Development of SERG: Spell Words, Expand
Vocabulary, Spell Correctly Game
Halden S. Labaguis
Malusak, Boac, Marinduque
haldensarmiento14@gmail.com
Mary Jane F. Motol
Sihi, Buenavista, Marinduque
maryjanemotol21@gmail.com
Bachelor of Science in Information English word game in your life. It is
3-B a kind of game that involves the formation or
INTRODUCTION
1.1 Project Context
These days most of the children don’t
like playing physical outdoor activities.
Mobile game has a large impact for
pupils wherein most of them are spending
their leisure time through playing mobile
games instead of playing outside. It is also
said that it brings relaxation and fun to them.
Futhermore, educational games also helps the
children to retain new words more easily [1].
Word game is now popular on mobile
phones wherein they can enjoy and learn at the
same time while playing. English word games
are quite enjoyable. You must have played at
Mark Joseph Lozanta
Tabi, Boac, Marinduque
marklozanta15@gmail.com
Edzel S. Pelaez
Antipolo, Gasan, Marinduque
edzel.edzel1@gmail.com
least oneTechnology
discovery of words from a group of randomly
chosen letters [2]. When you are playing
interactive
English games, it certainly makes you
happy and helps in improving your IQ level as
well. Successfully completing a game makes
you happy, confident, and self-assured [16].
Also, it is said to be useful and an effective
tool in enhancing the vocabulary of the young
learners because they learn to think flexibly
and increase their problem-solving abilities
[3, 4, 5]. In addition, it offers a hypothetical
environment for the pupils in which they can
explore alternative decisions without the risk
of failure and it also provides fun and relaxed
atmosphere where young learners could learn
fast [5, 6]. Moreover, having an enough
vocabulary will help them to learn the
language skills easily and improve their
ability in reading [7, 8]. Additionally, word
games are not only to help the pupils
memorize but they also trigger interest in
learning [9].
Schools Division of Manila conducted
a Philippine-Informal Reading Inventory Test
during the school year of 2003-2004 in all
public schools in Manila from Grade 1 to
Grade 6. Among the total number of 26, 843
Grade 3 pupils only 5,352 of them can read
with ease without the help or guidance of a
teacher. The reasons why most of the pupils
can’t read without the help of a teacher are,
neither they are not familiar with the words
nor they only have a little foundation of
vocabulary [10].
Antipolo Elementary School is a
public school found in Antipolo, Gasan,
Marinduque. It is a public school with a total
number of 305 pupils all in all. According to
the survey conducted by the proponents, 25
pupils out of 47 respondents of Grade 3 pupils
said that they were struggling during their
English subject. Also, another 32 Grade 3
pupils said that they are having difficulty in
reading.
Pupils that are having difficulty in
reading was one of the problems that the
proponents encountered. It is difficult for
children to understand what they read without
a strong oral vocabulary foundation [14].
Another problem is, pupils do not pay
attention during class time. Most of the time
pupils lose their interest and enthusiasm
towards language learning because they are
tired of its repetition. Also, they do not listen
to their teacher and even if they learn
something they will forget quickly [15]. Also,
pupils are having a hard time in
comprehending unfamiliar words. When they
read a word, they’d think that they read it
incorrectly because they were unfamiliar with
the word and it did not make sense to them
[16].
The proposed application is a mobile
game which is categorized as word game. This
word game is for grade 3 pupils from Antipolo
Elementary School. The main objective of this
application is to further the pupil’s
vocabulary.
1.1 Objectives of the Project
In general, the purpose of this
application is to help the pupils to develop
their vocabulary with the use of word game.
Specifically, the project aims to:
 1.) Assess the feasibility of the
development of the SERG for Grade 3
pupils.
2. Analyze the existing process of
similar game.
3. Determine the requirements
specification of the proposed project.
4. Design a game that has the
following functionalities:
 Develop and design a game
that will help the pupils to find
ease in reading English.
 Design a game that will catch
the interest of the pupils to
learn vocabulary.
 Design a game that will help
the pupils to widen their
vocabulary.
 Develop a game that will help
the pupils to improve their
grammar.
5. Test and evaluate the functionality
of the developed game application.
1.2 Significance of the Study
The proposed application will greatly
benefit the following:
To the Pupils, they will benefit
wherein they can play the game that will help
them widen their vocabulary and improve
their reading skills.
To the English Elementary Teachers,
they will benefit in a way that they will foster
a new strategy of teaching vocabulary in a fun
way.
To the School, they will benefit
because they can highly produce pupils who
have a vast vocabulary.
To the Future Researchers, they will
be benefited too, in a way that they can get an
idea about the word game.
1.3 Scope & Limitation of the Project
The proponents first developed a work
breakdown structure (Appendix A) to make
sure that no minor activity will be overlooked.
Also, a Gantt chart (Appendix B) was used as
the proponents’ timetable to ensure that no
one will fall behind. The proposed project’s
design requirements were identified by listing
them to make certain that every need was
noted down. The proponents then, designed a
use case to see the processes involved for the
proposed project. After that, the proponents
designed the application’s interface by using a
prototyping model. The developers then will
proceed to system coding. The coding will
expect to carry on for 200 days, this includes
system testing, debugging and compatibility
testing.
The scope of the project starts on the
analysis of requirements specification
from the Grade 3 pupils and similar developed
games. From these gathered specifications,
the proposed project will cover the design
works/activities for the following major
components of the game - art, sound, and
animation. After the design and development
of the project, a program test and system test
will be performed and with the help of the
pupils who will play the said project, and after
the program test and system test, developers
will fix the errors or bugs. After the testing,
verification and validation of the project will
be performed. And after that the project is now
finished and ready to be implemented to the
target users.
However, the project is limited to a
single player. Regarding on the content of the
game application, it will come from the
English Elementary Teacher.
Going in specifically, the application
can determine the user’s weakness in letters.
The application will involve data analytics on
which they can see if the pupil is struggling
when a particular letter/s’ involved. The
application will also include a feature called
“Game Difficulty”, This will decide whether
the user improves or not. The application will
have a “Mini Games”, this will help the users
expand their vocabulary and improve their
reading skills. Also, there will be a “Story
Mode”, this feature will make the users
improve their vocabulary and at the same
time, their reading skills. Furthermore, this
mode will help the pupils think continuously
as long as they can, thus, they’ll have the
ability to discover new words.
1.4 Definition of Terms
Bagging. Bagging is a classifier that creates
individuals for its ensemble by training each
classifier on a random redistribution of the
training set.
Consoles. An electronic device for playing
computerized video games.
Data Analytics. This is the process of
examining data to draw results about the
information they contain.
NPC. Or non-player character is any character
in the game which is not controlled by the
player.
Stardom. The State of being exceptionally
talented performer in the world of
entertainment.

