IMMERSION OF HIGH SCHOOL STUDENTS IN MATHEMATICS

THROUGH HYPER-CASUAL AND SHOOTER GAMES

A High School Thesis Proposal

Presented to the Science and Technology Department
of Dasmariñas Integrated High School
Special Science Class

In
Partial Fulfilment of the
Requirements in
Research II

Group I
X-Pascal
Arizapa, Kenneth
Espinosa, Neil Florenz
Oxales, Alexander Joseph
Rubia, Paul

ABSTRACT

The study entitled “Immersion of High School Students in Mathematics

through Hyper-casual and Shooter Games” aimed to develop two games of
opposing genres that will immerse students in mathematics while at their leisure
experience. The games boosted student’s interest in mathematics subject areas.

Construct 2 was used to develop the game while incorporating graphics

using Clip Studio, Photoshop, and Aesprite, and Audio using FL studio. Three
groups of 15 respondents were gathered: First group played hyper-casual game,
Second group played shooter game, and Third group played nothing.

The respondents answered a demographic survey and a pre-test where

they are suggested to answer math questions only as much as they want. They
played the game for ten (10) days. The researchers provided no intervention
while the students play the game. The players evaluated the game based on its
entertainment value and immersion value. The entertainment value is measured
through an evaluation rating and the confidence rating. The immersion is
measured by comparing the number of pre-test and post-test items answered.

The two games are compared according to the entertainment and

immersion value. The results show that the hyper-casual game have an
evaluation rating of the grand mean 4.01, considered to be “good”, and
confidence rating of the grand mean 3.17, considered to be “neutral”, and the
shooter game have an evaluation rating of the grand mean 4.27, considered to
be a “good” and confidence rating of the grand mean 3.77, considered to be
“good”. For the immersion value, the f-ratio of 127.83 shows that there is a
significant difference between the number of pre-test and post-test items
answered by the hyper-casual, shooter, and controlled group. Lastly, the two
games are compared into one another based on the entertainment and
confidence rating. The results gained no significant difference between the two.
Therefore, both games are entertaining as well as immersing.

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

• Introduction

Learning mathematics is a must for Filipinos (Global Digital Citizen

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

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

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

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

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

• Statement of the Problem

The main problem of this study is to develop two games that will immerse high
school students in mathematics. Specifically, it aims to answer the following
research question:

• What is the entertainment value of the hyper-casual and shooter

games as supported by the following variables?

• Evaluation rating

• Confidence rating

• What is the immersion value of the hyper-casual and shooter games

based on the following?
 • Number of pre-test and post-test items answered

• Significant difference between the difference of the number of pre-

test and post-test items answered by the hyper-casual, shooter,
and control group

• Is there a significant difference among the two games in terms of

entertainment value and immersion value?

• Null Hypotheses

• The hyper-casual and shooter games has no entertainment value as

supported by the following variables.

• Evaluation rating

• Confidence rating

• The hyper-casual and shooter games has no immersion value based

on the following:

• Number of pre-test and post-test items answered

• Significant difference between the difference of the number of pre-

test and post-test items answered by the hyper-casual, shooter,
and control group

• There is no significant difference among the two games in terms of

entertainment value and immersion value.

• Assumptions

The study assumes that the following statements are true:

• Filipino high school students think that mathematics is a boring subject

• Filipino high school students like to play games

• Students that are interested in mathematics have high grades in the said
subject.

• Significance of the Study

 The development of this study will provide new ways in which students
can fully comprehend and apply mathematical concepts. Teachers can use
these games as enrichment activities and as a part of strategic intervention
materials. On the other hand, students can be productive while enjoying
games as their leisure.

These games will also help students understand the importance of math in
real life situations outside the classroom. If fully utilized, it will help Filipino
youths become proficient in math resulting in personal and economic growth
alike.

F. Scope and Limitations

This study was focused on the development of two games and measuring
the games’ entertainment value and immersion value. This was conducted in the
school grounds and in one of the researcher’s house from October to January
2019 .

