000			02885nam a22002417a 4500
003			ft7688
005			20251201101635.0
008			251201b ||||| |||| 00| 0 eng d
041			_aengtag
050			_aT58.A97.2023
082			_a.
100	1		_aAyson, Edward Renzi C., Baingan , Matt Aron D. Manalansang, Elijah D.
245			_aTalisik: Android -Based 2D retro Action and adventure game for learning Filipino words and phrases.
264		1	_a. _b. _cc2023
300			_bUndergraduate Thesis ( BS in Information Technology) - Pamantasan ng Lungsod ng Maynila. 2023.
336			_2text _atext _btext
337			_2unmediated _aunmediated _bunmediated
338			_2volume _avolume _bvolume
505			_aABSTRACT: Majority of the Filipino language is based-off of the Tagalog dialect of the Philippines. This indicates that for the two official language spoken in the Philippines being English and Filipino, the latter consists mostly of Tagalog vocabulary, Filipino/Tagalog is inherent in most Filipinos and nurtured in schools. However, many children in the developing stage of language learning have pedagogical difficulties in absorbing Filipino/Tagalog vocabulary since many words that make up the language are either old, are being less-frequently used in the modern time or homes use the children’s time before school to teach them more English than Filipino. Along with modernization of the Filipino language, firstly modernized are the methods of learning which use technology for teaching. Many learning methods have since brought its way to learning institutions in the Philippines, one example is the game-based learning. Game-based learning (GBL) is a method of learning that utilizes video games to have educational contents. The challenge would be creating a game-based learning application that teaches Filipino/Tagalog words and phrases. In this paper, the proponents aim to create an Android-based Action and Adventure video game that teaches Filipino/Tagalog words and phrases, with the following objectives: a) to determine the engagement and appeal of the game, b) to determine the learning efficiency of the game developed and, c) to provide game testing and assess parameters applicable to the game using ISO/IEC 25010. The proponents use mean and percentage as statistical tools to determine its overall effectivity for the testing population. The game is tested to 60 third-grade students, 20 random respondents, and 11 QA testers. The results of the tests are as follows with: a) Intrinsic Motivation Inventory (IMI) having a mean of 4.42 in the scale of 5 on the game’s appearance, b) Game-Based Learning (GBL) having a mean of 4.55 in the scale of 5 on its learning effectivity and, c) ISO/IEC 25010 having a mean of 4.53 on its software quality based on selected parameters.
526			_aF
655			_aacademic writing
942			_2lcc _cMS
999			_c37263 _d37263