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Chapter I
Introduction
Today in our Digital era, the children are exposed in playing games
because adults influence their children to play in smartphones rather than
reading books. NAEYC and the red !ogers Center "#$%&' point out, ()ust as
*e encourage children to use crayons and paper *ell before *e expect them to
*rite their names, it seems reasonable to pro+ide access to technology tools
for exploration and experimentation. According to amenet- "#$%$', children
no* spend /0 hours a day absorbing and creating media, as much time as
they spend in school. 1ore and more of these acti+ities are happening on
smartphones e2uipped *ith audio, +ideo, 313 and hundreds of thousands of
apps. Ne* studies and pilot pro4ects sho* smartphones can actually make kids
smarter. Andre* 3halit "#$%$', creator of the irst 5ords app and father of a
grade school student son 2uoted that (5hat *e try to do *ith the game is
create a +ery simple uni+erse *ith simple rules that kids can explore6.
3pecifically about 78 of young children *atch tele+ision, 98 read or are
read to from print books, #8 *atch D:Ds, %;8 use a computer, <8 play
console +ideo games, and 98 use handheld game players, mobile phones,
i=ods, or i=ads to access games, apps or +ideo. :ideo games still include
action games, but they also include simulations, strategy, role/playing, sports
pu--les and ad+enture "urt 32uire, #$$&'
%
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As *e apply to educational purposes for grade school students using
android application to their smartphones, i=ods and other mobile de+ices, it is
important to enhance their skills in reading, *riting and speaking *ith their
parents> guidance. The results of study sho*ed grade school students are most
fre2uently used smart phones at home *ith their mothers, and grade school
students used smart phones more than toddlers did. 1edia and technology are
here to stay and are +irtually guaranteed to play an e+er/increasing role in
daily life, e+en among the +ery young "Eli-abeth :ande*ater, #$$0'.
1.1 Stateent o! the pro"#e
=laying digital games has become a popular pastime amongst children
and most parents keep their kids from being exposed on these games because
these get their attention that may result to their lack of interest to study. 5ith
the ad+ancement of technology and the increasing number of electronic games
targeting the youth, it is not a surprise that kids spend hours of their leisure
time playing electronic games "Etuk, #$$9? !ideout, oehr, @ !oberts, #$%$'.
ere are the problems that the researcher *ishes to ans*er *ith this studyB
1.) What are the features to include in the PH Heroes Android
Application?
#
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2.) How helpful PH Heroes for the grade school students learning?
1.$ O"%ecti&e' o! the Stud(
n order to sol+e the problem through proper research, the researchers
formulated se+eral ob4ecti+es? these ob4ecti+es *ill ans*er the researchers
problem statements.
1.) To create an android game that will include the necessary
features needed in the game to learn more about ilipino
Heroes?
2.) To create an e!aluation form that will determine the helpfulness
of the android application de!eloped for the grade school
students learning?
1.) Si*ni!icance o! the Stud(
&
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The study *as undertaken in order to help the follo*ing peopleB
%. The parents, this study *ould help them understand that mobile
de+ices today could be a useful material for education and not 4ust
for playing games.
#. The grade & students *ho *ere currently taking Araling
=anlipunan sub4ect, *hose age ranges 9/< years old, this *ill help
them to learn the =hilippine National eroes in a fun and exciting
*ay. t *ill help them to be a*are to our =hilippine National
eroes *hen they had learned the intention of this application.
This *ill also be a supplement for the students to re+ie* or recap
their lesson in that particular sub4ect.
&. The teacher, they can use the application as an inno+ati+e *ay of
teaching the sub4ect.
;. The programmers, it *ill gi+e them an idea on ho* to design a
game that *ill be effecti+e to help the grade school students in
learning the =hilippine eroes.
. The multimedia artist, they can design an interacti+e application
= eroes the design of the android application should be
;
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effecti+e and *ill attract the grade school students for them to
continue on playing the game. They can use their skills in arts and
use their imagination in building the game.
1.+ Scope and ,e#iitation' o! the Stud(
n this thesis pro4ect, the researchers mainly focus on the target
audience, *hich are the grade school students. The goal of this thesis pro4ect is
to educate and to entertain the user "grade school students' in playing the
game that is focus on =hilippine National eroes. The proponents *ill create a
game that the user understands easily and for educational purposes that are
related in =hilippine istory specifically =hilippine National eroes and their
contribution to the country.
This study co+ered grade school students *hose age ranges from 9 to <
years old, *hich is in the grade & le+el studying the sub4ect Araling
=anlipunan. The android application *ill not be compliant to /%# education
system. This study *ill focus on pro+iding an alternati+e learning tool for
grade school students to impro+e their learning kno*ledge in the =hilippines
istory particularly on National eroes contributions to the country. The
study *ill be created using Adobe lash for the game layout and interface
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*hile the Action3cript &.$ *ill be used for the functionality and interaction of
the actual game. lash ame *ill be published for Android de+ices. This
Android Application *ill ser+e as a useful aid for the grade school students in
learning = eroes the application *ill help the students to de+elop their
cogniti+e skills and learning ability *hile they>re en4oying the game.
!esearchers *ill also interpret and analy-e the data using
experimentation specifically using the instrument, sur+ey 2uestionnaire for the
e+aluation of the game to ans*er the stated problem.
1.- Stud( Fraeor/
The thesis *ill follo* a study frame*ork that *ill be di+ided into t*o
parts. The first part *ill focus first on de+eloping the android application that
*ill target grade & students in learning about the contributions of the
=hilippine National eroes. The second part *ill be the e+aluation of the
android application (= eroes6 by the respondents to determine the
effecti+eness of the design and helpfulness of the = eroes application to the
grade & students.
1.-.1 ,e&e#opent F#o ,ia*ra
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INPUT
ame layout and interface
cts and nformation about =hilippine National eroes or =ersonal information or their Contribution "pro+ided by the3toryboard for ame nteraction
Action3cript &.$ Codes
P0OCESS
!esearch on facts about =hilippi
!esearch on ho* to produce an effecti+e design of the application for=lan and Conceptuali-e the a
Create the 3toryboard for the ame
Create the ame layoutinte
=rogramming the functionality of the game using A=ublishing the ame for Androi
OUTPUT
Android ApplicationB = eroes for rade & 3tudents
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The diagram abo+e sho*s the de+elopmental process on ho* to
design and de+elop an android application nameB = eroes for rade
& 3tudents. irst, the researchers *ill gather all the necessary and
rele+ant facts and information about =hilippine National eroes and
their contribution through careful research and by coordinating *ith
the respondent>s teacher in that particular sub4ect. 3econd, the
researchers *ill carefully study *hat kind of design is best for the
game and suitable for the target audience. The researchers *ill decide
and layout the design and interface of the game using Adobe
=hotoshop, Adobe llustrator and similar soft*are. Third, the
researchers *ill plan and conceptuali-e the game play. ourth, the
researchers *ill also create a storyboard for the game interaction so the
*hole process of creating the game *ill be organi-ed. Fastly, the
researchers *ill program the game using Action 3cript &.$ codes. The
researchers *ill make sure that the game that *ill be installed for
Android de+ices and *ill *ork perfectly, so that the ob4ecti+e of
creating this game application *ill be achie+ed.
1.-.$ 0e'earch F#o ,ia*ra
The research diagram belo* sho*s the process of ho* the
researchers *ill determine the helpfulness of the Android ApplicationB
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Te'tin*
,eterine ho he#p!u# the
Android ApplicationB = eroes
Ana#(e and interpret the data
0ando Sap#in* of !espondents
nduct Sur&e( assisted by the respondents> Class Ad+iser
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= eroes. The researchers *ill ask for the help of the respondents>
class ad+iser for the game testing of the android application (=
eroes6 as a technological medium for the grade & students. After, the
game testing the researchers *ill conduct a sur+ey assisted by the class
ad+iser of the respondents. This *ill ser+e as test "experimentation', so
the researchers can get their solid opinion about the game. The process
after getting the data is to analy-e and interpret it to kno* the
helpfulness of the android application and *hether it>s helpful or not in
learning the =hilippine National eroes and their contribution to the
country.