Teaching mathematics is not the purpose of creating the game. Instead,

the games will immerse the students in mathematics. The game will only
increase students’ interest in math, not imitate classroom style of teaching
mathematics.

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

shooter game. Mathematical concepts integrated in the games were Algebra,
Geometry, Trigonometry, Statistics and Probability fit for high school students

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

respondents will play the game for 10 days. The entertainment value was
measured by rating the games after playing it. On the other hand, the educational
value was measured by comparing the pre-test and post-test scores of the
respondents.

G. Definition of Terms

Construct2. An HTML5-based 2D game editor, developed by Scirra Ltd. It is

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

Hyper-casual game. These are games that are lightweight and playable in an
instant.

Immersion. A deep mental involvement into any subject.

Shooter game. These are games in which the player controls a character that
wields weapons that shoot or harm an enemy.

Sprite. A bitmap graphic that is designed to be part of a larger scene. It can

either be a static image or an animated graphic.

H. Theoretical / Conceptual Framework

Hyper-casual game (Group A)

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

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

Shooter game (Group B)

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

Controlled group

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

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

CHAPTER 2: REVIEW OF RELATED LITERATURE

Review of Related Literature

Construct 2

Construct 2 makes HTML5 games. These run online in a web browser on a wide
variety of different devices and operating systems, including on mobile devices
like phones and tablets, ensuring your game is accessible to as many people as
possible. This section is a summary of the technology involved. It is probably of
more interest to technically-minded people and can be skipped if you are more
interested in the details of how to use Construct 2.

Despite the fact that Construct 2 games can be ported to a variety of different
platforms even as "native" apps, the underlying technology is still a HTML5-
based engine.

HTML5

HTML stands for HyperText Markup Language. HTML is the standard way web
pages have been made since the beginning of the internet. HTML5 is the fifth
major revision of the HTML standard, and it started to gain widespread adoption
in 2011. It introduces many new features, but only a small number apply to
games. However, "HTML5" is still the most appropriate way to describe the
technology used for Construct 2's games. Javascript is the standard
programming language used to program web pages, and this is also used to
power Construct 2 games.

Of particular interest in HTML5 is the newly introduced <canvas> tag. This

creates a rectangular surface in a HTML web page where any images or content
can be drawn. This makes it ideal for games. All Construct 2 games use the
HTML5 canvas to display the game.

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

for gaming prior to 2011. HTML5 differs in being an industry-agreed standard,
rather than a product controlled by a single company like Adobe. Flash also runs
as a browser plugin, which must be separately downloaded and installed,
whereas HTML5 is built in to the browser. This also means HTML5 games can
run on devices where there is no Flash support, such as iPhones and iPads.
Given its advantages, HTML5 will eventually replace Flash on the web.

Javascript

Javascript is the standard programming language for the web. It allows web
pages to become interactive and in many ways work like traditional applications.
It is also an industry-agreed standard.

Javascript is not Java. These are two unrelated programming languages which
simply happen to have a similar name. Java applets are another technology
which can run in a web page, but it is a totally different technology to Javascript.
Try not to get confused between the two: games made in Construct 2 do not
need or use Java to run. Modern browsers compile javascript to native machine
code (or CPU instructions). This ensures that web pages (including games) using
javascript run as quickly and efficiently as possible.

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

pauses or stuttering due to garbage collection. Construct 2's game engine is
optimised to create minimum garbage, recycling objects wherever possible. Even
entire object instances are recycled if an object is destroyed and later re-created.
This helps improve performance and ensure the game runs as smoothly as
possible. Plugin and Behavior SDK

Javascript programmers can extend Construct 2 with their own plugins and
behaviors.
Clip Studio Paint

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

graphics software company used to create and color manga, comics, or
cartoons.

Clip Studio Paint's tool set is focused and optimized for use in creating comics
and manga. It has tools for creating panel layouts, perspective rulers, sketching,
inking, applying tones and textures, coloring, and creating word balloons and
captions. It supports creation of bitmap and vector art, importing 3D models, and
frame by frame animation. It supports input with a mouse, or with a stylus and a
graphics tablet or tablet computer.