2. REVIEW OF RELATED
LITERATURE AND STUDIES
This chapter presents the related
literatures about the use of game in learning
vocabulary. It includes the advantages, the
effectiveness and what cognitive skills could
be gained by playing a word game, on top of
that, literatures about the importance of
playing word games.
2.1 Use of Game in Learning Vocabulary
Scientists have proven that English
educational games can improve one’s
memory. It is said that games energize a
specific part of the brain that deals with short
and long-term memory. This improves a
learner’s memory power and helps them
remember things and events for a long time.
Word games also helps improve one’s
concentration level. Word games captivate
and force a gamer to put all its attention at
once. Furthermore, English word games have
a significant effect on how one’s brain works.
They force the brain to pick up letters, their
shapes and recognize the basic patterns. They
boost the gamer’s reasoning abilities and
enhance its common sense. The gamer’s
cognitive skills get to change by the most
recent information too. Their perception is
greater and they’ll have new and better
abilities to solve any problem [16].
Game has been used in learning
different things. It has been said that games
provide many benefits toward language
learning. Games also have proven to have
advantages and effectiveness in learning
vocabulary [3]. It offers students a fun-filled
and relaxing learning atmosphere. After
learning and practicing new vocabulary,
students have the oppportunity to use
language in a non-stressful way [11].
Additionally, game is a learner-
focused, and it encourages the creative and
natural use of language, and foster
participatory attitudes of the learners.
Children can gain knowledge through playing.
They learn to think, remember, and solve
problems. They can also strengthen their
language skills [4]. Furthermore, games also
encourage learners to keep interested in the
work and teachers can use them to create
contexts in which the language is used [12]. It
can also be used to give practice in all
language skills and be used to practice many
types of communication [14].
Moreover, game is also motivating
since they are amusing and at the same time
challenging. It introduces an element of
competition into language-building activities
[13]. To sum up, “Play is self-motivated and
fun” meaning children learned anything
during playtime is knowledge gained without
the perception of hard work. Thus, play is an
obvious gateway to the state of flow [15].
2.2 Benefits of Learning English
From child to the 3 years of age, one’s
brain gets its maximum flexibility, enhancing
the learning of a new language. Learning
English from childhood has a positive impact
in health. It improves one’s concentration and
increases attention and memory. It also
improves the interest of your child in other
cultures, feeding their personal growth. Kids
do not speculate, that is why studying English
allows them to be prepared to face the future
[21]. Individuals who speak English gain
concrete economic advantage [20].
2.3 Learning English is Difficult
English has a peculiarity and an
impossible to understand spelling system [22].
Spelling system had a major impact on
children’s literacy progress. In International
comparisons, languages that are phonetically
uniform always come top [20]. One of the
hardest things about English is that although
there are rules, there are lots of exceptions to
those rules. The numerous exceptions make it
difficult to apply existing knowledge and use
the same principle with a new word [23].
3. METHODOLOGY
This chapter conveys the different
procedures and techniques used in the data
gathering of the study and how the data were
analyzed, also, the needed software for the
development of the project.
3.1 Requirements Analysis Procedure
Prototyping model was used to create
the concept of the proposed system (Appendix
H). The proposed system will be done
accordingly to the model that was created
during prototyping. Flowchart diagram
(Appendix I) was used by the proponents to
represent all the process of their proposed
project because it was clearly explained all the
process through symbols and text.
The proponents want to help the pupils
in Antipolo Elementary School in English
specifically in vocabulary. The proponents
started gathering of information online which
Elementary grade level should be the target
users. Then, the proponents came up to the
conclusion to choose the Grade 3 pupils.
 To assess the requirements
specification, first, the proponents gathered
information through questionnaires and
explained it to the respondents.
3.2 Feasibility Analysis Procedure
The developers used S.W.O.T.
Analysis (Appendix C) to determine the
operational feasibility. Additionally, survey
questionnaires (Appendix D) were produced
for the pupils and interview questions
(Appendix E) were prepared for the head of
the school and for the English teachers. The
survey questionnaire consists of nine (9)
questions that will determine if the proposed
project will be operationally possible. The
SWOT was also used to determine the
weaknesses and threats that the target users
might engaged with while developing the
proposed project.
Technical Feasibility was performed
for the proponents to evaluate themselves on
how capable they are to work and finish the
proposed project. Gap Analysis of the
proponents (Appendix G) was used to assess
the feasibility of the proponents' skill.
Moreover, it was based on the availability and
accessibility of technical resources and tools
(Appendix F) that are needed in the
development of the project. Also, the
proponents will make sure that the proposed
project’s system requirements will be met by
the target users with their current resources.
By determining the Market Feasibility,
the proponents asked the willingness of the
pupils to play a word game to improve their
vocabulary skills. Presented that all of the
Grade 3 pupils are willing to improve their
vocabulary skills by playing the word game
using our proposed system. Also, beta testing
will apply to check if there were any defects
in the game so it can be change before
releasing the software.
3.3 Development and Testing Procedure
In the early stage of planning the
proposed software, the proponents used UML
(Unified Modeling Language) for the analysis
and design of the proposed software.
The proponents used Flowchart
Diagram (Appendix I) to represent all the
process. The proponents also used WBS
(Work Breakdown Structure) to breakdown
actions to be done and set certain goals in each
action.
In the software development, the
proponents will be using Visual Studio IDE
(Integrated Development Environment) in
developing and executing codes for the game.
The proponents will be also using Unity 3D
for the animation, and transition of the game. intender users. Compatibility testing will also
C# will be used as our Programming language takes place to check whether it is capable to
alongside with Unity. Photoshop, and Blender run on different hardware, operating systems,
will be used for creating objects, characters applications, network environments or mobile
and other components of the game. devices.
In addition, for the leaderboard 3.4 Installation and Implementation Plan
component of the game, the proponents will
The system requirements of our proposed
be using Leaderboard API (Google) to create project in terms of Hardware, the application shall
run on both smartphone and tablet in any screen
visual leaderboards, record a player's score,
resolution. Moreover, internet connection is
and compare the score against the player's needed only if the user wants to access the
“Leaderboard”.
score from previous game sessions. For Player
Profile Statistics the proponents will be using Table 1. Hardware Requirements
Player Stats API (Google) to retrieve
HARDWARE REQUIREMENTS
information about the player's activity in the
CPU 800MHz or higher
game, and for the data analytics of the game,
RAM 512 MB ram or
the proponents will be using J48 higher
Classification Algorithm to classify the item INTERNAL 1gb free space or
according to the features of the item with STORAGE higher

