged if it is
according to the standards that are defined.
Final Version
The final version stage of the game begins when all of the bugs have been fixed
and the game has met the defined standards then the game is off for approval. If it is
not approved as there is an error or the standard is not met, the developers will fix
the errors and put it to the test again and then finally submit for approval.
The development is still not finished even after the game has been launched
since there is still software patching, expanding the game itself via an update and
maintenance.
4.3 Testing Procedure
The program testing will be conducted in a specified order of testing to
verify if the game application can function according to the specifications. The
developers cannot assure the complete removal of bugs, however one can reduce it
to the lowest possible number if one will test a program in an efficient and accurate
way.
Figure 78. Testing Plan
Figure 78 shows the testing plan involved in Brain Planet
Unit Testing
In the early stages of the test phase, unit testing will be conducted. Each
module will be bound for testing. The purpose of this procedure is to verify the work
that was done during the programming phase. Whether modules are functioning
properly or not it will still be verified. The bugs should be removed from the module
before integrating it with the other modules and the system. After the modules have
been integrated into the system, bugs should will be removed.
Integration Testing
After accomplishing the unit tests, the modules will now undergo integration
testing. This is to verify the work that will be done during the program design and
internal design. The integration testing will be held to ensure that all the modules
would be functioning properly when it is integrated to other modules.
4.4 Operation Procedure
System Testing
After the integration of the modules, each test will be conducted in the order
of individual program, then the sub-system and finally the entire system. A system
test will be conducted to confirm the appropriateness of the game’s external design.
System test, also recognized as total test, will be conducted by test specialists. This
test is the last test that will be conducted during the duration of the development
phase.
Operation Testing
The users will be in charge of the operation test. In an operation test, the
user will examine the game under actual operation and verify if the game has
satisfied the requirements. Operation testing is the last test that will be done among
the series of tests that will be conducted. An operation test will be conducted by a
running game on a mobile phone for actual operations. An acceptance test is a test
where the approval of the user will be recognized.
4.5 Evaluation Procedure
Instrument
Using the reviewed related literature and studies, the developers created a
questionnaire to assess the evaluation will be based on the characteristics and sub-
characteristics of the standard acceptability of the proposed game. The ISO/IEC
9126 suggests only four software metrics (Excellent, Good, Fair and Poor). It is
considered that the first three metrics are satisfactory ratings and the fourth metric
as unsatisfactory. The researchers will most likely consider adding Very Good to the
metrics, it is to provide a wider range of metrics to the respondents. The researchers
likewise consider “Very Good” as the acceptable and satisfactory rating.
Respondents
The respondents of the study will be the users, related area experts and IT
experts. The target users will be the students of St. Paul University Quezon City.
Related area experts will include instructors of St. Paul University Quezon City that
has an expertise in a particular area (such as language, arithmetic, etc.). Information
Technology experts will include programmers, systems analysts, mobile game
developers and instructors in the field of Information Technology. Questionnaires will
be distributed to 30 users, 5 related area experts and 6 IT experts. To select the
respondents, the developers have agreed to use the purposive and quota sampling
technique. A purposive sampling or judgmental sampling is a type of sampling
technique in which the respondents will be chosen based on who the developers
think is the most appropriate for the matter. This is commonly used when there is a
limited number of people that have expertise on a particular area or the area being
researched. Quota sampling, on the other hand, is a type of non-probability sample
wherein the developers would select people according to a fixed quota. Units are
selected into a sample based on pre-specified characteristics so that the total

sample has the same level of characteristics that is assumed to be present in the
population being studied.
4.6 Software Quality Characteristics
The following are the software quality characteristics as stated in ISO/IEC
25000.
Functionality (functional characteristics). Functions required for the
system are implemented (suitability). Functional accuracy is provided
(accurateness). Functions meet specifications (compliance). Ease of connecting with
other systems is provided (interoperability). Substantial security is provided
(security).
Reliability (reliability characteristics). Software includes no bug:
(maturity). A certain system level is maintained even when a trouble occurs (fault
tolerance). Normal operations are restored readily, when a failure occurs
(recoverability).
Usability (ease-of-use characteristics). This includes the following
characteristics: easy to operate: (understandability), easy to remember (learnability),
allowing easy operation management (operability), and the likable quality or
pleasantness (attractiveness).
Efficiency (performance characteristics). It includes the following:
providing good responses and high throughput (time behavior), allowing effective
use of system resources (resource utilization).
Maintainability (maintenance characteristics). This includes: allowing
easy analysis of design documents and programs when a bug is found (analyze
ability), allowing easy expansion and modification of the system (changeability), the
modification of the system does not affect others (stability) and laborious tests are
not required after a modification is made (testability).
Portability (characteristics of porting programs to other computers). It
includes the following characteristics: being adaptable (adaptability), providing easy
installation work (install ability), complying with porting specifications (co-existence)
and allowing easily replacement with other software (replace ability). (Esaki, 2013)
4.7 Statistical Treatment of Data
The statistical tool used in the interpretation of data was the weighted
arithmetic mean. The arithmetic mean was used to calculate the average responses
of the five options in each item such as 5 (excellent), 4 (very good), 3 (good), 2 (fair),
and 1 (poor). The arithmetic means for each characteristics were computed. These
means were used to derive the overall evaluation mean.

