ISABELA STATE UNIVERSITY

Cauayan Campus
Cauayan City, Isabela

COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

Chapter 1

THE PROBLEM AND IT’S BACKGROUND

Rationale

Nowadays, information can be opened anytime, anywhere. However, a

technology introduced in education requires cost, hardware and software

resources, network infrastructure, technical people, and skills to maximize the

benefits of e-learning. In ever varying world of education there relatively new and

thrilling trends called Gamification the term itself may generate on your mind

you’re not a little bit fun of video games. Gamification is the exercise of game-

based procedure game-thinking to involve people, encourage action, promote

knowledge and resolve problems. (Karl M. Kapp, 2012).

Games can help encourage people in nongame situations and involve the

user in high interaction. (Christof Ebert). Gamification applies game related

elements to nongame context and has generated a high level of attention. And it

can be beneficial because of playful experience help make nongame scenarios

more motivating and engaging. And we have the three aspects of the gamification

first is the Mechanics the game components concerning data illustration and

algorithms. Second it the Dynamics the runtime behavior of mechanics

concerning player’s input and output time. The last aspect is the Aesthetics is the

desirable emotional Responses evoked me, users when they interact with the

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

gamified system. And in using gamification we also have the game elements the

Feedback, Goals, Badges, Point system, Leader Board, User Level. Gamifying

software system is an encouraging way to the more creative sociotechnical

system.

From an early age, we learn through different types of play, whether it is

playing with friends, playing a sport, card or board games, games engage and

capture our attention (Oblinger 2006). There are some digital games where the

player gains knowledge and if it was not meant for education proposes the

learning can happen without the player being aware of it.

In higher education, when learners are likely to think analytically in order

to resolve problems, a game like virtual reality can be leveraged in any correction

to strengthen the actual world applications of thoughts. (Johnson et al. 2013).

The present process in teaching computer system servicing is synchronous

education refers to an education result in which a set of students are attractive in

learning. And you deliver your lesson in a PowerPoint. Show them the actual

tools and Parts of Computer Unit. Showing them the proper procedure in the

formatting of Windows Server 2008 and Setting up the Computer network

changing the IP Address. And the actual simulation of Assembly and Disassembly

of a Computer Unit. You will all teach that continuously over and over again until

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such time they master it. but as the time pass by the Subject for computer system

servicing Subject have ended together with the lesson and learning they memorize

and learning the forget everything and when the day of the test for CSS at TESDA

most of the student fail because they forget how to do that thing what is the proper

procedure.

Through the procedure of gamification and applying it to my lesson

student can not only absorb but also have fun in playing games that are connected

to our lesson computer system servicing. I will also enhance their memory

retention about our lesson the end at the same time, they can learn while they're at

home by using the gamified learning material about ca computer system

servicing.

Hence, this research adopted the gamified approach model to address the

problems encountered by technology-disadvantaged academic institutions to

provide students more information about computer system servicing. The

gamification is a game that can aid inspire people in a nongame scenario and

engage the student in high interaction. Which applies game related elements to

nongame frameworks and has generated a great level of attention.

Therefore, the researcher proposes a gamified disassembly and assembly

in learning computer system servicing.

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

Objectives of the Project

This study aims to develop a Gamification in teaching computer system

servicing, specifically it aims to:

1. Determine the evaluation of the respondent in gamified assembly and

disassembly module in learning computer system servicing in terms.

a. Functionality

b. Usability

c. Reliability

d. Efficiency

e. Portability

2. Conduct a survey in the effectiveness of the gamified lecture.

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

Scope and Delimitation of the Project

The focus of the study is to propose a Developed a gamified assembly and

disassembly module in learning computer system servicing for University of La

Salette College Inc. (ULS INC.) Santiago City Campus that has limited

knowledge in computer system servicing test the effectiveness of the proposed

Development of gamified assembly and disassembly module in learning computer

system servicing by evaluating the 21st-century learners’ skills and achievement

The study utilized the Gamified disassembly and assembly module. The

subject will use the android device in playing the game. The gamified learning

material provides Computer unit Assemble and Disassemble including computer

parts and description it also includes cabling the Straight through and Crossover

and with each category, it includes an assessment quiz to test the knowledge of

the student.