respect to the predefined set of classes[17].

Table 1 shows the minimum hardware
Bagging will also be used as it is effective on
requirements needed to run the proposed system
unstable learning algorithms where small on the smartphone.
changes results in large changes in predictions
Table 2. Software Requirements
[18].
After developing the system, software SOFTWARE REQUIREMENTS
testing will take place. Alpha and beta testing ANDROID IOS SOFTWARE
will apply, to know the limit of the project SOFTWARE REQUIREMENTS
REQUIREMENTS
error that occur, additional functions
2.3+ Android O/S or 4.3+ IOS O/S or
complains if necessary, or any needs of higher higher
change the system. It will also determine if
there were any defects in the game and will Table 2 shows the minimum software
get evaluated through using the game for requirements needed for both Android and IOS.
 After the development phase, the Grade 3
pupils will be trained on how to use the
application. Two members of the proponents shall 4.1 Requirements Specification
demonstrate on how to use the application. The
training will start right after the development of
the game. The training will cover the following:
a.) Where to download and how to install the The requirements specifications was
application b.) Connecting / linking their accounts gathered through the use of survey,
to Facebook / Google play.
suggestions of advisers, and reviewed studies
For the development of User’s Manual, it
will be embedded in the application and it can be about vocabulary learning and were made
viewed by the users. along with thorough analysis. The proposed
application’s main objective is to expand the
4. RESULTS AND DISCUSSIONS user’s vocabulary. The application will allow
the users to increase their vocabulary, improve
The proposed project is a mobile game their grammar and spelling with the help of
application which is categorized as word the game features.
game. This word game is for grade 3 pupils
Functional Requirement
from Antipolo Elementary School. The
content of the proposed project will come Register - This process will allow the user to

from the English Elementary Teachers of register into the application.