Adobe Photoshop

Adobe Photoshop is graphics software that is widely used for raster image
editing, graphic design and digital art. It makes use of different layering and
various tools to allow for depth and flexibility in the design and editing process.

In addition to raster graphics, Photoshop also has limited abilities to edit or

render text, vector graphics (especially through clipping path), 3D graphics and
video. Photoshop's feature set can be expanded through the use of Photoshop
plug-ins, programs developed and distributed independently of Photoshop that
can run inside it and offer new or enhanced features.

Aseprite

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

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

Google chrome

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

2008. Its features include synchronization with Google services and accounts,
tabbed browsing, and automatic translation and spell check of web pages. It also
features an integrated address bar/search bar, called the omnibox. (Computer
Hope, 2018). Most of Chrome's source code comes from Google's open-source
Chromium project, but Chrome is licensed as proprietary freeware. WebKit was
the original rendering engine, but Google eventually forked it to create the Blink
engine; all Chrome variants except iOS now use Blink.

Review of Related Studies

Teaching and Learning Mathematics

Children learn mathematics in the early stages of their lives through real-life
interaction and playing with toys or materials, guided by their parents, siblings, or
peers (Broody & Wilkins, 1999; Griffin, 2004, as cited by Kermani, 2017). In the
Philippines, the K-12 curriculum imposes a student-centered way of teaching
(“Why Teachers in the Philippines”, 2015). Nowadays, learners enter the school
and learn mathematics through a hands-on and practical approach. In addition,
group work and brainstorming with peers is implemented so that the students can
clarify their thoughts, process concepts, and discuss ideas with much ease.
These teaching practices are proven to be more effective than the conventional
question and answer exposition in which the teacher will discuss all the laws and
concept while the students sit and listen (Ulep, 2006). Applications of concepts in
real life situations are also given importance, especially in the K-12 curriculum.

Games and Mathematics

The use of games in teaching is not new and is proven advantageous in teaching
mathematics (Ernest, 1986). It evolved from older games that are actually drills in
which lessons learned in the classroom is practiced, to construction versus
instruction, constructivism, and collaborative community of learning of modern
games (Kebritchi, 2002). Several studies and literature reviews have proven that
interactive computer games are successful in motivating students in mathematics
and improving their academic achievement (Hmaid & Ibrahim, 2017; Huang &
Wu, 2015; Hui, 2006; Kebritchi, 2008). In particular, McLaren, et al (2017), tested
the effectiveness of math games in teaching decimals. After playing the game,
the respondents answered a post-test, delayed post-test, evaluation rating, and
confidence rating to assess their learning.

In modern games, students develop and apply math concepts in real life
situations that they actually experience while playing the game. Problem solving
skills such as trial and error methods, simplifying difficult tasks, looking for
patterns, making and testing hypotheses, reasoning, and proving and disproving
are also developed while playing games.(Ernest, 1986). Games also engage
students in mathematics at cognitive, affective, affective, and operative levels.
Cognitive level refers to the actual math concepts that the student learned from
the game, affective level refers to the fun or pleasure that the student feels while
playing the game, and operative level refers to the improvement in the student’s
strategic and problem solving skills after playing the game. Also, games provide
challenge to students, which in turn improve immersion in the lesson. Dialogue
and interaction during and after playing also engages the student and prevents
boredom (Attard, 2017).

Shooter Games and Hyper-Casual Games

Hyper-Casual games are defined as games that are lightweight and playable.
The addiction on these games comes from the short gaming session and the
ease of playing. In addition, players can start and stop playing the game anytime
he pleases. User Interfaces of these games are also simple making it easy to
play (Heinze, 2018).

On the other hand, Shooter games are games in which the player controls a
character that wields weapons that shoot or harm an enemy (Hosch, 2009).
Specifically, the game developed is a top down shooter game. Top down refers to
the perspective used in the game. It provides an elevated viewpoint above the
action. This can include games with Isometric graphics, dual-joystick shooters,
and 3D platforms.

