Code Puzzle: ActionScript 2.

0 Learning Application
Based on Problem Based Learning Approach
Nurul Faizah Rozali Norasykin Mohd Zaid
Faculty of Education Faculty of Education
Universiti Teknologi Malaysia Universiti Teknologi Malaysia
Skudai, Malaysia Skudai, Malaysia
nfaizah38@live.utm.my norasykin@utm.my

Abstract— Learning programming is difficult especially for thinking skills in completing coding assessment as mention by
novice programmers. The rapid development of mobile technology [7].
capabilities generates a new way of teaching called mobile
learning. Thus, the purpose of this research was to develop a Nevertheless, to obtain a fully utilize educational game,
mobile game on the topic ActionScript 2.0 based on the Problem learning approach needs to be grounded in the game. Problem
Based Learning (PBL) approach. The development of this Based Learning (PBL) is a constructivist learning approach
Android mobile application uses ADDIE model as the reference where for a specific problem, students engage in self-directed
model and Adobe Flash CS6 as the programming software. The learning [8]. [9] also claim that there is a link between game
respondents were 10 postgraduate students enrolled in an creation and PBL which could strengthen the manifestation of
Authoring System course, one of the compulsory courses for the games. [10] discovered that most successful educational games
Master of Educational Technology program at Universiti are alike with PBL. PBL also gives learners a full-authority
Teknologi Malaysia (UTM) where this study took place. The data feeling to control their learning [11]. Proper implementation of
analysis was conducted using the quantitative study approach and PBL in learning through games could improve their experience
involved a motivational survey. The motivational survey of learning on their own.
comprising 16 items in the questionnaire adopted the ARCS Model
of Motivation by [14]. This study found that through the ARCS model of motivation is commonly integrated in game
implementation of PBL in the mobile game, students agreed that development to promote learning [12], [13]. The
mobile games motivate them in learning programming, with mean implementation of a motivation model in mobile games could
value of 4.28 and standard deviation of 0.649. strengthen their effectiveness. ARCS model of motivation
design developed by [14] consist of four sub-factor: Attention,
Keywords— mobile learning; game; programming; Relevance, Confidence, and Satisfaction.
ActionScript; Android; PBL; ARCS Model
II. METHODOLOGY
I. INTRODUCTION
A. Research Objectives
[1] believes that teaching and learning sessions using
technology could stimulate and engage young minds to create i. To develop a mobile programming learning game
and maintain an interest, as well as improve their understanding. based on problem-based learning approach.
With the aim to prepare teachers with various multimedia skills ii. To study the effect of using mobile game towards
to match nowadays students’ preferred medium, an overview of students’ motivation in programming.
using Authoring tools as a teaching aid is offered. Authoring
tools are software applications used to create learning programs B. Research Design
and content [2]. Apart from the skills of using the features in the Quantitative approach was adopted in this study to analyze
software itself, ActionScript programming is an important the students’ motivation towards learning programming.
element that ensures a program developed is functional. ADDIE model was the instructional design model applied for
However, ActionScript programming may be difficult to learn this mobile game development which implemented the PBL
for beginners who do not have programming background. [3] approach and ARCS model of motivation. ADDIE, which stands
even mentioned that to become an expert programmer, a for Analysis, Design, Development, Implementation, and
minimum of 10 years’ practice is needed. Evaluation, is student-centered [15].
According to [4], together with the advancement of the C. Respondents
computer technology, education field could utilize games
feature for educational purpose. [5] defines video games as In this research, the population was 11 postgraduate students
“virtual experiences centered on problem solving” while [6] who were at that time enrolled in the Authoring System course,
considers games “as a designed experience that enables students one of the compulsory courses for the Master of Educational
to develop situated understandings, to learn through failure, and Technology program at the institution where this study took
to develop identities as expert problem solvers”. Means that place. Only 10 of the students were chosen as the sample of the
problem-solving thinking skill is require in finishing a game. research by referring to [16] table of sample size from a given
This definition is like programming concept which also required population.

This work is supported by Kementerian Pelajaran Malaysia Grant Vot no.

R.J130000.7831.4F909.