Antipolo Elementary School. The main User Login - This process will allow the user
objective of this application is to further the to use a registered account on a different
pupil’s vocabulary. To measure that the mobile device.
objectives are being met, the proponents will
View Tutorial - This process will allow the
prepare a written pre-test before using the
user undergo a tutorial in order to familiarize
developed application and a post-test using
them on how to play a certain game mode.
the developed application for Grade 3 pupils.
Afterwards, the proponents determined the Main Menu
project scope. The proponents also performed
 Game Mode – The user can choose a
technical feasibility to know if the proponents
game mode.
have the ability to do it. The data gathered
 Settings – This process will allow
were tallied and requirements analysis was
users to fiddle in the game settings.
defined.
 They can adjust the audio or  Statistics - This process will allow the
connect/disconnect to FB. user to view their own Story Mode
 View Profile - This process will allow Game progress, the Mini Game’s
the user to view and edit their profile Scores, the Survival Mode’s Statistics
whenever they want. and their Title.
 View Leaderboard - This process will
View About Us - This process will allow the
allow the user to view leaderboard
user to know some information about the
whenever they want.
creators of the game.
Game Mode Selection
 Story Mode – this process will allow
Non-functional Requirement.
the user to play the story mode and
survival mode.
Speed. The system shall only have a delay of
 Mini Games – this process will allow
1 second when moving from one frame to
the user to choose in any 4 mini games
another.
to play.
Size. The system shall run on a mobile phone
Load Saved Game - This process will allow
with 1gb RAM or more.
the user load their saved game to continue
Ease of use. The system shall have an easy-
their past game.
to-use interface for an easy navigation.
Save Current Game - This process will allow Reliability. The system shall be bug-free.
the user to save their current game to let them Robustness. The system shall not go on
resume it whenever they want. maintenance without prior notice.
Manage Settings
 Audio – this process will allow the 4.2 Result of Feasibility Analysis
user to adjust the audio of the game.
With the results all tallied up, the overall

 Connect to Facebook/Google – this results have a mix perception.

process will allow the user to connect The result shows that this word game
their account to Facebook/Google will greatly benefit the pupils in improving
play. their spelling and developing their
View Profile vocabulary.
 Struggling during English subject
Operational Feasibility 40
23
19
20

Based on the results, 25 of the 0

Yes No
respondents said that they are struggling
Struggle during English subject
during their English subject wherein it is one
of the most difficult subject and another 32 Figure 2. Struggling during English subject
Grade 3 pupils of them said that they are
having difficulty in reading. Also, it conveys Figure 2 shows that most of the pupils
that the pupils are having a hard time in
English subject especially in vocabulary. Rate of Vocabulary
40
More than half of them are having difficulty
15 25
in vocabulary and almost all of them wants to 20
develop their vocabulary. 2
0
Very Good Good Fair

Figure 1. Rate of Vocabulary

Figure 1. Rate of Vocabulary

are struggle during their English subject.

Figure 1 shows that more than half of

the total numbers of Grade 3 pupils rate their Figure 3.
vocabulary as fair.

Easily spell out a word

Figure 2. 40
23 19
20

0
Yes No

Easily spell out a word

Figure 3. Easily spell out a word

 Figure 3 shows that most of the pupils
can easily spell out a word. Figure 6.

Figure 4.

Willingness to play a word game

to help them improve their
Find difficulty sometimes in Vocabulary
Vocabulary 42
42
0
30 0
12 Yes No

0 Willingness to play a word game to help them

Yes No improve their Vocabulary

Find difficulty sometimes in Vocabulary

Figure 4. Find difficulty sometimes in
reading
Figure 4 shows that more than half of
the total number of Grade 3 pupils are having
difficulty in reading.
Figure 6. Willingness to play a word game to
help them improve their Vocabulary
Figure 6 shows that all of the Grade 3
pupils are willing to play a word game to help
them improve their vocabulary.

Figure 7.
Figure 5.

Does the pupil(or their parents)

Want to improve their have smartphone?
38
Vocabulary 40
40
20 4
2 0
0 Yes No
Yes No
Yes No
Want to improve their Vocabulary
Figure 7. Does the pupil or their parents
Figure 5. Want to improve their Vocabulary
have smartphone?

Figure 5 shows that there are only 2 pupils

Figure 7 shows that most of the pupils
who don't want to improve their vocabulary.
said that their parents have smartphone.
 Parents that allows their children to use
their smartphones for playing the
Figure 8. 40 38 proposed system

30
Don’t Allow Allow
Pupils willing to install the 20
proposed system in their
smartphones 10
4
38
0
4
0 Allow Don’t Allow

Agrees Disagrees Figure 9. Parents that allowed their children

to user their smartphones for playing the
Figure 8. Pupils and parents that are willing
proposed system
to install the proposed system in their
smartphones
Figure 9 shows that there are small

Figure 8 shows that most of the pupils number of parents who do not allow their

and parents are willing to install the proposed children to use their smartphone.

system in their smartphone and the others are

disagree because their smartphone do not
Technical Feasibility
meet the minimum requirements needed.
Knowledge and skills needed for the
proponents of the proposed project were
present (Appendix G). Also, required tools as
Figure 9.
mentioned in the development and procedure
testing were available and accessible to create
the prototype of the project (Appendix F).