Both games are popular to teenage and young adult Filipinos (The Filipino
Gamer, 2017). While shooter games have been popular since 1960s (Rigney,
2012), the popularity of hyper-casual games is relatively new. Even so, game
developers and marketers see a positive trend in the bloom of hyper-casual
games (Heinze, 2018)

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

While there are no studies coining mobile games and learning, several
researches about the behavioral and motivational effect are published. Yee
(2006) stated that games affect people in three components – achievement,
social, and immersion. Behavioral patterns such as domination, analysis, and
wanting progress (under the achievement component); friendship, self-
disclosure, and collaboration (under the social component); and exploration,
fantasy, lore, relaxation, escaping real life (under the immersion component) are
related depending on the kind of games someone plays. On the other hand,
Pollak et al. (2010) proved the motivational effect of mobile games in having a
healthy diet. In the journal “It’s Time to Eat! Using Mobile Games to Promote
Healthy Eating”, they used a digital pet game that needs to be fed and taken care
of. Taking care of the pets encourage the players to take care of their own health
as weel.

The possibility of changing behaviour towards diet through mobile games serves
as a basis of this study which in turn aims to change the student’s bahavior
twards learning mathematics.

Creating the Games

The researchers used a game engine called Construct2 to create the game. A
game engine is defined as a software-development environment that is used to
build video games. Construct2 is a powerful ground breaking HTML5 game
creator designed specifically for 2D games. It allows anyone to build games
without the need to code programs. Construct 2, developed by Scirra, is an
HTML5-based 2D game development engine that is aimed to non –
programmers. It has the drag-and-drop functionality for easy creation with a
visual editor and a behavior-based logic system. Though it is an HTML5-based
engine, it has the ability to export the game to an exe. file. The primary method of
programming games and applications in Construct is through 'event sheets',
which are similar to source files used in programming languages. Each event
sheet has a list of events, which contain conditional statements or triggers. Once
these are met, actions or functions can be carried out. Event logic such as OR
and AND, as well as sub-events (representing scope) allow for sophisticated
systems to be programmed without learning a comparatively more difficult
programming language. Groups can be used to enable and disable multiple
events at once, and to organize events. A JavaScript plugin SDK is used in
Construct 2 as a compatible scripting system.
 CHAPTER 3: METHODOLOGIES

• Research Method Used

The research method used is developmental which is concerned with creating

devices. The design consists of a hyper-casual game and a shooter game that
will incorporate algebra, geometry, trigonometry, statistics and probability in
creative ways.

This research compared survey results of the two games.

• Materials and Equipment

Two computers were used. Computer A was used for designing using
Photoshop, Clip Paint Studio and Aesprite and creating audio using FL Studio.
Computer B was used for programming and creating math problems using
Construct2

For the survey, demographic questions were first asked, and then the
respondents were suggested to answer math questions applied in the game as
much as the respondents want, both pre-test and post-test. Evaluation
questionnaire and a confidence-rating scale with five questions were answered
after playing the game.

• Procedure
 Game Planning

Planning the game concept was heavily done by researching for

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

Game Development

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

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

Environment designs

Figure 1.1 Figure 1.2

Figure 1.3 Figure 1.4

Figure 1.5
figure 1: Pre-design of stage (Shooter game)

Character designs

figure 2.1

Figure 2.2
figure 2: character designs (Shooter game)
figure 3.1

Figure 3.2
figure 3: sprite designs (Hyper-Casual game)

Figure 4.1 Figure 4.2

Figure 4.3 Figure 4.4

Figure 4: stage designs (Hyper-Casual game)

Programming
Figure 5: Construct2 event sheet

Managing

Figure 6: Layout

After individual tasks are accomplished, the designs are embedded to the code.
Bug fixing is required to remove bugs.