APPENDIX A
LETTER OF REQUEST TO THE RESPONDENTS
St. Paul University Quezon City
College of Business and Technology – Information Technology Program
Dear __________________________:
Please be informed that we are conducting a capstone project entitled – Development

of a Fixed Asset Management System for St. Paul University Quezon City in fulfillment of
the degree, Bachelor of Science in Information Technology. In this connection, we have
constructed a questionnaire to evaluate the acceptability of the developed software product.
Your participation in the study by way of answering the questionnaire is very vital. Without it,
the study will not be as complete as it should be.
Please feel assured that your anonymity and the information you will give will be treated
with the strictest confidentiality.
Thank you very much for your very kind response to our request and if you are
interested we will supply you with the results of our research project.
Very sincerely yours,
De Jesus, Roni Rose B.
Manuel, Alyn Francesca D.
Pua, Charmaine S.
APPENDIX B
EVALUATION INSTRUMENT (for Users)
DEVELOPMENT OF A FIXED ASSET MANAGEMENT SYSTEM
General Direction. Please accomplish this questionnaire very carefully and honestly. Please rest assured that any
information that you supply will be treated with the greatest confidentiality and anonymity.
Name (optional): ______________________________ Company: ________________________________
Sex ____ Male ____ Female
Sector: __ Education __ Banking __ Military __ Medical
__Government __IT __ Industry
Others (please specify) _____________
Kindly put a check mark at the right of the software evaluation characteristics under the proper heading to indicate your assessment
on the software product based on the specified factor.
Numerical Rating Equivalent
5 Excellent
4 Very Good
3 Good
2 Fair
1 Poor
Very
SOFTWARE EVALUATION CHARACTERISTICS Excellent
Good
Good Fair Poor
FUNCTIONALITY
Functions required for the system are implemented

(suitability)
Functional accuracy is provided (accurateness)
Functions meet specifications (compliance)
Ease of connecting with other systems is provided

(interoperability)
Substantial security is provided (security)
RELIABILITY
Software includes no bug: (maturity)
A certain system level is maintained even when a trouble

occurs (fault tolerance)
Normal operations are restored readily, when a failure

occurs (recoverability)
USABILITY
Easy to operate (understandability)
Easy to remember (learnability)

Allows easy operation management (operability)
Likable quality or pleasantness(attractiveness)

APPENDIX C
EVALUATION INSTRUMENT (for IT Experts)
DEVELOPMENT OF A FIXED ASSET MANAGEMENT SYSTEM
General Direction. Please accomplish this questionnaire very carefully and honestly. Please rest assured that any
information that you supply will be treated with the greatest confidentiality and anonymity.
Name (optional): ______________________________ Company: ________________________________
Sex ____ Male ____ Female
Sector: __ Education __ Banking __ Military __ Medical
__Government __IT __ Industry
Others (please specify) _____________
Kindly put a check mark at the right of the software evaluation characteristics under the proper heading to indicate your assessment
on the software product based on the specified factor.
Numerical Rating Equivalent
5 Excellent
4 Very Good
3 Good
2 Fair
1 Poor
Very
SOFTWARE EVALUATION CHARACTERISTICS Excellent
Good
Good Fair Poor
FUNCTIONALITY
Functions required for the system are implemented (suitability)
Functional accuracy is provided (accurateness)
Functions meet specifications (compliance)
Ease of connecting with other systems is provided
(interoperability)
Substantial security is provided (security)
RELIABILITY
Software includes no bug: (maturity)
A certain system level is maintained even when a trouble occurs
(fault tolerance)
Normal operations are restored readily, when a failure occurs
(recoverability)
USABILITY
Easy to operate (understandability)
Easy to remember (learnability)
Allows easy operation management (operability)
Likeable quality or pleasantness(attractiveness)
EFFICIENCY
Provides good responses high throughput (time behavior)
Allows effective use of system resources (resource utilization)
MAINTAINABILITY
Allows easy analysis of design documents and programs when a
bug is found (analyzeability)
Allows easy expansion and modification of the system
(changeability)
Modification of the system does not affect others (stability)
Laborious tests are not required after a modification is made
(testability).
PORTABILITY
Provides flexible environment (adaptability)
Providing easy installation work (installability)
Complying with porting specifications (co-existence)
Allows easily replacement with other software (replaceability)