Market Feasibility

As a result, all of the respondents are

willing to improve their vocabulary skills by
playing the proposed system.
 Super Mario with a twist. And it is
4.3 Description of the Proposed Application divided into 2 parts:
1.) Theme Unlocking - upon
The design of the proposed application completing the game
is shown through Flowchart diagram tutorial, the player can start
(Appendix I). The description of the design of playing the game. It
the proposed application is shown as follows: follows a theme unlocking
feature which players must
Player's Registration - upon
complete a chapter in Story
installing the application, if the player wants
Mode to unlock the next
to start a game, he will be redirected to the
level/theme. The
player's registration first (collecting the user's
application will have a
basic information), then proceed to the tutorial
saving progress feature.
of the game.
After completing a certain
Game Modes - In this section, the level the user can save the
player can play the game as well completion game then it will be saved
of the game. It is divided into 3 sub process: into the database.

a.) Story Mode – This is the section 2.) Load Saved Game - upon

where the player can play and saving the progress of a

know about the developing story level in the game. The

on the character he/she plays. It is player can either load

divided into 2 sub process: his/her progress of the

1.) New Game – This is where the game.

player can start a new story. Mini Games – This is the section
2.) Load Saved Game - upon where the player can selected a different
arcade style mini games. It is divided into 4
saving the progress of a level
parts:
in the game. The player can
either load his/her progress of
the game. 1.) Who want to be a

b.) Survival Mode – This is the millionaire: Grammar Version

section where the player can play – This is the classic and
 thrilling game where the player
answer questions about
grammar to win 1 million.
1.) Word Master – It is a mini-
game where the player
need to guess a word given
by the NPC. The player
have five chances to guess
it, or you'll fail.
2.) Guess it Right! – This is
the mini game where the
player will guess if the
given word whether it is
Verb, Noun, or Adjective.
3.) Unscrambled It! – This is
mini-game where the
player will unscramble
scrambled word with the
help of the scrambled
word meaning. Timer is
the only player’s rival.
Guess it? or Run out of
time?
View Profile – After playing the game
a couple of times, the user can see their
statistics on this section.
View Leader board - In this section,
the player(s) can view their scores, and even
compare them to the other player's score in the
game.
Game Settings - In this section, the
player can manipulate/manage the game
settings (such as sounds, connect/disconnect
to Google and others).
View About Us - In this section, the
player can view the developer’s information
regarding on this application.
Quit Game - In this section, the player
can either quit or continue the game.
5. REFERENCE
[1] Masri, Amaal Al et al. (2014). The Effect
of Using Word Games on Primary Stage
Students Achievement in English Language
Vocabulary in Jordan. American International
Journal of Contemporary Research Volume 4,
No. 9. www.aijcrnet.com.
[2] GOOGLE, 2019
https://www.vocabulary.com/dictionary/word
game.
[3] Najar (2014). Does Using Language
Games Affect Vocabulary Learning in EFL
Classes?. Journal of Foreign Language
Education and Technology. 2017.
http://jflet.com/jflet/.
[4] Importance of Play in Early Childhood
Development. www.msuextension.org.
[5] Martinson and Chu (2008). Developing [12] I-Jung (2005). Developing Vocabulary in
Vocabulary in Game Activities and Game Game Activities and Game Materials.
Materials. www.researchgate.net. www.researchgate.net.
[6] Allen (1983), Huyen Ang Nga (2003), [13]Prasad, U. (2003). Achieving
Uberman (1998). Using Games as a Tool in Communicative Competence in English.
Teaching Vocabulary to Young Learners. India’s National Newspaper.
www.ccsenet.org/elt. http://www.hindu.com.
[7] Firginia, Allen French. Technique in [14] Ersoz (2000). The Effect of Using
Teaching Vocabulary. New York: Oxford Educational Games on the Students’
University Press. 1983. Achievement in English Language for the
https://digilib.uninsby.ac.id. Primary Stage. https:// files.eric.ed.gov.
[8] Scarborough (2001). Vocabulary and
[15] Inzlicht et al. (2014). The cognitive
Language Development: The Important
benefits of play: Effects on the learning brain.
Preschool Years. Teaching and Developing
https://www.parentingscience.com/benefits-
Vocabulary: Key to Long-Term Reading
of-play.html.
Success. www.eduplace.com
[9] Schwienhorst (2002). Does Using [16] Lee, Carol (2018). How to use English

Language Games Affect Vocabulary Learning word games to improve your memory?.

in EFL Classes?. Journal of Foreign Language www.wealthwords.com

Education and Technology.
http://jflet.com/jflet/.
[10] Luz, Juan Miguel (2007). A nation of
nonreaders. Philippine Center for Investigate
Journalism. https://pcij.org/stories/a-nation-
of-nonreaders/.
[11] Uberman, A. (1998). The Use of Games:
for Vocabulary Presentation and Revision.
English Teaching Forum 36 (1): 20.
2017. [17] Patil, Tina et al. Performance Analysis of
Naive Bayes and J48 Classifcation Algorithm
for Data Classification.
http://keddiyan.com/files/AHCI/week2/9.pdf
[18] Opitz, David (1999). Bagging
Classifiers.
https://www.cs.cmu.edu/afs/cs/project/jair/pu
b/volume11/opitz99a-html/node3.html
[19] Statista (2019). Mobile Games.