Figure 7: Debug-mode

Hyper-casual: Shepherd

Dungeon Mathematical is set to endlessly challenge players with math by

answering math question while being under attack. The difficulty of the questions
wills heavily based on the game mod the player wants. There are three game
modes: Normal mode – players can choose between equations and visual math;
Arcade mode – players have more interaction with game elements such as
character levels; Custom mode – players can choose what math question they
want to answer

Players may choose from eight characters and may even have pets in
Arcade mode. The math includes Algebra, Geometry, Trigonometry, Word
Problems and Statistics
 Shooter: Agent 42

Agent 42 is a highly interactive game that uses math in the most indirect
ways. Agent 42 is also committed to a comedic writing through dialogue and
action. The players will play as Agent 42, an android who had just been salvaged
by an organization having the same interest of Agent 42's team, Ancient Math
Relics.

• Research Design

Game Design

The basic background and design of the hyper-casual game was heavily
influenced by endless games available mostly on mobile devices.

Game Flow
Hyper-casual game

Shooter game

Background Design

Figure 1: Background design

 Game Hyper-casual Shooter game Control (no
game)

Number of 15 15 15
Respondents
(players)

Total number of experimental units: 15x 3 = 45

Dependent Variables: Answers form the evaluation questionnaire and

confidence rating scale.

Difference of number of pre-test and post-test

answered

Independent Variables: Type of the game played

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

 Problem 1: What is the entertainment value of the hyper-casual and
shooter games as supported by the following variables?
• Evaluation rating

Table 1: Evaluation rating of the Hyper-Casual game under specific

criteria

Criteria Total Mean Interpretation

Gameplay 61 4.07 Good

Game Design 65 4.34 Good

Sound/Music 56 3.73 Good

Application of 59 3.93 Good

Math Concepts

Addictiveness of 60 4.00 Good

the game

TOTAL 301 4.01 Good

Table 1 shows the evaluation rating of the hyper casual game. The mean
rating of the gameplay is 4, which is equivalent to good. The mean rating of the
game design is 4.2, which is also equivalent to good. Next, the mean rating of the
sound effects and music embedded in the game is 4.7, which is equal to very
good. Application of math concepts has a mean of 3.8, and is rated good. Lastly,
the game’s addictiveness has a mean rating of 3.8, equivalent to good

Over-all, the hyper-casual game has a good entertainment value based on

the evaluation rating.

Table 2: Evaluation rating of the Shooter game under specific criteria

Criteria Total Mean Interpretation

Gameplay 67 4.47 Good

 Game Design 67 4.47 Good

Sound/Music 57 3.80 Good

Application of 66 4.40 Good

Math Concepts

Addictiveness of 60 4.00 Good

the game

TOTAL 317 4.27 Good

Table 2 shows the evaluation rating of the shooter game. The mean rating
of the gameplay is 4, which is equivalent to good. The mean rating of the game
design is 4.4, which is also equivalent to good. Next, the mean rating of the
sound effects and music embedded in the game is 4.8, which is equal to very
good. Application of math concepts is rated good, with a mean of 3.6. Lastly, the
game’s addictiveness is rated good with a mean of 3.6

Over-all, with a mean rating of 4.1, the shooter game has a good
entertainment value based on the evaluation rating.

• Confidence Rating

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

specific criteria

Criteria Total Mean Interpretation

Performance 55 3.67 Confident

confidence

Time spent in 54 3.60 Confident

each level

Ease in solving 47 3.13 Neutral

the problems

Achievement 61 4.07 Confident

factor
 Improvement 62 4.13 Confident
factor

GRAND 238 3.17 Neutral

TOTAL AND
MEAN

Table 3 shows the Confidence rating of the hyper-casual game.

Performance quality has a mean rating of 3.6, which means that the players are
confident that they performed well on the game .Next, time spent per level has a
mean rating of 3.8, which means that the players are confident that they finished
each level in a short period of time. After that, ease in solving the problems is
ranked neutral with a mean of 3.3. Following that, achievement factor has a
mean rank of 4.2, which means that the players are confident that they achieved
a lot while playing. Lastly, improvement factor obtained a mean rating of 4.4,
which means that the players are confident that their math-related skills improved
after playing the game.