978-1-5090-6255-3/17/$31.00 ©2017 IEEE

D. Instrument III. RESULT
Questionnaires were distributed to study the effect of mobile A. Analysis on Objective 1: To develop a mobile programming
games on students’ motivation in learning programming by learning game based on problem-based learning model
using the Code Puzzle mobile application that was developed
based on the ARCS model of motivation. Data was collected The integration of the PBL approach varied between stages
through a questionnaire consisting of 16 items that were divided according to the PBL iterative model such as follows:
into four factors and was adapted from Keller’s Instructional 1) Stage 1: Topic Introduction
Materials Motivation Survey (IMMS) (1987) which applied the
Here, the aim of this game was reflected through the
theory of ARCS in it. For this research, 20 questions from IMMS
were eliminated to shorten the length of the survey and to instruction given on how to finish the mission. The player is
equalize the amount of questions per sub-factor and match with assigned a rabbit whose target is to eat the carrot at the other
the mobile application. As a result, each section represents one end. However, the rabbit needs to pass all the obstacles to
sub-factor that contains 4 questions. A pilot study is conducted reach there. The player needs to arrange puzzle pieces of the
to validate the questionnaire’s validity and reliability [17]. In code in the correct order and run the code.
this research, 6 students of the same course who enrolled in the
previous semester were chosen as the pilot group.
E. Data Collection and Analysis
Data for the pilot study was collected to calculate the overall
Cronbach’s alpha value which is 0.873, indicating a high
reliability as proposed by [18]. Thus, it was suitable to be used
in the actual study. This instrument used five-point Likert scale
to measure the level of agreement of the students with the
statements, ranked from 1 to 5. However, for items which were
stated in a negative manner, the score was reversed. The Fig. 1. Stage 1
advantage of using negative questions in the questionnaire is to
prevent respondents from going on auto-pilot by agreeing to all 2) Stage 2: Problem Statement
the statements [19]. Information on the scores for the responses Here, clear instructions are given to ensure that the
can be referred to in Table I while details of the type of score for player understands the problem precisely, according to the
the questions in each item are explained in Table II. level of the game. The instructions will appear at the bottom
TABLE I. QUESTIONNAIRE LIKERT SCALE
of every level. The template for the placement of the
answers is dimmed as a guide. Hints on how to use
Reverse ActionScript code and warnings on syntax errors are given.
Statement Score
Score
Strongly Disagree 1 5
Disagree 2 4
Slight Agree 3 3
Agree 4 2
Strongly Agree 5 1

TABLE II. DETAIL QUESTIONS’ SCORE FOR QUESTIONNAIRE

Question Number Question Number
Items
(Score) (Reverse Score) Fig. 2. Stage 2
Attention 1, 2, 3 4
Relevance 5, 6, 7, 8 - 3) Stage 3: Hypothesis
Confidence 9, 10, 11 12 In this stage, the player needs to come up with possible
Satisfaction 13, 14, 15, 16 -
solutions to the problem and choose one solution. In order
to solve the problem, the player needs to deduce the correct
order of the code. Hints can always be referred to by clicking
For each sub-factor of the ARCS model of motivation which on the hint button while syntax errors can be checked by
is Attention, Relevance, Confidence, and Satisfaction, the data clicking on the warning button.
collected were analyzed to find the mean (M) and standard
deviation (SD) as well as the percentage for each element
enquired in the questionnaire. The research findings were
interpreted based on the mean score [20].
 Fig. 3. Stage 3

4) Stage 4: Research
Here, a trial run is conducted to test whether the
hypothesis can be confirmed. After completely arranging
the code, the player clicks on the check button to compile
the code, and he/she may also change the arrangement by
dragging the puzzles back to the right side of the screen,
which is the original position of the puzzle. The learning goals of each individual unit are
Relevance displayed at the end of each puzzle. The player can
relate the activity with their knowledge.

Hints, warnings, and a tutorial are provided to help

the player in each level to accomplish the mission.

Confidence

Fig. 4. Stage 4

The organization of the scenarios and puzzles are

5) Stage 5: Presenting Results tailored to the learning goals.
Here, evidence is shown to confirm the player’s
hypothesis. If the code arrangement is correct, the rabbit will
get to eat the carrot. If it is wrong, the rabbit remains still Satisfaction
and the learning reflection for the answer will be
highlighted. Then, the player is allowed to go to the next
level or retry the current level. By arranging the code in the
right order, the player presents the correct answer and solves
the mission.
Table IV summarizes the results of the mean and standard
deviation of the respondents’ motivation in learning
programming in terms of attention, relevance, confidence, and
satisfaction. The highest mean amongst these four factors was
relevance, in which most of the respondents agreed that
integrating the learning of programming in mobile games makes
Fig. 5. Stage 5 them motivated to learn because they are satisfied.

B. Analysis on Objective 2: To study the effect of using mobile TABLE IV. OVERALL MEANS AND STANDARD DEVIATIONS OF THE
RESPONDENTS’ MOTIVATION IN LEARNING PROGRAMMING FOR ARCS
game towards students’ motivation in programming MODEL OF MOTIVATION
The integration of the ARCS model of motivation into the
mobile application is described in the following Table III: Instruments’ sub-factor Mean Standard Deviation
Attention 4.25 0.699
Relevance 4.45 0.564
Confidence 4.05 0.638
Satisfaction 4.38 0.693
Average 4.28 0.649

IV. DISCUSSION
A. Summary of Analysis of Objective 1: To develop a mobile
TABLE III. INTEGRATION ARCS MODEL OF MOTIVATION programming learning game based on problem-based
Visual animation of the rabbit progressing in the
learning model
Attention mission can only be played if the players answer is [21] posit that PBL should stimulate and engage learners in
right. a problem-solving behavior. The instruction and obstacles in
every stage differ to emphasize the sub-factors of the ARCS
model of motivation as suggested by [22]. According to them,
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