http://exchangestate.gov/forum/vols/vol36/no https://www.statista.com/outlook/211/123/mobile
1/p20.html. -games/philippines
[20] Davis, Chris (2008) English is too hard to [23] Oxford Royale Academy (2018). Why is
read for children. www.theguardian.com English so Hard to Learn?. https://www.oxford-
royale.co.uk/articles/learning-english-hard.html
[21] Hall, Joan Kelly et al. (2000). The
Sociopolitics of English Language Teaching.
http://multilingual-
matters.com/display.asp?K=9781853594366

[22] Evans, Vyv (2017) Why English is Such

a Difficult Language to Learn.
https://www.psychologytoday.com/us/blog/langu
age-in-the-mind/201702/why-english-is-such-
difficult-language-learn
APPENDICES
 Appendix A

Work Breakdown Structure

Activities and Tasks

1.1 Requirement Analysis

1.1Review features of similar application

1.2 Identify the design requirements

1.3 Develop requirements specification

2.0 System Design and Development

2.1 Game Concept design

2.2 Logical Design

2.3 System Coding

2.3.1 Creating database

2. 4 Testing and Debugging

2.5 Compatibility Testing

3.0 Implementation

3.1 Stress Testing

3.2 Installation

3.3 User Acceptance Testing

 Appendix B

Gantt Chart

LEGEND
Time as planned to finish a task
Finished Task
Unfinished Task
 Appendix C

SWOT Analysis for Operational Feasibility

STRENGTHS WEAKNESSES

 The organization supports the  User with a low-end smartphone.

proposed project.  Students with a little knowledge on
 Most of them knows how to use a the English subject.
smartphone.
 Most of the users’ smartphone passed
the system requirements to run the
proposed application.
 Students with background on the
English subject.

OPPORTUNITIES THREATS

 Organizations that are interested in the
project and can end up buying the
application.
 The organization can produce students
that are good in English.
 Similar mobile game that offers the
same objective as ours.
 Similar mobile game that has more
interesting features than ours.

Appendix D

Survey Questionnaire

Good Day! We are 3rd Year students of Marinduque State College - School of Technology taking up
Bachelor of Science in Information Technology. Currently, we are enrolled in the subject Software Project
1 which requires us to come up with a Capstone Project. We conducted this survey to collect data that we
can use in developing our proposed game. Rest assured that whatever information we will gather will only
be used in this project. We are hoping for the best that the outcome can be utilized and be of help to your
organization.
Thank you very much for your most precious time and support.

Name: __________________________________________(optional)

Grade: ________________

1. How good are you in vocabulary and spelling?

__Very good __Good __Fair

2. Do you struggle during your English subject?

__Yes __No

3. Can you easily spell out a word?

__Yes __No

4. Do you find difficulty sometimes reading?

__Yes __No

5.Do you want to improve your vocabulary skills?

__Yes __No

6. Are you willing to play a word game that will help your vocabulary skills improve?

__Yes __No

Survey Questionnaire for Parent

Good Day! We are 3rd Year students of Marinduque State College - School of Technology taking up
Bachelor of Science in Information Technology. Currently, we are enrolled in the subject Software Project
1 which requires us to come up with a Capstone Project. We conducted this survey to collect data that we
can use in developing our proposed game. Rest assured that whatever information we will gather will only
be used in this project. We are hoping for the best that the outcome can be utilized and be of help to your
organization.

Thank you very much for your most precious time and support.
Name: __________________________________________(optional)

1. Does your parent have smartphone?

__Yes __No

2. Are you willing to install our game in your smartphone?

__Yes __No

3. Are you allow your children to use your smartphone for playing our game?

__Yes __No

Appendix E

Interview Questions for the Head of the Organization

1. When was your school established?

2. What is the total number of students enrolled in your school?

3. How many section per grade does your school have?

4. How many students are enrolled in 4th grade, 5th grade and 6th grade?

5. How many English teachers do you have in your school?

6. Do your students need improvement with their vocabulary and spelling?

7. Do you think a word game will help your students to improve their vocabulary and spelling skills?
8. If we will develop a word game, will you allow us to let your students to be our target users?

Interview Questions for the English Teacher

1. Do you encounter your students having a hard time when it comes to your subject?

2. What are the strategies/ techniques do you use when teaching?

3. Did you try to use a word game as part of your discussion? If yes, what are your observations?

4. Do you think a word game will help your students to improve their vocabulary and spelling skills?

Appendix F

Gap Analysis of Technical Feasibility

Required Technical Availability GAP Action Needed

Resources ANALYSIS
Human Resources

Project Personnel:
 System analyst Available (System analyst) The available human
resources were
 System designer Available (System designer) knowledgeable enough for
 System programmer the development of project.
Available (System
 Project assistant programmer)

Available (Project assistant)