Over-all, with a mean rating of 3.9, players are confident while playing the
game based on the confidence rating

Table 4: Confidence rating of the Shooter game under specific

criteria

Criteria Total Mean Interpretation

Performance 57 3.80 Confident

confidence
 Time spent in 57 3.80 Confident
each level

Ease in solving 52 3.47 Neutral

the problems

Achievement 57 3.80 Confident

factor

Improvement 60 4.00 Confident

factor

GRAND 283 3.77 Confident

TOTAL AND
MEAN

Table 3 shows the Confidence rating of the shooter game. Performance

quality has a mean rating of 4.2, which means that the players are confident that
they performed well on the game .Next, time spent per level has a mean rating of
3.7, which means that the players are confident that they finished each level in a
short period of time. After that, ease in solving the problems is ranked neutral
with a mean of 3.4. Following that, achievement factor has a mean rank of 4.2,
which means that the players are confident that they achieved a lot while playing.
Lastly, improvement factor is rated 4.2, which means that the players are
confident that their math-related skills are improved after playing the game

Over-all, with a mean rating of 4.0, players are confident while playing the
game based on the confidence rating

Table 5: Comparing the evaluation rating and the confidence

rating of the Hyper-casual and Shooter game

Group Evaluation rating Confidence Rating

Grand mean Interpretation Grand Interpretatio

mean n

Hyper- 4.01 Good 3.17 Neutral

casual
 Shooter 4.27 Good 3.77 Confident

Table 5 shows the evaluation rating and confidence rating of the hyper-
casual and shooter games. It can be seen that the hyper-casual and shooter
games have the same grand mean for the evaluation rating which is 4.1 and the
same interpretation of Good. On the other hand, the two games have a close
mean for the confidence rating, with the hyper-casual game having a mean 0f 3.9
and the shooter game a mean of 4.0. Still, the mean of the two games fall under
the same rating which is confident

Problem 2: What is the immersion value of the hyper-causal and

shooter games based on the following?

• Number of pre-test and post-test items answered

Table 6: Comparing the number of pre-test and post-test items answered

by the hyper-casual group

Respondent Pre-Test Post-Test Difference

1 8 26 18

2 9 30 21

3 7 27 20

4 12 28 16

5 8 24 16

6 10 25 15

7 9 29 20

8 8 31 23

9 8 31 23

10 7 31 24

11 7 24 17

12 6 24 18

13 8 25 17
 14 9 26 17

15 8 26 18

TOTAL 122 400 268

MEAN 8.13 26.67 17.87

Table 6 shows the number of pre-test and post-test items answered by the
hyper-casual group, and the difference between the two

Table 7: Number of pre-test and post-test items answered by the shooter group

Respondent Pre-Test Post-Test Difference

1 7 24 17

2 9 28 21

3 8 27 19

4 10 27 17

5 7 26 19

6 11 28 17

7 8 29 21

8 8 24 16

9 8 23 15

10 6 23 17

11 7 24 17

12 7 24 17

13 8 25 17

14 7 23 16

15 6 23 17

TOTAL 117 378 255

MEAN 7.80 25.20 17

 Table 7 shows the number of pre-test and post-test items answered by the
shooter group, and the difference between the two

Table 8: Number of pre-test and post-test items answered by the control

group

Respondent Pre-Test Post-Test Difference

1 7 14 7

2 9 18 9

3 8 17 9

4 10 17 7

5 7 16 9

6 12 21 9

7 7 11 3

8 8 14 6

9 9 13 4

`10 8 11 3

11 7 14 7

12 6 13 7

13 6 13 7

14 7 15 8

15 8 16 8

TOTAL 119 223 103

MEAN 7.93 14.87 6.87

Table 8 shows the number of pre-test and post-test items answered by the
hyper-casual group, and the difference between the two.
 • Significant difference between the difference of the number of
pre-test and post-test items answered by the hyper-casual,
shooter, and control group

To test the significant difference between the difference of the number of

pre-test and post-test items answered by the hyper-casual, shooter, and control
group, ANOVA is used by the researchers.