The subjects of this study are 3rd year Bachelor of Science in Information

Technology students enrolled during the Summer of SY 2017-2018 at the

University of La Salette Incorporated. The study utilized the academic

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achievement and 21st-century learners’ skills scores of the subjects after the

experimental treatment.

The application can’t cater or provide the leaderboard that shows all the

standing or ranking of the student.

The significance of the Study

This study will be helpful in teaching computer system servicing using

gamification. This study will benefit the following:

Student. The study will be kept abreast of the current technological

advancements in education. The student will be able to appreciate the

value of gamified disassembly and assembly module in computer system

servicing if proven effective.

IT Instructor. The study will give them the opportunity to improve the

delivery of quality education to the students. They will also gain deeper

insights on Gamification and explore the use of the gamification

approached in their other subjects.

Campus Administrator and Executive Officers. They will be better

informed of the effectiveness of the gamification approach and

encouraged the faculty under their supervision to try using the new

approach in a gamified learning environment.

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

Commission on Higher Education. The findings of the study can be used

as valuable input for CHED in the implementation of a gamified learning

tool to academic institutions in marginalized locations and with limited

technological resources.

Proponent. The findings of the study will enrich the proponent with fresh

and deeper insights regarding the gamified approach to teaching in a

learning environment.

Future Researchers. The study will open new opportunities for the

conduct of similar researchers in other General Education subjects and

other major computer subjects using the gamified approach model in a

learning environment.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This section presents a discussion of the study which further enriched the

conceptualization of the proposed system. It discusses the gamification process

and technologies used in the development of disassembly and assembly module in

learning computer system servicing.

Games can help inspire people in otherwise nongame scenarios and

involve users in high interaction. Beneficial because playful experiences help

make nongame scenarios more motivating and engaging. Applying gamification

to systems to make system usage more enjoyable requires a meaningful design.

(Dirk Basten, Christof Ebert, 2017).

The use of Gamification for the purpose of exercise and raising awareness

has concerned considerable interest over the last years. The expansion of such

solutions to use within the area of convenience design has not been yet explored.

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

in order to provide a more attractive and collaborative solution to raise

attentiveness and train web designers in the WCAG 2.0. It is therefore anticipated

that this solution could be a promising intervention in the web accessibility

domain. (Fotios Spyridonis, Damon Daylamani-Zad, Ioannis Th.

Paraskevopoulos)

Many gamification-based resolutions fail because, mostly, they have been

formed on a whim, or collaborating bits and pieces from game mechanisms,

without a strong and proper design process. The application of a certain design

framework goals to be a path to accomplishment. Before preparatory the

gamification of a process, it is very vital to know which backgrounds or

approaches exist and their main characteristics. (Alberto Mora∗, Daniel Riera∗,

Carina Gonz´alez†, Joan Arnedo-Moreno∗)

Gamification implementations can increase crowdsources’ motivation and

participation in crowdsourcing and it has been an effective method for increasing

crowdsourcing contribution. Relating gamified with non-gamified methods report

an increase in engagement, productivity quality or other encouraging effects.

(Benedikt Morschheuser, Juho Hamari, Jonna Koivisto, 2016)

The United States alone 59% of the population plays computer games

while revenues of the computer games and more different types of games

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

accessible for a multitude of different platforms that provide for opposing gaming

needs and generally refers to the method of improving services and systems so

that they growth pleasing and fundamentally motivated. Playful and graceful

systems could be connected to influence older adults to continue physical activity

and wellbeing. (Juho Hamari, Petri Parvinen, 2016 )

Delivering software solutions for meeting rapidly changing business

requirements and technology landscape. Agile principles of software development

were is a need for incentivizing quick delivery and constructive sense of

competition and recognized in-process. Promotes quicker completion and

acceptance of user stories Where Bonus is a manually assigned amount that the

Project Manager can award a team. They have seen that gamification encourages

teams to ensure that their use stories are delivered as soon as possible within

respective sprints. (Vibhu Saujanya Sharma, Vikrant Kaulgud, P. Duraisamy,

2016).

Smartphones are progressively substituting digital cameras; people use

their smartphones as everyday acquaintances and increasingly take pictures in

their day-to-day life. Tagging is a way to establish huge collections of photos but

rises two experiments. Gamification is a good method to enforce people to solve

boring tasks and has been used to tag images but, in most cases, only for public

and not for private image collections. The focus of this work is on the playful

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

interaction that helps to encourage users to contribute user-generated personal

semantic data for mobile image tagging. New object recognition algorithms.