Hardware Resources

Equipment:
 Laptop
 Single-cored Available (2.40 GHz 3.6 The system specification of
CPU or above GHz) the laptop computer can
with SSE2 support the development of
instruction set the game.
support Available (4GB, 8GB)
 RAM (2 GB or 4 Available (NVIDIA GeForce
GB) 940MX, NVIDIA GeForce
 GPU DX10 GT 610)
(shader model
4.0) or higher Smartphone devices
Available (Android Pie, specifications are enough for
 Mobile Device Android Marshmallow) the testing and development
 Android OS 4.1 Available (2GB, 4GB) of the game’s prototype.
or higher
 RAM 512mb Available (1.4 GHZ, 1.8
ram or higher GHz)
 CPU 800MHz or
higher
Software Resources

Software:
 64 Bit windows 10
Available
 64 Bit Visual Studio Available
The available software
 64 Bit Photoshop Available requirements are enough to
 64 Bit Unity Available
support the development of
the application.
 64 Bit C# Available
 Google API(offline) Available
 64 Bit Blender Available

Appendix G
 Gap Analysis

TECHNOLOGY SKILL RUBRIC-Intermediate

Basic Computer Skills

Skill Early Technology Developing Proficient Score

(1) Proficiency (3)
(2)
Identify specific Can point to at Can point to all of Can point to and 3
computer least one of the the components, name all of the
hardware: CPU, components. and name some components.
monitor, of them without
keyboard, mouse, prompting.
speakers
Demonstrate I am not familiar Has some I am proficient in 3
knowledge of with the keyboard familiarity with the use of the
function and - has to hunt to the keyboard - keyboard and can
placement of locate any of the Can locate describe what the
keys on keyboard: requested keys. requested keys target keys do.
enter, shift, after a brief hunt.
control,
backspace, delete,
arrow keys, tab,
caps lock, number
lock
Identify mouse I cannot identify I can identify at I can correctly 3
pointer shapes the difference least one mouse identify all mouse
and match them between mouse pointer. pointers.
to the correct pointers.
context of use:
typing arrow
(text), arrow
(basic clicking),
hand pointer
(clickable links)
Use mouse to I cannot use any I can use at least I can use all of the 3
select check of the mouse one mouse mouse selection
boxes, use drop- selections. selection. tools.
down menus and
scroll
Identify storage I cannot identify I can find and I can find and 3
media: USB/Flash storage spaces on identify at least identify all
drives (external) computer. one storage area. storage areas.
and hard drive
(external and
internal)
Identify logout I cannot identify I can find logout I can find logout 3
information and logout information but information and
logout information or unable to logout logout
successfully logout successfully. successfully.
successfully.

TECHNOLOGY SKILL RUBRIC-Intermediate

World Wide Web

Skill Early Technology Developing Proficient Score

Proficiency
(1) (3)
(2)
Identify I cannot find icon I can identify I can identify all 3
commonly used to connect to a some icon to browser available
browsers browser. connect to a on computer.
(Internet Explorer, browser.
Firefox, Chrome,
Safari) and
demonstrate
knowledge of
function

Identify the I cannot identify I can identify I can identify and 3

address bar and the address bar. address bar, but I enter a URL on
enter a URL cannot enter a the address bar.
address URL address.

Identify the I cannot identify I can identify and I can identify and 3
following browser any of the toolbar use at least 3 use all of the
toolbar buttons buttons. toolbar buttons. buttons: home,
and demonstrate refresh, stop,
the ability to use back and forward.
them: home,
refresh, stop, back
and forward

TECHNOLOGY SKILL RUBRIC-Intermediate

Software Installation

Skill Early Technology Developing Proficient Score

(1) Proficiency (3)
(2)
Download and I cannot I can download I can download 3
install application download any the application, and install
on the PC application. but I cannot application.
install them.

Appendix H

Prototype Design
 Figure 1

It is the part where you choose whether to choose a game

mode, go to settings, and go to help, show leaderboard, or quit the
game.
 Figure 2

On this part, you can toggle on and off if you want to hear the background music and the
sound effects. You can also adjust the volumes, see player profile and connect/disconnect to
Facebook.

Figure 2.1.

It is the part where you can see your profile and edit it. Also, you can view the scores of
your past game.
Figure 3

These are the game modes that you can choose from.
 Figure 4

This is the game inside the Story Mode. The character in

the middle is the avatar that the user will control. Then the letters A
and S are the letters to gather. The letters K and E are the letters
collected by the player. The number on the bottom right corner is the
time remaining before the game ends.

Figure 5

This is the part where the result of the Data Analytics

shows. The user can either go back to main menu or play again.
 Figure 6.

This is the Story Mode. The text printed in white is the quest to be completed. The chats
on the lightblue message box are the system-generated conversation between the player and the
NPC (non-player character).

Figure 7.
 This is one of the games of the mode Mini Games – Who wants to be a Millionaire:
Grammar Version. The 30s (30 seconds) in the middle is the time until the answering phase ends.
The text below the timer is the question followed by the choices

Figure 8.

This is one of the games of the mode Mini Games – Guess

it Right! The word in the middle is the word the user needs to identify using the 3 buttons located
below it.
 Figure 9.