Summary of Data

Treatments

1 2 3 Total

N 15 15 15 45

∑X 283 263 103 649

Mean 18.8667 17.5333 6.8667 14.422

∑X2 5451 4653 767 10871

Std.Dev. 2.8251 1.7265 2.0656 5.8601

Result Details

Source SS df MS

Between- 1297.7778 2 648.8889 F = 127.82989

treatments

Within-treatments 213.2 42 5.0762

Total 1510.9778 44

It can be seen in table 11 that at 5% level of significance, with (2, 42)

degrees of freedom, the f-ratio value is 127.82989, and the p-value is < .00001.
The result is significant at p < .05. The null hypothesis is rejected and the
alternative hypothesis is rejected. Therefore, there is a significant difference
between the number of pre-test and post-test items answered by the hyper-
casual, shooter, and controlled group.

Problem 3: Is there a significant difference between the two games in

terms of entertainment and educational value?

The significant difference between the hyper-casual and shooter game is

identified using t-test. The researchers used three factors as a point of
comparison namely the mean evaluation rating (A), mean confidence rating (B),
and the mean difference between the number of pre-test and post-test items
answered (C).

Table 12: Entertainment and immersion value of the hyper-casual and

shooter game.

Between-Subjects Factors

Value Label N

gametype .00 Hyper Casual 15

1.00 Shooter 15

Box's Test of Equality

of Covariance
Matricesa

Box's M 113.022
F .969
df1 66
df2 2499.814
Sig. .548
 Multivariate Testsa

Effect Value F Hypothesis df Error df Sig.

Typeofgame Pillai's Trace .497 1.616b 11.000 18.000 .177

Wilks' Lambda .503 1.616b 11.000 18.000 .177

Hotelling's Trace .987 1.616b 11.000 18.000 .177

Roy's Largest Root .987 1.616b 11.000 18.000 .177

Levene's Test of Equality of Error Variancesa

F df1 df2 Sig.

Gameplay .123 1 28 .728

Design 1.544 1 28 .224
Sound 4.494 1 28 .043
Application .800 1 28 .379
Addictive .000 1 28 1.000
Performance .018 1 28 .896
Tie .441 1 28 .512
Ease 6.221 1 28 .019
Achievement .132 1 28 .719
Improvemen 1.049 1 28 .314
ImmersionDiff 5.462 1 28 .027

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

• Summary of Findings

• In Problem 1, it was shown that the hyper-casual game has a mean

evaluation rating of 4.1 which is equivalent to good, and a confidence rating of
3.9 which is equivalent to confident. On the other hand, the shooter game has
a mean evaluation rating of 4.1 which is equivalent to good, and a confidence
rating of 4.0 which is also equivalent to confident
• In Problem 2a, it was shown that the hyper-casual group has a mean of 8.78
pre-test items answered, 27.89 for the post test, and 19.11 as the difference
between the two. Second, the shooter group has a mean of 8.44 pre-test
items answered, 26.22 for the post-test, and 18 as the difference between the
two. Lastly, the control group has a mean of 8.56 pre-test items answered,
15.67 for the post test, and 7 as the difference between the two.

In Problem 2b, it was shown that at 5% level of significance, with (2, 24)
degrees of freedom, the f-computed value of 64.13 is greater than the f-
critical value of 3.44. The null hypothesis is rejected and the alternative
hypothesis is rejected. Therefore, there is a significant difference between the
number of pre-test and post-test items answered by the hyper-casual,
shooter, and controlled group.

• In Problem 3, it was shown that at 5% level of significance, with 4 degrees of

freedom, the t-computed value of 0.07 is less than the t-critical value of 2.13.
The null hypothesis is accepted and the alternative hypothesis is rejected.
Therefore, there is no significant difference between the significant difference
between the hyper-casual and shooter game based on the games’
entertainment and educational value.