Work Breakdown Structure
1. Brain Planet: A Mobile Game for Enhancement of Cognitive Skills and Mental
Agility
1.1. Initiation
1.1.1.Research Current Situation
1.1.1.1. Define Project Objectives and Purpose
1.1.1.2. Define Project Scope and Limitation
1.1.1.2.1. Define Game Concept
1.1.1.2.2. Identify Target Audience
1.1.2.Define Requirements
1.1.2.1. Define User Requirements
1.1.2.2. Define Content Functionalities
1.1.2.3. Define System Functionalities
1.1.2.4. Define Specific Functionalities
1.1.3.Finalize Requirements
1.1.3.1. Identify significance of the proposal
1.1.3.2. Develop Game Description Overview
1.1.3.3. Define Game Genre & Theme
1.1.3.4. Describe Gameplay Overview
1.1.3.5. Develop Project Plan

1.2. User Design
1.2.1.Create Game Design Document
1.2.1.1. Develop Core Gameplay Features
1.2.1.2. Define story, settings and character designs
1.2.1.3. Define Game Flow
1.2.2.Create Art Design Document
1.2.2.1. Define Game Assets
1.2.2.2. Design Game Art
1.2.2.3. Create Level Design
1.2.3.Create Technical Design Document
1.2.3.1. Create Data Flow Diagrams
1.2.3.2. Create Unified Modeling
1.2.3.2.1. Create Use Case Diagram
1.2.3.2.2. Create Event Flow
1.2.3.2.3. Create Class Diagram
1.2.3.2.4. Create Package Diagram
1.2.3.2.5. Create Collaboration Diagram
1.2.3.2.6. Create Sequence Diagram
1.2.3.2.7. Create Activity Diagram
1.2.3.3. Design User Interface

1.2.3.3.1. Create Wireframe
1.2.3.3.2. Create Proposed Screenshots
1.2.3.3.2.1. Design Play screens
1.2.3.3.2.2. Design Splash screens
1.2.3.4. Identify Artificial Intelligence
1.2.3.5. Define Game Objects & Logic
1.2.3.6. Define Functional Requirements for Brain Planet Features
1.2.3.6.1. Create User Interface for
Training
Performance
Settings
1.2.3.6.2. Conduct Design Review
1.2.3.6.3. Deliver Final Functional Specifications for Brain Planet
1.2.3.7. Define Cloud-Based Server
1.2.3.7.1. Technical Specifications
1.2.3.7.1.1. Develop Technical Specifications
1.2.3.7.1.2. Review Tech Specs
1.2.3.7.1.3. Finalize tech Specs

1.2.4.Refine System Design
1.2.5.Prepare Implementation Strategies
1.2.5.1. Identify Development Environment
1.2.5.1.1. Identify Target Platform
1.2.5.1.2. Identify Game Engine
1.2.5.2. Identify Test Plan
1.2.6.Finalize System Design
1.2.7.Create Prototype
1.2.8.Obtain Approval for Production
1.3. Development and Coding
1.3.1.Prepare Development
1.3.1.1. Finalize Development Environment
1.3.1.2. Create Database
1.3.2.Construct System
1.3.2.1. Define Functional Requirements for Training Feature

 Brain Games
o Language
- Listening
1. Retention
2. Precision
3. Focus
4. Selective Listening
- Reading
1. Comprehension
2. Agility
3. Inversion
- Spelling
1. Letter Supplying
2. Word Gravity
- Writing
1. Syntax
2. Error Avoidance
o Memory
- Matching
- Perilous Path
- Color Me
- Sort It Out
- Object Recall
o Arithmetic
- Falling Rocks
- Percentage
- Measurement
1.3.2.1.3. Deliver final Functional Specifications for Training Feature
1.3.2.2. Define Functional Requirements for Performance Feature
1.3.2.2.1. Create User Interface for Performance Feature
1.3.2.2.3. Deliver final Functional Specifications for Performance