<
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Chapter $
0e&ie o! 0e#ated Literature
$.1 Android App#ication
Android is the Gperating 3ystem that po*ers all android de+ices. )ust
similar to Apple>s iG3 and to most desktop and laptop computers make use of
5indo*s as operating system. Android G3 is an open source, *hich means
that a big community of organi-ations, programmers and designers keep up
and assume a part to create more current features. This all happens under the
sponsorship of oogle, *hich purchased the company "Android, nc.' that
first created the Android G3. Compared *ith iG3 of Apple, the Android G3
*orking system>s ongoing gro*th is not in+isible behind lock and key? about
9$ organi-ations are members of the group H the Gpen de+ice =artnership that
leads to further gro*th of the Android G3 *orking program "Iegun, #$%%'.
1anufacturers are free to alter the Android G3 *orking program as
they see right and fit for their gadgets. t allo*s e+ery company to make a
distinction for their gadgets from other companies that produce Android/
po*ered de+ices by adding impro+ements.
%$
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$.1.1 Ad&anta*e' o! Android App#ication
• Android Gperating 3ystem can !un se+eral Applications at
the 3ame Time
• Android is an Gpen market place for distributing
applications? control of the selling of the application. You
can post *hene+er you *ant, as often as you *ant, and to
the clients you *ant. You can spread generally to all
marketplaces and gadgets or concentrate on particular
sections, gadgets, or +aries of components abilities.
• Android keeps the notification noticeable on Your ome
3creen
• Android has a customi-able home screen in *hich the user
can personali-ed the acti+e *idgets that *ill be a+ailable
and noticeable *ithout ha+ing to open an application.
• Android lets you send files to other smartphones
• Android lets you change your configurations faster.
$. 1. $ ,i'ad&anta*e' o! Android App#ication
• Android re2uires continuous nternet connection, so that the
de+ice is al*ays ready to go online to suit our needs.• Android 1arket has less control of the manager, thus
results to ac2uiring mal*ares and +iruses.
• Android applications can be easily do*nload for free, but
the conse2uence is lot of ad+ertising *ill be on display.
%%
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o*e+er, it does not interfere *ith the performance of the
application itself since ads are usually in the top or bottom
of the application.
$.1.) Ado"e F#a'h and ActionScript ).2
Adobe lash *ith Action3cript & is considered as the top tool
for creating multimedia, applications, presentations, and games on
nternet H a highly effecti+e system for creating systems, prototypes,
pc and mobile/applications. Action3cript &.$ pro+ides a true ob4ect
oriented model for de+elopers and allo*s de+elopment of programs
*ith large data sets and ob4ect oriented reusable codes. t is also
significantly faster than its older +ersion.
Action3cript &.$ pro+idesB
• !un/time exceptions "reports more error conditions'
• !un/time types "pro+ides perform run/time type checking'
• EC1A3cript for J1F "E;J' "A3& implements E;J'
• 3ealed classes "includes the concept of sealed classes'
• 1ethod closures "to remember ob4ect instance, useful in e+ent
handling'
Action3cript &.$ includes the follo*ing ne* A=s "Application
=rogramming nterface' that gi+e the user a better control o+er ob4ects
at a lo*er le+el
%#
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interacti+e games, and those *ho play games spend an a+erage of
about % to %. hours per day playing them relaxation "E3A, #$$'.
Children are attracted to games that support them in de+eloping the
skills needed to succeed in the game, and they like disco+eries and
construction acti+ities that help them to achie+e game Hrelated goals
"Ermi, elio@ 1ayra, #$$;'.
ames in+ol+e deep thinking? 4ust think of ho* chess is a
recogni-ed problem sol+ing exercise for imitation intelligence
programmers "32uire, #$$#? 3teinkuehler, #$$7a'. TodayLs games are
much more compound, are designed to be learned by their players o+er
%$, #$, or e+en #$$ hours, and con+ert sophisticated forms of thinking,
including the understanding of complex systems, the creati+e
expression *ith digital tools, and the formation and manipulation of
social net*orks "e.g., guilds, clans' "ee, #$$;? 32uire, #$$'. or
educators interested in learning *ith digital technologies, they are an
excellent place to examine *hat interactions are possible *ith the
mode. :ideo games are the medium of the computer representing the
most refined, po*erful, and systematically digital learning experiences
kno*n. o*e+er, if the phrase M+ideogamesM is still troubling, more
hea+y "and hence failed' labels such as Minteracti+e digital
simulations,M Mimmersi+e digital *orlds,M and Mentertainment soft*areM
might be replaced. or a number of reasons "see ent, #$$$, for an
%;
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$.$ E3Learnin* a' a too# !or Education
Technology is no* used as a tool for educating students. According to
DeCurtis and errer "#$%%', children are adapted to changing materials and
traditional educational tools to help them expand their communication skills.
These tools are prepared *ith touch screen technology and are extremely long/
lasting, making them attracti+e to younger and less agile users, they pro+ide
immediate access to a *orld of learning, entertainment, and creati+ity for
younger children, including those *ith more speciali-ed needs.
The mobile de+ices seem spontaneous to children *ho can pick one
up, press a button, and begin controlling an app *ith +ery little direct teaching
or modeling. 3andra Cal+ert, a professor of psychology and director of the
ChildrenLs Digital 1edia Center at eorgeto*n Kni+ersity, 4ustify that the
tablet computer interface maps onto ho* young children already think and
perform tasks, including their early action/based learning and iconic and
figurati+e representation skills "Iaute, #$%$'.
Child psychologist )ean =iaget described four stages of intellectual
de+elopment that explains ho* children understand and adapt ne*
information. These stages support *hy a tablet computer appears to be
percepti+e for young children. is first sensorimotor stage ranging from birth
to age # highlighted a primary means of learning through a childLs senses and
motor skills.
%7
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As of today, children are attracted to an application, *hich has colorful
illustrations and enchanting musical accessory, and they explore the app
through their sense of touch. 3uccessful na+igation of the apps in+ol+e gross/
and fine/motor actions including pressing a button to acti+ate it, separating
one or t*o fingers for pointing to or tapping on the screen, holding one or
more fingers do*n to drag items around, using t*o fingers to -oom in and out,
or s*eeping a finger across the screen, The cumulati+e motor mo+ements
pro+ide access to interesting acti+ities *hich offer immediate sensory and
cogniti+e stimulation. "DeCurtis and errer, #$%%'.
$.$.1 Ad&anta*e' o! E3Learnin*
As of today, *ith the significant gro*th of mobile de+ices,
numerous researchers "Fam @Duan, #$%#' ha+e suggested the use of
the smart phones and tablet de+ices for learning. There are many
benefits as for the utili-ation of said de+ices in the learning
methodology including incitement, inspiration, rest of utili-ation,
a+ailability ":a+oula@aragiannidis, #$$'. 3uch de+ices are getting
to be profoundly significant instruments in the instructi+e procedure in
light of their appealing features "lopfer, 32uire, @ )enkins, #$$#'.
1obile de+ices are handy and reasonably priced, offering the chance
for ac2uisition *ithout restrictions and limitations, accessing
information *ith ease by using possible action offered by these
%0
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de+ices, supporting the de+elopment of digital learning, offering lots of
opportunity for independent learning, and assisting people *ith
disabilities. 3huler "#$$<' sho*ed that applications on smartphones
and other mobile de+ices *ill most likely become the ne* means of
teaching to students. These mobile technologies no* become part of
the li+es of children globally and educational institutions are testing
the use of these de+ices for a +ariety of different *ays of studying and
educating goals. 3martphones and tablets are 4ust some of the ne*
emerging technologies that *ill possibly ha+e a ma4or impact on
learning and teaching in primary education ")ohnson, 3mith, 5illis,
Fe+ine, @ ay*ood, #$%%'. According to Nix "#$$', this kind of
learning interests young students and it is +ie*ed as both an attracti+e
learning en+ironment and an amusing experience. !ushton, )uola and
Farkin "#$$<' point out the necessity for good learning circumstances
and specify that children can absorb information easily in encouraging
and positi+e learning en+ironments. These learning en+ironments let
children be responsible for their learning by simultaneously inspiring
different areas of their brain that results in healthier intellectual
de+elopment "!ushton @ Farkin, #$$%'.