• Conclusion

Problem 1 shows that both the hyper-casual and the shooter games got positive
entertainment value based on the ratings in the evaluation rating and confidence rating.
Therefore, the players think that the game quality is good, and they enjoyed the
experience of playing the game.

Problem 2 shows that there is a significant change between the number of pre-
test and pot-test items answered by the respondents from the hyper-casual game,
shooter game, and the controlled group. Therefore, the students that played the game
became more immersed or interested in mathematics compared to those who didn’t

Problem 3 states that there is no significant difference between the hyper-casual

and the shooter game based on the education value and the immersion value.
Therefore, both games are successful in immersing in mathematics while letting them
have fun.

• Recommendation

Based on the conclusions, the following is hereby recommended by the

researchers:

1. To have professional game creators make the games

2. To test the games in a greater number of respondents

3. To give the respondents more time to play the game before conducting surveys

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

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

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 APPENDICES
APPENDIX A: QUESTIONNAIRES USED
A.1 Demographic Survey

A.2. Evaluation Rating

A.3. Confidence Rating

A.4Tabulated results for the evaluation rating
Hyper-Casual Game
Criteria Respondents

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Gameplay 4 4 3 4 5 4 4 5 5 4 3 4 4 5 5

Game 5 4 4 5 4 4 4 4 5 4 5 4 5 4 4
Design

Sound/Mu 4 3 4 4 3 4 4 4 4 3 4 3 4 4 4
sic

Application 4 4 3 4 4 3 4 4 4 5 4 4 3 4 5
of Math
Concepts

Addictiven 4 5 4 4 4 3 4 4 5 3 5 4 4 4 3
ess of the
game

Shooter Game
Criteria Respondents

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Gameplay 4 5 5 4 4 5 4 4 5 4 5 5 5 4 4

Game 5 4 5 4 4 5 5 4 4 4 4 5 4 5 5
Design

Sound/Mu 4 3 3 5 4 4 4 3 3 3 5 4 3 4 5
sic

Application 4 5 5 4 4 5 5 4 4 4 5 4 4 4 5
of Math
 Concepts

Addictiven 3 4 4 5 5 4 4 4 5 4 4 3 4 4 3
ess of the
game

A.5. Tabulated results for the confidence rating:

Hyper-casual Game
Criteria Respondents

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Performan 4 3 3 4 3 4 4 3 3 3 4 3 4 5 5
ce
confidence

Time spent 5 4 3 4 3 5 3 4 4 3 3 2 3 5 3
in each
level

Ease in 4 3 3 3 3 3 4 3 3 3 3 2 3 4 3
solving the
problems

Achievem 4 4 5 4 4 5 4 4 4 4 4 3 4 5 3
ent factor

Improvem 5 4 4 5 5 4 5 4 4 4 5 3 4 3 3
ent factor

Shooter Game
Criteria Respondents

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Performan 5 5 4 4 3 4 4 3 3 3 4 3 4 5 3
ce
confidence

Time spent 5 5 5 4 3 5 3 4 4 3 3 2 3 5 3
in each
level
 Ease in 4 4 3 5 3 3 4 4 3 4 4 2 3 4 2
solving the
problems

Achievem 4 4 5 4 4 3 4 4 3 4 4 3 4 4 3
ent factor

Improvem 4 4 5 4 5 4 5 4 4 4 4 3 4 3 3
ent factor

APPENDIX B: PROJECT DATA BOOK

B.1
September 24, 2018 – Creating the concept for the math game

B.2. October 6 – 13, 2018 – Start of

creating the game

B.3 October 24, 2018 - Programming and Design

 B.5November 3, 2018 – Programming and
Design
B.6 November 10 – 24, 2018 - Programming and Design
 B.7 December 8 – 29, 2018 – Debugging
of the games

B.8 January 7, 2019 – Start of gathering data

B.9 January 14, 2019 – Data gathering finished