Feature
1.3.2.3. Define Functional Requirements for Setting Feature
 Account
o Account Information
o Avatar
 Help
o Help Manual
o Game Instructions
 About
 Notifications Options
o Daily Reminder
 Feedback
 Game Options
o Music Volume
o Sound Volume
o Language Preference
1.3.2.3.3. Deliver final Functional Specifications for Settings Feature
1.3.2.4. Generate Test Data and System Documents
1.3.2.5. Validate System Construction
1.3.3.Develop and Code Brain Planet
1.3.4.Develop Database
1.3.5.Design and create Game Interface
1.3.6.Prepare for Transition
1.4. Quality Assurance and Software Testing
1.4.1.Alpha Version
1.4.1.1. Develop Alpha version
1.4.1.2. Test Alpha Version
1.4.1.3. Fix bugs and major flaws
1.4.2.Beta Version
1.4.2.1. Develop Beta Version
1.4.2.1.1. Launch Open Beta
1.4.2.1.2. Launch Closed beta
1.4.2.2. Collect User Feedback
1.4.2.3. Define Standards
1.4.2.4. Fix bugs and flaws
1.4.3.Final Version
1.4.3.1. Develop Final Version
1.4.4.Prepare for Implementation
1.5. Implementation
1.5.1.Develop Implementation Plan

1.5.2.Create System Documentation
1.5.2.1. Assemble Technical Specifications
1.5.2.2. Complete system documentation
1.5.3.Deploy Game
1.6. Maintenance & Support
1.6.1.Verify System
1.6.1.1. Obtain user acceptance of game
1.6.1.2. Log issues
1.6.2.Monitor Game
1.6.2.1. Verify performance
1.6.2.2. Verify functionality
1.6.2.3. Check for bugs and errors
1.6.2.4. Fix bugs and errors
1.6.3.Project Wrap-up
1.6.3.1. Obtain Final Project Signoff

Product Breakdown Structure
1. Brain Planet: A Mobile Game for Enhancement of Cognitive Skills and Mental
Agility
1.1. Game Design Document
1.1.1.Genre/Theme
1.1.2.Project Scope
1.1.3.Budget Plan
1.1.4.Core Gameplay
1.1.4.1. Training Feature
1.1.4.1.1. Sessions
1.1.4.1.1.1. Brain Games
1.1.4.1.1.1.1. Language
1.1.4.1.1.1.1.1. Listening
1.1.4.1.1.1.1.2. Retention
1.1.4.1.1.1.1.3. Precision
1.1.4.1.1.1.1.4. Focus
1.1.4.1.1.1.1.5. Selective Listening
1.1.4.1.1.1.2. Reading
1.1.4.1.1.1.2.1. Comprehension
1.1.4.1.1.1.2.2. Agility
1.1.4.1.1.1.2.3. Inversion
1.1.4.1.1.1.3. Spelling
1.1.4.1.1.1.3.1. Letter Supplying
1.1.4.1.1.1.3.2. Word Gravity
1.1.4.1.1.1.4. Writing
1.1.4.1.1.1.4.1. Syntax
1.1.4.1.1.1.4.2. Error Avoidance
1.1.4.1.1.1.5. Memory
1.1.4.1.1.1.5.1. Matching
1.1.4.1.1.1.5.2. Perilous Path
1.1.4.1.1.1.5.3. Color Me
1.1.4.1.1.1.5.4. Sort It Out
1.1.4.1.1.1.5.5. Object Recall
1.1.4.1.1.1.6. Arithmetic
1.1.4.1.1.1.6.1. Falling Rocks
1.1.4.1.1.1.6.2. Percentage
1.1.4.1.1.1.6.3. Measurement
1.1.4.2. Performance Feature
1.1.4.2.1. IQ Stats and Performance
1.1.4.3. Settings Feature
1.1.4.3.1. Account
1.1.4.3.1.1. Account Information
1.1.4.3.1.2. Avatar
1.1.4.4. Help
1.1.4.4.1. Help Manual
1.1.4.4.2. Game Instructions
1.1.4.5. About
1.1.4.6. Notification Options
1.1.4.6.1. Daily Training Reminder
1.1.4.6.2. Reminder Time
1.1.4.7. Feedback
1.1.4.8. Game Options
1.1.4.8.1. Music Volume
1.1.4.8.2. Sound Volume
1.1.4.8.3. Language Preference
1.1.4.9. Pause Menu
1.1.4.9.1. Resume Game
1.1.4.9.2. Restart Game
1.1.4.9.3. Exit Game