$.$.$ Android App#ication a' a ediu in E3Learnin*
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for multiple de+ices and G3 according to the different screen/si-es,
resolutions, orientation "landscape or portrait', color graphics and
+ideoaudio formats is time consuming, not cost/effecti+e, and sub4ect
to different security and reliability issues.
mplementation of e/learning is increasing *orld*ide. As more
and more institutions re+ie* their e/learning programs from the
+arious dimensions of an e/learning en+ironment, *e become
increasingly more kno*ledgeable about e/learning *hich, in turn,
guides us to further in2uiry in the field. Fiterature on e/learning
program e+aluation is naturally skimpy,rydenberg "#$$#' noted that
fe* fully de+eloped programs ha+e arri+ed at a stage *here summati+e
e+aluation is possible. To e+aluate online programs, han "#$$;'
combined the kno*ledge base from his =& model and the E/Fearning
rame*ork to de+elop a Comprehensi+e Approach to =rogram
E+aluation in Gpen and Distributed Fearning "CA=EGDF *hich can
be pronounced as (A/=GG/DKF' model.
$.) The 4ene!it' o! Pu#e' in Ear#( Chi#dhood ,e&e#opent
=eople ha+e long kno*n that pu--les present many benefits for
children as they de+elop. Children usually start out *ith simple knobbed
pu--les that are outlines of simple shapes that fit into corresponding board
#$
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cutouts. rom there they go to more complex silhouettes of real *orld ob4ects
that take more consideration "Anonymous, #$%&'.
The last step that people take *ith pu--les is usually to 4igsa* pu--les of
+arying complexity. The user is guided by an image they assemble and e+ery
time you end up *ith the same result.
http://teach.com/education-technology/the-benefits-of-puzzles-in-early-
childhood-development
According to Teach.com, these are the three basics of *hat pu--les do for your
child5
Ph('ica# '/i##' // from holding pu--le pieces and turning them
until they fit
• Co*niti&e '/i##' // as they sol+e the problems of a pu--le
• Eotiona# '/i##' // they learn patience and are re*arded *hen
they complete the pu--le
These three basic skills are the building blocks for a *ell/rounded
person. =u--les allo* (an opportunity for young children to focus on an
activity that has an ending ,6 completing the pleasing image "1aldonado,
#$%&'.Each of the three basics breakdo*ns further into specific skills that a
#%
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pu--le can build for your child. >ll look at them in point form under each
heading,
Ph('ica# '/i##'
• Hand3E(e Coordination // your child *ill de+elop a keen
relationship bet*een *hat their eyes see, *hat their hands do and
*hat their brain relates to this information.
• Gro'' Motor S/i##' // Farger pu--le pieces and stacking pu--le
games can enhance the large mo+ements of your child to the point
*here they can then *ork on their fine motor skills.
• Fine Motor S/i##' // small and precise mo+ements, such as the
mo+ement of fingers to get a pu--le piece in exactly the right spot,
are built and can lead to better hand*riting and typing skills.
Co*niti&e '/i##'
##
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• Under'tandin* the 'urroundin* or#d // there is no better *ay
for your child to gain an understanding of the *orld around them
than by letting them literally manipulate the *orld around them.
• Shape reco*nition // the first pu--les *e use are simple shapes //
triangle, s2uares and circles. rom there more complex shapes are
used until the abstract 4igsa* pu--les are used.
• Meor( // Your child has to remember the shape of pieces that
don>t fit fir *hen they *ill fit later on.
• Pro"#e 'o#&in* // Either the pu--le piece fits or it does not. Your
child uses critical thinking skills to sol+e the pu--le and, best of all,
you can>t cheat a pu--leO
Eotiona# '/i##'
• Settin* *oa#' // The first goal is to sol+e the pu--le, the next goal
*ill be a series of strategies your child comes up *ith to sol+e the
pu--le. 3uch as putting familiar shapes or colors in one pile for
future reference.
• Patience // =u--les are not like sports, you can>t 4ust step up to the
plate and s*ing until you knock it out of the park. You must
#&
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practice patience and slo*ly *ork through the pu--le before you
reach the ending.
$.+ Characteri'tic' that a/e a *ae en*a*in*
According to 1arc=rensky"#$$%', an internationally acclaimed
thought leader, speaker, *riter, consultant, and game designer in the critical
areas of education and learning *hich is also the author of Digital ame/
Iased Fearning "1cra*/ill, #$$%'.
These are the %# characteristics that make computer games and
+ideogames engaging formillions of peopleB
1. ames are a form of !un. That gi+es us en"oyment and pleasure.
2. ames are form of p#a(. That gi+es us intense and passionate
in!ol!ement.
#. ames ha+e ru#e'. That gi+es us structure.
$. ames ha+e *oa#'. That gi+es us moti!ation.%. ames are interacti&e. That gi+es us doing.
&. ames are adapti&e. That gi+es us flow.
'. ames ha+e outcoe' and !eed"ac/. That gi+es us learning.
(. ames ha+e in 'tate'. That gi+es us ego gratification.
<. ames ha+e con!#ict6copetition6cha##en*e6oppo'ition. That gi+es
usadrenaline.
1. ames ha+e pro"#e 'o#&in* . That sparks our creati!ity.
11. ames ha+e interaction. That gi+es us social groups.
12. ames ha+e repre'entation and 'tor(. That gi+es us emotion.
$.- ,e'i*n Princip#e'
n e+ery art*ork, it can be a poster, +ideo or application, the artist
should kno* the design principles. The best designers sometimes ignore the
#;
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principles of design. 5hen they do so, ho*e+er, there is usually some
counterbalancing +alue attained at the cost of the +iolation. Knless you are
certain of doing as *ell, it is best to accept by the principles " Fid*ell,
olden, Iutler, #$%$'.
There are 7 design principles that the artist can use to make hisher
art*ork an effecti+e design.
• Unit( 6 Haron(. Knity is the main target of graphic design. A
design is considered unified *hen all elements are in pact.
According to 5hite "#$%$', bet*een unity and +ariety, a good
balance must be pro+en to a+oid a chaotic or a lifeless design.
• 4a#ance. Ialance is a state of e2uali-ed *eight and rest, *hich
may not al*ays be calm. Each one of these language and pictorial
structures ser+es a different purpose "Fiikkanen@=erttula, #$$7'.
As Puinn "#$$' claimed, learning/games ha+e to be designed
properly to incorporate commitment that integrates *ith
educational effecti+eness the challenge is to find a balance bet*een
game/play and learning purposes.
• Hierarch(. A good design features that lead the reader through
each element in order of its importance. Thus, the challenge of
game design is to create belie+able human/like performance for
#
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non/player characters that can adapt to player>s ability le+el and
that *ay facilitates flo* experiences "=an-oli, =eters, Dun*ell,
3anche-, =etridis, =rotopsaltis, 3cesa, @ de reitas, #$%$'.
• Sca#e 6 Proportion. Ksing the relati+e si-e of elements against
each other can attract attention to a main idea. 5hen elements are
designed larger than life, scale is being used to sho* drama.