This is one of the games of the mode Mini Games –

Unscrambled it! The question is located on the top of the
scrambled letters. The user can proceed to the next level by
providing the correct answer and clicking the GO button.

Figure 10.
 This is one of the games of the mode Mini Games – Word Master. Simply guess the word.
The first letter of the word will always be shown. If you guess it incorrectly, the game will give
you some hint.

Gold letters: Correct letter in the correct place.

Silver letters: Correct letter, wrong place.

Red letters: Not used in the word, but still usable.

The score is located at the upper part of the screen.

 Appendix I: Flowchart

MAIN MENU

Start

No

Yes
Show
Introduction Ended? Storyline/Introd Newly Installed Game
uction

No
Yes
End

Main Menu

No

Leaderboards Game Modes Settings Help Quit Exit?

Yes

A B C D
 SETTINGS

Connect Profile
Profile/Achivem Back to Main
to FB/Google X Sounds/Audio Main Menu
ents Menu
Play

Connect to Disconnect to
Player Details Back Music Sound Effects
FB/Google Play FB/Google Play

Redirects to FB
Page Player's
Back
Data

Player's Input

X
Player's
Reads Data
Data

Confirms
Connection to
FB

No
Not
Connected to FB? Connected/Try
Again Later
Yes

Print Connected
Successfully
 Leaderboard

No
View Leaderboards? (Needs
Main Menu
Internet Connection)

Yes

Checks Internet
Connection

No
Have Internet
Connection?

Yes

No

Connected to FB? C

Yes

Sync data from Player's Info from

FB (Database) FB

View
Player's Data
Leaderboards
 GAME MODES

Back to Main
Story Mode Mini Games
Menu

E F Main Menu

HELP

D w

Back to Main
Tutorial About Us
Menu

Main Menu Back View About us

View Tutorial Back w

 MINIGAMES

Back to Main Who wants to

Word Master Guess it Right! Unscramble it!
Menu be a millionaire

Main Menu G H I J
 WHO WANT TO BE A MILLIONAIRE

G w

View statistics of
View Choices -2 Skips Question choices in the
audience
Back to Main
Start Game
Menu

Yes
Yes Yes
Main Menu
is 50/50 usage = 1? is Skip Question usage is Ask the audience Print "Not
= 1? usage = 1? Available"

No No No

v Generate Objects

Ask the
50/50 Skip Questions
Audience

View Question

Lifelines

Yes
View Choices
(A,B,C,D)
Does the Player wants
Lifeline?

No v

Player Input w

Yes

Print
Yes Yes
"Congratulation Want to play
Is the Answer Correct? Player reachers 1 million s! You won 1 again?
million"
No
No
Game Over Main Menu
 WORD MASTER

Main Menu

Back to Main
Start Game No
Menu

Try Again?

Yes
Main Menu Generate Objects

View Scores &

View Game Over Main Menu
u
Instructions
u

Yes
No
Show 1st letter
No Yes
of the Word
Give Hints Try Again?
Player guess = 5?
(Gold,Silver,Red)

Show Letter
Selection
(A-Z)

Views the word

Player Input Player guesses the word? VIew Scores
and meaning
 GUESS IT RIGHT

Add 100 to
Score
Back to Main Start Game
Menu
View Scores

View Answer
Main Menu Yes
Generate Objects

Question Count
View Next Word
> 10?
Print "Wrong
View Answer"
No
Instructions
No

VIew Choices
Is the answer Add 200 to Yes
View Word (Verb,Noun,Adje Player Input
correct? Score
ctives) Try Again?
Yes

No
 UNSCRAMBLE IT

Back to Main
Start Game
Menu
Unscramble the
View Statistics Game Over
Scrambled Word

Main Menu
Main Menu Generate Objects

Yes
Yes

Try Again?
View
Timer reaches 0?
Instructions
No No

View Scrambled
Word and its
meaning

Yes
Player
Timer Starts Player Input unscrambled the View Statistics
word?

No
 STORY MODE

Back to Main Load saved Player's D

Main Menu Starts the Game
Menu game ata

Storyline/Cutsce
ne of the Story
No Are you sure you want to load
Continues the No Story scene this?
Story skipped/ended?
Yes Yes
Story/Scene
Game Over Ended Loads the game
Yes

Did the player dies? Generates Object

No
Player's received Goes to Main
y
quest Menu
Quest Yes Did the player
Completed ( completed the Player's Input Yes
Receive Reward) quest?
No Credits finished?
No
Player's D No
Progress Saved 100% completion?
ata
Yes Story Completed Credits
Chapter End?
No
Yes
t
 continuation (story mode)

Character goes
t
to a runner maze
z
y
Start
Survival/Runnin
g New Chapter
z
Start
Generate new
Generates Object Read Player's
pop-up
Input Word
window/objects
Player Input
Again
Timer Starts
No
Yes
Words ==
Player reached Input?
checkpoint?
Player's Input No
Chapter End Yes
Failed No
Chapter End
Character Keeps Want to save?
Player Dead? Player's Input Complete
Running
Yes No Yes

Player's Progress Saved

Data (Autosave)
Saves the
progress

No
Continue Print Progress
Main Menu
playing? Saved
Yes