1.1.4.9.4. Game Instructions
1.1.5.Story, Settings & Characters
1.1.5.1. Storyline
1.1.5.2. Storyboard
1.1.6.Project Schedule
1.1.7.Game Flow
1.2. Art Design Document
1.2.1.Assets
1.2.1.1. Graphics (2D & 3D)
1.2.1.1.1. Concept Art
1.2.1.1.2. Model Design
1.2.1.1.2.1. Avatar (Male & Female)
1.2.1.1.2.2. Rocket Ship
1.2.1.1.2.3. Alien (Obstacles)
1.2.1.1.2.4. Objects
1.2.1.1.2.5. Environment
1.2.1.1.3. Texture
1.2.1.1.4. Animation
1.2.1.2. Music & Sound
1.2.1.2.1. Style Attributes
1.2.1.2.2. Sound Requirements
1.2.1.2.2.1. Effects
1.2.1.2.2.2. Feedback
1.2.1.2.3. Music Requirements
1.2.2.Level Design
1.2.2.1. Theme
1.2.2.1.1. Ambience
1.2.2.1.2. Objects
1.2.2.1.3. Challenges
1.2.2.2. Game Level Flow
1.3. Technical Design Document
1.3.1.Development Environment
1.3.1.1. Development Hardware
1.3.1.1.1. Target Platform
1.3.1.2. Development Software

1.3.1.2.1. Game Engine
1.3.1.3. Internal Code
1.3.2.User Interface
1.3.2.1. Play Screens
1.3.2.2. Splash screens
1.3.3.Game Mechanics
1.3.3.1. Data Flow Diagrams
1.3.3.1.1. Context Diagram
1.3.3.1.2. Top-level Diagram
1.3.3.2. UML Diagrams
1.3.3.2.1. Use Case Diagram
1.3.3.2.2. Class Diagram
1.3.3.2.3. Package Diagram
1.3.3.2.4. Collaboration Diagram
1.3.3.2.5. Sequence Diagram
1.3.3.2.6. Activity Diagram
1.3.4.Artificial Intelligence
1.3.5.Game Objects & Logic

1.3.6.Test Plan
1.4. Prototype
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St.

Paul Univ e r s i t y Que z o n City

DEVELOPMENT OF BRAIN PLANET: A GAME FOR ENHANCEMENT OF

COGNITIVE SKILLS AND MENTAL AGILITY

A Capstone Project Proposal

Presented to the Faculty of

College of Business and Technology

of the Requirements for the Degree

Bachelor of Science in Information Technology

De Jesus, Roni Rose B.

Manuel, Alyn Francesca D.

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Objectives of the Study 5

Scope and Limitation of the Study 6

Significance of the Study 9

Chapter 2: REVIEW OF RELATED LITERATURE

Conceptual Model of the Study 84

Chapter 3: TECHNICAL BACKGROUND

Data Flow Diagram 90

Sequence Diagram 100

Context Diagram 108

Data Flow Diagram 109

Use Case Diagram 116

Event Flow 120

Class Diagram 129

Package Diagram 130

Sequence Diagram 131

Collaboration Diagram 139

Activity Diagram 140

Chapter 4: RESEARCH METHODOLOGY

Project Design 146

Project Development 169

Testing Procedure 174

Operation Procedure 176

Evaluation Procedure 177

Software Quality Characteristics 179

Statistical Treatment of Data 180

WORK BREAKDOWN STRUCTURE 188

TABLE 1: Pros and Cons of Gaming 33

TABLE 2: Pros and Cons of Agile Development Life Cycle 72

TABLE 3: Development Phases and its Description in Android 75

TABLE 4: Sequence Diagram of Brain Planet Description 132

TABLE 5: Sequence Diagram Training Description 135

TABLE 6: Sequence Diagram Settings Description 138

TABLE 7: Data Dictionary of the Game 169

FIGURE 1: Peak – Brain Training on Google Play 51

FIGURE 2: Elevate - Brain Training on Google Play 52

FIGURE 3: Main Screen 53

FIGURE 4: Training Activities 54

FIGURE 5: A Question from the activity “Error Avoidance” 55

FIGURE 6: The Great Brain Experiment on Google Play 56

FIGURE 7: Agile Development Cycle 70

FIGURE 8: Agile Development Cycle – Detailed 71

FIGURE 9: Development Phase in Android 74

FIGURE 11: An XML code snippet in Android Studio 78

FIGURE 12: Supported Form Factors 79

FIGURE 13: Google App Engine Integration 80

FIGURE 14: Fingerprint Authentication 81

FIGURE 15: Conceptual Model of the Study 84

FIGURE 16: Context Diagram (Existing System, Elevate) 89

FIGURE 17: Existing System’s Top Level Diagram (Part 1) 90

FIGURE 18: Existing System’s Top Level Diagram (Part 2) 91

FIGURE 19: Level 6 Explosion 94