Emotion has a tendency to play a biased role in decision/making,
logical search, interpreting functionality, or in gaining relief from
the density of a task "Fera et al, #$$0'. The role of emotion in a
game has been ackno*ledged as a key concern "erbon et al,
#$$'
• ,oinance 6 Epha'i'. Dominance is created by contrasting si-e,
positioning, color, style, or shape. ultima, NiemelQ, =aa+ilainen,
@3aarenpQQ "#$$9' establish a familiar, relaxed and relati+ely
uncensored design en+ironment that reduces the po*er relations
bet*een the participants and the designers "Irandt et al., #$$9'.
Sii#arit( 6 Contra't. Too much similarity is boring but *ithout
similarity important elements *ill not exist and an image *ithout
contrast is ordinary so the key is to find the balance bet*een
similarity and contrast. Design and e+aluation methods that place
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The android application main game play *ill look like this the pu--le
pieces scattered in the game play. The user needs to put the pieces together, in
a logical *ay, in order to arri+e at the correct solution of the pu--le and to
unlock the selected hero tri+ia and information. f the player double click the
pu--le piece it *ill rotate until it matches the right position
n e+ery piece that *ill be placed by the user in the correct position,
the piece *ill be locked so that the user *ill kno* that it is correct.
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Gnce the pu--le has been completed by the player remarks (=u--le
Complete6 *ill pop up in the screen sho*ing the o+erall progress of the player
in the game. This consist of the time? ho* long did it take the player to finish
the game, the faster the player finish the pu--le the more star the player gets &
as the highest and % as the lo*est and each pu--le hero finished *ill earn the
player a flag? the flag *ill unlock the finished pu--le hero tri+ia and facts.
The user *ill also ha+e the option to choose again from the selection in
*hich pu--le to build next or to unlock the tri+ia.
Gae ,e'cription
Fearning the alphabet @ the AICLs 4ust got a lot more fun. Children
can build each alphabet 4igsa* pu--le to form a happy animal related to the
letter.Teaching and learning the alphabet *ith animal *ords has ne+er been
easier or more fun for kidsO Teachers=aradise.com 3tudiosL ids AICs )igsa*
=u--les help teach fine motor skills and animal alphabet related +ocabulary
*ords. Colorful and fun pu--les pieces are easily snapped together to make
age appropriate educational 4igsa* pu--les. After the 4igsa* pu--le is
completed the animal name *ill be heard. 5ant to play againR )ust shake the
phone to restart the pu--le or continue to the next 4igsa* pu--leO
Gae ,e&e#oper
#<
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Teachers=aradise.com *as founded in %<<< *ith the goal of becoming
the premiere destination for online teacher supplies. 3ince then, *eL+e become
much more than 4ust an online teacher store. Gur focus on customer ser+ice
has allo*ed us to expand our online selection to include teacher printables,
free coloring pages, educational soft*are, Android Apps and so much moreO f
youLre looking for teacher supplies or classroom materials online, compare us
to other online teacher stores and online teacher resources, as *ell as general
school supplies stores. YouLll find the absolute best ser+ice and the best
selection in online shopping here at Teachers=aradise.comO
0e&ie'
The re+ie* of this gameB
There are some people *ho ha+e comments in this gameB
%. 1egan anna
Pretty fun game My three year old loves it, she repeats the letters. It's
ind of lie a little re!ard at the end of the puzzle for them, it tellsthem the letter and !ords.
#. man=u4ono It's good application for my " years son. I did not find any problem
e#cept $ust to suggest to mae bigger on left / right buttons. %uite
difficult for me to change onto another puzzle :&
&$
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&. A oogle Kser
reat( My " your old loves to play puzzles and this is a fun !ay for
him to do it digitally( lad you moved the ads from the original
location, my son !ould al!ays tap them on accident !hen he !astrying to get the puzzle pieces. It !as annoying, but the problem is
solved(
;. )ac2ueline 1cDonald
)amsung *ab + . ont lie arro! button so close to picture that you
have to eep tapping + or " timed to get to the ne#t puzzle. verall great game(
. Christine Ien4amin
Pretty good overall and my toddler really lies it..but... a fe! of the
images are overly cartoon-lie and se! recognition of the animal associated. *he functionality is good, the puzzles are simple enough
but challenging enough for the age group. It has a good basis, $ust needs a fe! t!eas(
7. DeAngela Cain)izes. *he child should have options on ho! small or big theh !ant
their puzzle pieces. ther than that my t!o year old loves it.
Tota# In'ta##' o! the *ae5
$$,$$$ H %,$$$,$$$ users
4rain Te't 3 I: Trainin*
&%
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The game *ill ha+e a main character *ho *ill guide the player in the
game play of the android application. The character *ill sho* some tips and
hints on ho* to finish the pu--le ahead of time? it *ill be also +isible during
the pu--le game play in e+ery missing piece assembled by the player a pop up
information regarding the picture *ill be displayed on the screen.
There *ill be a timer button in the left topside of the screen? in the
android application the player is only allo*ed to play %$$ seconds per pu--le
picture. The timer *ill sho* the remaining time of the player to finish the
pu--le if the player doesn>t finish the pu--le the player *ill ha+e the choice to
try again or choose another picture of his choice.
The score button *ill be in the right topside of the screen? this *ill
sho* the progress of the player in e+ery right piece in the pu--le board that
*ill be placed. This *ill be an effecti+e tool for the player to be engaged in the
application
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The pause button *ill stop the game and the user *ill ha+e an option to
restart the game, instructions and to go back to the main menu.
Gae ,e'cription5
FetLs be smarter *ith this challenging fun gameOIrain Test / Train your
P is a game like Fumosity, but *ith much more fun. You *ill find you
become much smarter *ithin only a fe* *eeks.
0e&ie'5
%. GrangeAsteriskB
I thin the game !ith the floating shapes around the numbers is oay,
but the numbers should be in a different font, or underlined. I can't tell the difference bet!een the 0 and 1, or the 2 and . *here could be a
leaderboard, or achievements. I !ould lie to compare my score to my
friends', but there's no system for that. I also agree that !e should beable to practice single games, instead of all three at once. I do lie the
interface, though. *he game runs smoothly, for me. I !ould
recommend it. It's nice overall.
#. IagallagherB
It is fun but you al!ays start from the same place. 3othing changes
from one attempt to the ne#t. 4nd my brain profile never changes.
&. Concussion3ur+i+orB
*his 4PP needs some !or( It doesn't !or all the time. 5ou can push
the right response and nothing happens then you get a very poor score
but you have done nothing !rong()o !hat good is it to try to train your brain if you can't get the app to !or correctly6 I am deleting it
from my iPhone.
&&
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Gae ,e&e#oper
DapengFiu, recei+ed a bachelor>s degree in Computer 3cience from
arbin nstitute Gf Technology Kni+ersity, in #$$, then he proceeded to get
his master>s degree in 3oft*are Engineering from =eking Kni+ersity, in #$$9.
5hile he *as doing his master>s degree, he started *orking at
Tigerno*s in #$$0, *here he *as !esponsible for de+elopment of Tiger1ap
application ser+er, and in #$%# he 4oined %$%game to become the company>s
CTG.
Lo*o :ui
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n the android application there are +arieties of pictures of the
=hilippine National eroes in thumbnail si-e so the player *ill ha+e the
option to choose *hat pu--le picture to build first. Gnce the player has
accomplished the build pu--le picture a star *ill be sho*n in the thumbnail of
the picture.
Gae ,e'cription
• uess the brands *ith S% Fogo Pui-O
• Fogo Pui- is a free game full of fun that consists on guessing the
names of hundreds of logos from different companies.
• 5e can see +arious company logos e+ery day and e+ery*here.
Gn T:, *alking along the street, in maga-ines ... simply
e+ery*hereO
• o* many of brand logos can you guessR
• 1ore than % $$$ logos are a+ailable for you to guess in o+er %7
exciting le+els.
• 1ore than ; $$$ $$$ do*nloads around the *orldO Thank youO
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The application *as created in such a *ay that the users *ill be able to
learn *ith an ease. n order to create an application that is suitable for learning,
the factors such as the design rationale, typography rationale and the color
rationale *ere taken into important consideration.
lat Design or lat K has been one of the most talked about trends in
*eb and user interface today. t has fre2uently been compared *ith
skeuomorphic design, because of its completely opposite principles and style.
lat design is a minimalistic design approach that emphasi-es usability. t
features clean, open space, crisp edges, bright colours and t*o/dimensionalflat
illustrations. "1ay, #$%;'
1icrosoft *as one of the first to apply this design style to its interface.
nstead of con+erting a real/life ob4ect, such as a calendar, into a tiny realistic
illustration, ad+ocates of flat design identify apps *ith simple, icon/like
images.
n flat design, ornamental elements are +ie*ed as unnecessary clutter.
f an aspect ser+es no functional purpose, itLs a distraction from user
experience. This is the reason for the minimalistic nature of flat design.
o*e+er, 4ust because it lacks any flashy design doesnLt mean this style is
boring. Iright, contrasting colours make illustrations and buttons pop from
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backgrounds, easily grab attention, and guide the userLs eye. The purpose of
minimalistic imagery also contributes to flat designLs functional character
1oreo+er, lat Design is Puick to grasp. 3imple images con+ey
messages more 2uickly than detailed illustrations. mages like icons can indicate
uni+ersal actions or purposes so that e+eryone can easily understand them.
lat K design focuses on the content. The content is focused on through
the *ise use of typography. radient, textures, drop shado*s and other +isual
noise are all remo+ed in this design language.
This means that the K is made for the users> understanding and help. The
users are able to interact *ith the content, but K must ne+er compete *ith the
content. or the userLs delight and +itality, animations are added.
To design an effecti+e flat K, all design elements must be centered on this
idea of simplicity. 3olid, +i+id colours gi+e aspects the emphasis needed to set
them apart in place of illustrati+e detail? sans serif typography pro+ides a clean,
crisp supplement to illustrations? text is concise and to/the/point? K elements like
buttons and links are clear and noticeable. E+erything should be designed *ith the
same goal in mind to create a cohesi+e +isual and functional android app design.
2.8 Typography Rationale
Typography is defined as the art of the typefaces> placement into a plane
surface "=ekta, #$$%'. n today>s *orld, type is no longer read only in print,
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but also in a multitude of screen/based en+ironments, including computers,
smart phones, tablets and e/readers. Content is +ie*ed on a range of media of
the +ie*er>s choosing. =eople +isit *ebsites on their tablets and smart phones?
they read e/books on computers as *ell as mobile de+ices. This array of
(deli+ery mechanisms6 adds a dimension of complexity to the designer>s 4ob.
n relation to lat K Design, *here the more important thing is the
content, the text is expected to be clean and crisp. !eadability is the first factor
to consider. t is important to kno* *here the text should be read because
printed material is different from materials on computer screen. 3tudies sho*
that sans serif characters are much more readable than the serif characters on
the digital screen "Erdoan, #$$9'. This is *hy *ebsites usually use this type of
font. KserLs perception is +ery important because it affects the encoding.
Fegibility and readability of the content are the keys to engage and hold the
reader>s attention. Typefaces from different font families must not be used at
the same time, especially in screen oriented en+ironments for the userLs
perception. "Iurger, %<<&'. :ariety can still be made, but not by using different
font families. Iold and italic are some examples of +ariations that can be
applied. Aside from the readability and legibility of the content,
it is also important to consider who the target audience is and
choose the font that is appropriate for them.
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Fonts used:
Big John
PH HEROES
(Used for Titles and Headers)
Slim Joe
PH HEROES
(Used for contents and information)
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$.< S(nthe'i'
Android is the Gperating 3ystem that po*ers all android de+ices. )ust
similar to Apple>s iG3 and to most desktop and laptop computers make use of
5indo*s as operating system. Android G3 is an open source, *hich means
that a big community of organi-ations, programmers and designers keep up
and assume a part to create more current features. This all happens under the
sponsorship of oogle, *hich purchased the company "Android, nc.' that
first created the Android G3. Compared *ith iG3 of Apple, the Android G3
*orking system>s ongoing gro*th is not in+isible behind lock and key? about
9$ organi-ations are members of the group H the Gpen de+ice =artnership that
leads to further gro*th of the Android G3 *orking program "Iegun, #$%%'.
The ad+antages of Android Application are first, can run se+eral
applications at the same time. 3econd, it is an open market place for
distributing applications. Third, keeps the notification noticeable on your
home screen. ourth, it has a customi-able home screen in *hich the user can
personali-e the acti+e *idgets. ifth, it lets you send files to other
smartphones. And lastly, it lets you change your configurations faster.
The disad+antages of Android Application is first, Android re2uires
continuous nternet connection, so that the de+ice is al*ays ready to go online
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to suit our needs. 3econd, Android 1arket has less control of the manager,
thus results to ac2uiring mal*ares and +iruses. Fastly, Android applications
can be easily do*nload for free, but the conse2uence is lot of ad+ertising *ill
be on display.
Adobe lash *ith Action3cript &.$ is considered as the top tool for
creating multimedia, applications, presentations, and games on nternet H a
highly effecti+e system for creating systems, prototypes, pc and mobile/
applications. Action3cript &.$ pro+ides a true ob4ect oriented model for
de+elopers and allo*s de+elopment of programs *ith large data sets and
ob4ect oriented reusable codes. t is also significantly faster than its older
+ersion.
nteracti+e games are po*erful en+ironments for learning. !esearch
consistently finds that players learn ne* skills, kno*ledge, insights, attitudes
or e+en beha+iors in games that challenge them to think, explore, and respond
"Fieberman, #$$%'. ormer CC Commissioner Nicholas )ohnson>s famous
2uotation made decades ago about the effects of tele+ision, and substituting
interacti+e (gamesB for (tele+ision6, it is fair to say that (All games are
educational games. nteracti+e games can moti+ate people to learn, including
those *ho at first are not particularly interested in the sub4ect matter
"Fepper@enderlong, #$$$'.
Technology is no* used as a tool for educating students. According to
DeCurtis and errer "#$%%', children are adapted to changing materials and
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cause significant alignment issues not only in terms of readability and
resolution, but also in terms of the effecti+eness of content transmission.
n e+ery art*ork, it can be a poster, +ideo or application that the artist
should kno* the design principles. The best designers sometimes ignore the
principles of design. 5hen they do so, ho*e+er, there is usually some
counterbalancing +alue attained at the cost of the +iolation. Knless you are
certain of doing as *ell, it is best to accept by the principles "Fid*ell, olden,
Iutler, #$%$'.
There are %# characteristics that make computer games and
+ideogames engaging for millions of people. irst, games are a form of fun.
3econd, games are form of play. Third, games ha+e rules. ourth, games ha+e
goals. ifth, games are interacti+e. 3ixth, games are adapti+e. 3e+enth, games
ha+e outcomes and feedback. Eight, games ha+e *in states. Ninth, games ha+e
conflictcompetitionchallengeopposition. Tenth, games ha+e problem
sol+ing. Ele+enth, games ha+e interaction. And lastly, games ha+e
representation and story.
=eople ha+e long kno*n that pu--les present many benefits for
children as they de+elop. Children usually start out *ith simple knobbed
pu--les that are outlines of simple shapes that fit into corresponding board
cutouts. rom there they go to more complex silhouettes of real *orld ob4ects
that take more consideration "Anonymous, #$%&'.
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Poor#( de'i*ned Acti&itie' H simple sedentary acti+ities that
contribute little in children>s learning.
?er( poor#( de'i*ned acti&itie' H cause considerable damage to
children either through strengthening the aggressi+e or antisocial
beha+ior.
Android H an operating system based on te open Finux ernel. t is an
open source that de+elopers can modify and customi-e the GD for each
phone.
App#ication H is a program or group of programs that is designed for
the end user.
Ado"e F#a'h H is a multimedia and soft*are platform used for creating
+ector graphics, animation, games and rich nternet applications
"!As' that can be +ie*ed, played and executed in Adobe lash =layer.
ActionScript H is an ob4ect/oriented programming language originally
de+eloped by 1acromedia nc. "no* o*ned by Adobe 3ystems'.
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data collection *ill happen exactly in the classroom of the grade & students
during their history class.
).) 0e'earch Participant'
The participants for testing the game *ill be all of the grade & students
of 3aint )oseph Academy of :alen-uela City specifically && grade & students
*hose age ranges from 9/< years old. The basis of these respondents is based
on the follo*ing computation *ith a <8 confidence le+el, 8 margin error,
and 7$ for the estimated population of the grade & students in 3aint )oseph
Academy of :alen-uela
x "-#'/"stdde+'"%/ stdde+'"margin of error'#
sample si-e "x "% U "x/%pop''
*here - %.7, stdde+ $., margin of error.$9, and pop7$
=articipants *ill be identified and chosen using the purposi+e sampling
techni2ue. =urposi+e sampling is the process of recruiting participants *ho
appear to be +aluable sources of information, as opposed to random sample
"Fiamputtong and E--y, #$$'.
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).+ 0e'earch In'truent'
The researchers *ill use a particular instruments and tools to determine
the +ariables and techni2ues for this studyB
).+.1 Pre3Te'tin*
The researchers *ill do a pre/test to determine the 2uestions for
the game. The teachers *ill aid in the de+elopment of 2uestions about
the researcher>s game = eroes that *ill be asked in the nter+ie* to
collect of data "2uestions about the ilipino eroes and other historical
facts'. t *ill also determine the 2uestions to be included in the
2uestionnaire for the actual data collection "testing the helpfulness'
after the game has been de+eloped.
"Knder ata to ng De+elopmental =rocedures'
&.;.% nter+ie*
The researchers *ill inter+ie* the teacher of the rade &
students that *ill guide them to de+elop the android application specifically on
the content of the researcher>s game = eroes from the heroes to be included
in the android application, their information or facts and the 2ui- that *ill be
taken by the grade & students is under the super+ision and appro+al of the
rade & 3tudent Teacher in Araling =anlipunan.
3.4.2 Books
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The two books the researchers used in the content
of the android application is referred b the !rade
3 teacher" The !reat #ilipino Heroes
$Supple%entar for the Students& written b '.(.
Batabulani and People) Places) and E*ents in the
Philippines written b (a. Stella S. +i,ardo and
-arolina P. anao for !rade 3 +e*el.
).+.) Li/ert Sca#e 6 Picto*ra
The researchers *ill also utili-e Fikert scale to gather more
specific data that are not 4ust ans*erable by yes or no. The respondents
can ans*er %/ by using different smileys *ith corresponding +alues.
The researchers *ill ask the class ad+iser respondents> if they can
assist the researchers *hile conducting the focus group.
Fikert 3cale "sub4ect to change'B
V%WStron*#( ,i'a*ree
V#W ,i'a*ree
V&W Neither A*ree nor
,i'a*ree
$
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V;W A*ree
VW Stron*#( A*ree
8iert )cale
The researchers *ill be using likert scale to determine if the
application is effecti+e as a learning tool to the respondents. They also
*ant to kno* if the respondents can get kno*ledge from the game and
if the game is helpful in kno*ing the facts about = eroes.
).+.+ Gae App#ication
The researchers *ill use the Android Application = eroes
that they *ill be created using Adobe lash and Action3cript &.$ that
the researchers *ill need to de+elop first. The flash game *ill be
published into an android app and installed on tablets that *ill be
pro+ided by the researchers for game testing. This is the most
important instrument of this research because this is *hat the
researchers *ill try to e+aluate, if the android app that *ill be produced
is helpful or not in teaching grade & students in their sub4ect Araling
=anlipunan that is focused on =hilippine heroes.
).+.- 0ecordin* ,e&ice'
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The researchers will use recordin/ de*ices) like
S+R and a recorder to record the entire focus /roup for
the researchers to ha*e the e*idence that real results
are stated in the docu%entation part and
e0peri%entation occurred in Saint 1osephs 'cade% of
alen,uela -it. This will help the researchers in the anal,in/ the
data fro% each student in ter%s of their opinion)
perception in the /a%e PH Heroes" for the researchers
can pla back the *ideo and recorder so that nothin/
will be %issed.
).+.7 E&a#uation For
This *ill determine the helpfulness of the android application.
The 2uestions are close ended using the likert scale. as the strongly
agree and % as the strongly disagree.
).- Creati&e Proce''
%. =reparation
The creator needs to prepare the things his going to put in his
art*ork. t depends on him if it is a painting, *ord or anything that can be
an art. e should kno* his aiming goal, research and thoughts on ho* to
build that kind of art in his mind.
#
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#. Conceptuali-ation
The creator *ill no* ha+e the concept about the design or looks of
his art. e *ill use his imagination to construct or create his art*ork. e
should also conceptuali-e the possible output of his idea in order for the
audience kno*s on *hat to expect in his art*ork.
&. Collaboration
The creator *ill put together all the ideas and things he has
prepared and conceptuali-ed to finali-ed the art*ork he *ants. All his ideas
and information gathered *ill be in one art*ork.
;. E+aluation
The creator *ill e+aluate his finished art*ork. e may consult *ith
his friends or someone *ho is into art to gi+e suggestions or comment on
his finished art*ork. The creator should accept the comments of his
consultants to make changes if ha+e and make it better for the audience
*ould appreciate it more.
. mplementation
The creator *ill implement the changes gi+en to him and finali-ed
the final output of his art*ork. After his done *ith the ad4ustments, he can
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sho* it to the public and it depends on them if they *ill like or *ill sho*
no interest in his finished art*ork. e should accept the crimination to
impro+e his skills in art.
).7 ,e&e#openta# Procedure'
n order to de+elop the application properly, the researchers *ill follo*
a certain de+elopmental procedures. These procedures *ill make sure that the
application *ill be de+eloped properly and each phases of the de+elopment
*ill be tested to lessen the errors and inconsistent process of the actual game
de+elopment.
).+.1 Gae Content
The content of the game *ill be coming from the teacher of the
grade & school students *hich is about the =hilippine eroesB personal
information and significant contribution. The researchers *ill
incorporate these lessons to the game carefully so the students can
really learn from the game.
As for the initial plan for the game, for e+ery correct mo+e of
the player the symbol of the tri+ia *ill be displayed in the game after
completing the selected pu--le the player can access the information or
tri+ia about the hero.
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).+.$ Gae Screen La(out
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;inal ame )creen 8ayout< colors, fonts, design
The final game screen layout of the android application. This
*as carefully researched by the researchers, the game play, design and
layout of the android application is based on the existing games
discussed in Chapter #. The game is more focused on pro+iding facts
and information. The genre of the game is pu--le, and it>s more like a
4igsa* pu--le. The goal of the game is for the player to completely
build the pu--le to learn ne* facts and information about the hero for
e+ery pu--le completed that *ill unlock the tri+ia facts about the
pu--le hero selected by the user. The game has %$ pu--les meaning
there are also %$ =hilippine heroes that *ill be included in the game as
content and %$ tri+ia to be unlocked as *ell. The player can choose
*hat pu--le to build first. The researchers also included an instruction
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before the start of the game after reading the instruction the player can
proceed to the actual game. The player can pause the pu--le anytime
and go back to play the game or exit the game. The game *ill help the
user to de+elop their young brain and as *ell to help the user
concentrate for there is a time needed for the pu--le to be finished,
after the player finished the selected pu--le a remarks *ill appear then
the tri+ia *ill be unlocked this *ill ser+e as a re+ie* for the student
before taking the 2ui-. After all of the pu--le *as completed the player
can finally take the 2ui- that *ill assessed if the android app is
effecti+e as a tool for the children learning. The features of the game
*ill also be based in the related literatures.
).+.) Gae F#o
The Android ApplicationB = eroes, 1ain 1enu 3creen *ill
be the first screen in the game? the player has # buttons to select the
=lay Iutton and Credits. f the player chooses to start the ame a
different screen *ill appear, the player can choose a pu--le to be build
there are %$ pictures of national heroes to be build, then an instruction
on ho* to play the game *ill appear and a next button. 5hen the
player selected the next button the game *ill *ill start? there are
elements in the design of the game? time, pause button, pu--le pieces
and the symbol of the tri+ia. The player has %$$ seconds to finish the
game, the pause button? gi+es the player the option to go back to the
game or end the game. The pu--le pieces are in random position, the
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player needs to double tap the pu--le piece to get its correct position.
Fastly, the symbol of the tri+ia collected by the player, there are <
pu--le pieces to be placed by the user and for e+ery odd number the
player *ill get a tri+ia.f the player completed the pu--le a remarks screen *ill appear
he *ill get a star depends on ho* fast did it take to complete the pu--le
& as the highest and % as the lo*est, for e+ery pu--le completed by the
user the tri+ia and information about the completed pu--le hero *ill be
unlocked or accessed by the player and the user *ill ha+e the option to
go back to the selection of the pu--le or to read the tri+ia and
information about the hero.f the player didn>t able to finish the game on time he can retry
the game or choose another pu--le to be build. The star collected by
the player in the remarks *ill appear on the thumbnail of the pu--le.
n the tri+ia, there *ill be a picture of the information and a text
that can easily be understand by the rade & student.
The 2ui- *ill consist of %$ 2uestions it *ill be a multiple
choice, & choices and like the pu--le it has a timer the player must
finish the 2ui- before the timer ends. At the end of the 2ui- it *ill sho*
the final score of the player.
YKN DA!A1 NAFAN KN KFAN EE BD
).; ,ata Co##ection Procedure'
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The study *ill ha+e a sample si-e of && grade & students both male and
female from 3aint )oseph>s Academy. The study *ill disregard grade &
students *ho are 9 years old belo* and < years old abo+e. To collect the dataB
first, the ad+iser of the students *ill assist the students in instructing the
students on ho* to play the game, the researchers *ill gi+e the respondents
enough time to play the game. The game testing as part of the experimentation
is in a closed room en+ironment and because the researcher de+ices are
limited the respondents *ill be experimented in the control en+ironment
ha+ing 9 students at a time. After testing the game, the researchers *ill gi+e
the respondent an e+aluation form consisting of %$ 2uestions on ho* helpful
the android applicationB (= eroes6 for the grade & students> that is
ans*erable by Fikert scale, *ith as strongly agree and % as the strongly
disagree and because the respondents are grade & students, the 2uestionnaire
*ill be represent in a pictorial scale for better appreciation and understanding
of the 2uestions to be ask by the researcher. After all data are carefully
gathered, the researchers *ill then tally the results.
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).@ ,ata Ana#('i'
To determine the helpfulness of the Android application for the grade &
students in learning in their sub4ect Araling =anlipunan, the collected data
from the e+aluation form *ill be e+aluated using descripti+e statistics mean,
fre2uency distribution, and percentage to compare, interpret and analy-e the
data of the respondents. raphs *ill be used to clearly present and broaden the
understanding of the results.
Percenta*e5 This *as used to compare the fre2uency of respondents to total
number of respondents and to describe the profile of the responses.
Arithetic Mean5 This *as used to option responses for 2uantitati+e analysis
since responses or options in the 2uestionnaire are 2ualitati+e.
Li/ert Sca#e5 The other items *ill be interpreted using as basis for
interpretation, the /point rating scale *ith a boundary of numbers on arbitrary
mode a follo*sB
0an*e =ei*ht Interpretation
.$$ H ;.$ 3trongly Agree
;.$$ H &.9 ; Agree
&.9; H &.$ &
Neither Agree nor
Disagree
&.; H #.$$ # Disagree
%.9 H %.$$ % 3trongly Disagree
0atin*5
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Pu#e
Tie 0eainin*
Star
'
Interpretation
7% s H <$ s & ast
&% s H 7$ s # Normal
% s H &$ s % 3lo*
$ s $ ailed
:ui
Score 0ear/'
9/%$ Excellent
/0 ood
#/; Nice Try
$/% Ietter Fuck Next Time
CHAPTE0 I?
Pre'entation Ana#('i' and Interpretation o! ,ata
+.1. Ana#('i' and E&a#uation o! ,ata
To determine *hether = eroes Xfeatures *ere helpful and effecti+e for
learning, the researchers pro+ided 2uestionnaires for the rade & 3tudents to
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ans*er after the testing of the android application. The researchers use re2uency
Distribution to tally the results of the =ost/Test
+.$. Po't3Te'tin*
The data *ere gathered from one section of rade & 3tudents in 3aint
)oseph Academy of :alen-uela, *hich consist of thirty/three students. The
ob4ecti+e of this testing is to kno* the effecti+eness of the design and to determine
ho* helpful the Android ApplicationB = eroes for the respondents learning. The
follo*ing are the results gathered in the post/testing.
Suar( o! the 0e'u#t'
3trongly
Agree
Agree Neither
AgreeDisagree
Disagree 3trongly
Disagree
Puestion % &% # $ $ $
Puestion # #% %% $ $ %
Puestion & #$ < & $ %Puestion ; % 0 %$ $ %
Puestion #; < $ $ $
Puestion 7 # & $ $
Puestion 0 #7 0 $ $ $
Puestion 9 %< %% & $ $
Puestion < %7 %% $ %
Puestion %$ #$ %$ $ $ &
Iased on the result of the test, the researchers ha+e disco+ered that most of
the participants ga+e a +ery positi+e response to the = eroes Android App. Iy
seeing the table, it sho*s that in any of the %$ 2uestions most of them ans*ered
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(3trongly Agree6 and (Agree6, though there are students *ho are honest enough to
tell *here or *hat features of the game needs impro+ement.
According to the chart belo*, it is +ery ob+ious that most of the students
strongly agreed and agreed that the android app is good, fun, interesting,
informati+e and good for learning. Although in the 2uestion number ;, it appears
that many of the students had a hard time finishing the pu--le game *ithin a
limited time of <$ seconds. G+erall, the participants ga+e positi+e response to the
= eroes Android Application.
Stron/l '/ree
'/ree
5either '/ree6 isa/ree
isa/ree
Stron/l isa/ree
+.) Indi&idua# :ue'tion' Interpretation
:UESTIONS
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:ue'tion 15 The *ae a' en%o(a"#e
Stron/l '/ree '/ree
5either '/ree6
isa/ree
isa/ree
Stron/l isa/ree
0e'u#t5
3trongly Agree &%
Agree #
Neither Agree nor Disagree $
Disagree $
3trongly Disagree $
Ana#('i'5
The results sho* that all of the students had fun *hile playing the
game.&% out of &&studentsstrongly agreed that the application is en4oyable
*hile# out of && 4ust agreed to it. The researchers think that the features of
the game are *ell appropriate for their age and these features really made
this Android app truly en4oyable for them.
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:ue'tion $5 The *ae a' intere'tin*
Stron/l '/ree '/ree5either '/ree6
isa/ree
isa/ree
Stron/l isa/ree
0e'u#t5
3trongly Agree #%
Agree %%
Neither Agree nor Disagree $
Disagree $
3trongly Disagree %
Ana#('i'5
The results sho* that %% out of && students agreed that the game is
interesting *hile #% out of && strongly agreed that the game is interesting.
5ith the results, the researchers obser+ed that playing on mobile tablets is
really exciting and interesting for children no matter *hat. The researchers
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of && students neither agree nor disagree if the instructions *ere clear and %
out of && students had a hard time to understand the instructions in the
game. The researchers obser+ed that some students can use the app *ithout
a lot of detailed instructions on ho* to use it *hile some other needs more
detailed instructions that are easy to understand for their age. The game
only has # instructionsB "%' ho* to play the pu--le game, and "#' ho* to
ans*er the 2ui-. The lesser instructions caused confusion to one of the
participants.
:ue'tion +5 The *aep#a( a' proper#( #a(out
Stron/l '/ree
'/ree
5either '/ree6 isa/ree
isa/ree
Stron/l isa/ree
0e'u#t5
3trongly Agree %
Agree 0
Neither Agree nor Disagree %$
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Disagree $
3trongly Disagree %
Ana#('i'5
The results sho* that 0 out of && students agreed that there *ere
enough time for them to play the pu--le game and ans*er the 2ui- game.
% out of && students strongly agreed that they had enough time to play and
ans*er the 2ui- game. %$ out of && neither agree nor disagree if there *ere
enough time in the game. Fastly, % out of && students strongly disagreed
that there *ere enough time.
The researchers *anted to challenge the students to finish each
pu--le game in 4ust <$ seconds in order for them to gain and collect stars at
the end of e+ery pu--le. n a game, you either *in or lose and so the
students *ho ha+e failed to complete a pu--le might say that the time is not
enough *hile the others *ho didn>t ha+e a hard time finishing the pu--le
might say that the time is enough to complete a pu--le *ith a lot of stars as
a re*ard.
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:ue'tion -5 The de'i*n o! the *ae a' *ood
Stron/l '/ree
'/ree
5either '/ree6 isa/ree
isa/ree
Stron/l isa/ree
0e'u#t5
3trongly Agree #;
Agree <
Neither Agree nor Disagree $
Disagree $
3trongly Disagree $
Ana#('i'5
The results sho* that < out of && students agreed that the design of
the game *as good *hile #; out of && students strongly agreed that the
design of game *as good. The researchers think that the color schemes,
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colorful graphics and some animation in the game are suitable for the grade
school students and that made the Android application appealing to them.
:ue'tion 75 The *ae a' u'e!u# !or #earnin*
Stron/l '/ree
'/ree
5either '/ree6 isa/ree
isa/ree
Stron/l isa/ree
0e'u#t5
3trongly Agree #
Agree
Neither Agree nor Disagree &
Disagree $
3trongly Disagree $
Ana#('i'5
The graph sho*s that out of && students agreed that the game *as
useful for learning. # out of && strongly agreed to it and & out of &&
neither agree nor disagree that the = eroes> *as helpful for them in
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learning a particular sub4ect. The researchers think that the right amount of
information, +isuals and features made this useful enough for learning.
:ue'tion ;5 It he#ped to recap the pre&iou' #e''on'
Stron/l '/ree
'/ree
5either '/ree6 isa/ree
isa/ree
Stron/l isa/ree
0e'u#t5
3trongly Agree #7
Agree 0
Neither Agree nor Disagree $
Disagree $
3trongly Disagree $
Ana#('i'5
The graph sho*s that 0 out of && students agreed that they *ere
able to learn ne* things from the game *hile #7 out of && strongly agreed
that the game *as able to gi+e them ne* learning *hile playing. The 2ui-
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that is embedded in the game can support these results *ith all of their
2ui--es ha+ing an a+erage score of 0 out of %$, *hich is good, and abo+e
the passing mark for grade schools.
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friendly. t goes to sho* that the application *as generally easy to use
based on the response of the respondents.
:ue'tion 125 The tri&ia ere re#e&ant and he#p!u# to an'er the Bue'tion' in
the Bui
Stron/l '/ree
'/ree
5either '/ree6 isa/ree
isa/ree
Stron/l isa/ree
0e'u#t5
3trongly Agree #$
Agree %$
Neither Agree nor Disagree &
Disagree $
3trongly Disagree $
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Ana#('i'5
The graph sho*s that %$ out of && agreed that the information
learned in the game *as helpful to ans*er the 2uestions after*ards. #$ out
of && strongly agreed that the information *as helpful to ans*er the
2uestions. & out of && neither agreed nor disagreed to it.
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CHAPTE0 -
CONCLUSION AN, 0ECOMMEN,ATIONS
-.1. Conc#u'ion
The t*o ob4ecti+es of the research study *ereB "%' to kno* *hat are the
features to include in the = eroes Android Application? "#' to determine ho*
helpful = eroes for the grade school students learning. Ioth of these 2uestions
*ere ans*ered by the post testing, sur+ey results. t sho*s that the rade 3chool
3tudents find the Android Application helpful for their learning and the feature that
*as included in the Android Application make it suitable for grade school students
to be interested in the game.
The results of the post testing sur+ey sho*s that almost all of the
rade 3chool 3tudents appreciated the application from its design, game play,
functionality, sounds and information. Although some of them at first find it
hard to sol+e the pu--le, but later on as they continue to play the pu--le they
soon reali-e the techni2ues in playing the game.
Stron/l '/ree '/ree 5either '/ree6 isa/ree isa/ree Stron/l isa/ree
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The rade & students became so excited as soon as the researchers
discussed *hat the android app is all about and demonstrate *hat they are
going to do *ith it. 1ost of them +olunteered to play and test the application
first. The researchers think that the students *ere attracted by the design and
the animation of the game at the beginning specifically in the loading screen
and main menu part of the app. The researchers obser+e that the students are
familiar to a (4igsa* pu--le game6 so it *as not hard for them to understand
ho* the game *orks. The students liked the functionality of the game and the
fact that it>s user/friendly. The students also like the badge re*ard system of
the game. The researchers learn that the students are so eager to finish a pu--le
as fast as they can in order for them to collect stars. The researchers think that
students are more moti+ated to learn *hile playing. The researchers obser+ed
that the students became really interested about the topic (=hilippine eroes6
that they re+ie*ed almost all of the tri+ia that they ha+e collected *hile
playing pu--les. The students *ere +ery focus on *hat they *ere doing, from
completing all the pu--les to reading the tri+ia up to taking the short 2ui- that
are all embedded in the = eroes Android Application. The researchers also
think that factors like background music and sound effects also added to their
interest of playing and learning more *ith the application.
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-.$ 0ecoendation
The follo*ing are the recommendations of the researchers for future
researchers guidelines on ho* to de+elop the Android ApplicationB = eroes
e+en more that *ill impro+e its functionality, design and o+erall use for the
benefit of the rade 3chool 3tudents learning.
%. The design of the game must be impro+ed, all of the pictures must
be +ectored or done by the researchers and not from the internet, so
that no one *ill be credited or no copyright issues *ill be
encountered by the researchers once it *as distributed.
#. The android application *ill be more educational if there *ill be a
main character that *ill gi+e the introduction of the game and help
the player in completing the pu--le by gi+ing some tips and the
main character can also narrate the information or tri+ia for each
hero.
&. The study can be a guide or reference for future researchers on ho*
to de+eloped and designs an android application for grade school
students.
;. The application can be updated for /%# education.
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. The nformation or Tri+ia must be animated so that it *ill entertain
and catch the attention of the grade school students at the same
time feed them information that *ill educate them.
7. The sound of the android application, the researchers only used one
sound and it is looped in all of the stages of the game. The
researchers *ants to impro+e this if there are more time in the
de+elopmental of the android application, Fike changing the sound
of the game as the player goes to different stages of the game.
0. The android application responsi+eness and performance can
further be impro+ed by fixing the codes in+ol+ed in the creation of
the application. urther research can be done in order to impro+e
the 2uality of the application in terms of its animation, transition
and the actual logic of the application itself.
9. This android application *ill also be beneficial for G3 users if it
*ill be compatible in their de+ice making it open for G3 users
makes the android application more helpful not 4ust for android
users but also for G3 users.
<. !eleasing the android application and uploading it in oogle =lay
or the Apple 3tore.
9&