(Nina Runge, Dirk Wenig, Danny Zitzmann, and Rainer Malaka)

Gamification in Academic Performance

Gamification in technology-enhanced learning improves the instructional

design and multimedia content in designing learning materials. Learning

interesting and engaging, leading to greater knowledge understanding and

acquisition and enhancing new doors of innovation in technology-enhanced

learning. Gagne's learning model helps the students themselves to understand the

concept and analyze how much they have learned by the score obtained during the

quiz. The game includes three stage Assembly, Categorization, and

Reprocessing. Increasing the critical thinking of students furthermore through

game-based approach than by traditional approach, showing that game-based

learning is more effective when compared to traditional classroom setup. (R

Sreelakshmi, MLMcLain, Abhishek Rajeshwaran, Bhavani Rao, R Jayakrishnan,

Kamal Bijlani 2015 )

Design of combining gamification and online platform to motivate the

engagement of activities and contents in both virtual and real world. Tasks or

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

missions in the virtual gaming world, motivation on promoting the learning

engagement along with other activities, helping the teacher with the classroom

management. Feasible design of online gamification could be proved promisingly.

(Ming-Shiou Kuo, Tsung-Yen Chuang, Jhong-Wei Yang, Shu-Yuan Tao, 2017 )

Motivated by the need to increase the number of tags associated to video

lectures, the use of tags to classify video lectures has been studied from the

teachers and the student’s points of view. Tag Lecture, a game with a purpose that

presents game fundamentals into the indexing procedure in order to include

students in the indexing of video lectures. Showing that the gamification approach

can be used to improve the indexing process in systems that use the social tagging

approach. (Marco Furini, Silvia Mirri, Manuela Montangero, 2017).

Encouraging creative thinking among students in electronic design

automation education. Game users concluded crowdsourcing and data mining. By

mixing electronic strategy automation algorithms with game mechanics.

Gamification of algorithms for enjoyable and engaging education and combining

technical challenges with creative problem solving, resulting in a structured

approach that could be applied to other divisions of engineering. This work will

bring innovation and creativity into the field of electronic design automation,

changing the way ICs are designed and improving the technologies of the future.

(Emily Marasco, Laleh Behjat, William Rosehart, 2015)

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

It seems that education is working fine, especially in several goods and

traditional Universities around the world. Nokia was also doing very well in a

business world until clients’ needs change. Games and competitions are the

“language of the new generation. Games can enable students to learn in an

entertaining and unforgettable way, putting into practice the theory and

connecting knowledge. Working with games to learn computer-programming

techniques is effective and may improve the quality of class and a better

understanding the concepts. Teamwork, communication, critical thinking,

problem-solving, creativity, initiative, holistic view, setting up plans, self-

confidence, motivating oneself. ( Rodrigo Filev Maia, Felipe Reis Graeme, 2015 )

Algorithms are effective, finite, and deterministic problem-solving

methods or can be described as procedures for solving problems. Algorithm

visualization is one of the common approaches that has been taken so far for

concreting the abstract concept of algorithms. Static visualization, dynamic

visualization, interactive visualization, and a gameful visualization. Artifact as

their first media to learn sorting algorithms significantly perform better than

learners who use the textbook. (Alfa R. Yohannis, Yulius D. Prabowo, 2015)

Voxar Puzzle is a digital game in which children have to select a puzzle

from a virtual library and assemble it by influencing physical blocks. Used for the

development of the game platform had innovation in mind. Implementation of an

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

innovative interactive puzzle targeting children united computer visualization

technology and touchable user interfaces to consider a pioneering product. (

Vinícius Emanuel Silva, Caio Lins, André Silva, Rafael Roberto, Cristiano

Araújo, Veronica Teichrieb)

Gamification in technology-enhanced learning improves the instructional

design and multimedia content in designing learning materials. Learning

interesting and engaging, leading to greater knowledge understanding and

acquisition and enhancing new doors of innovation in technology-enhanced

learning. Gagne's learning model helps the students themselves to understand the

concept and analyze how much they have learned by the score obtained during the

quiz. The game includes three stage Collection, Sorting, and Recycling.

Increasing the critical thinking of students furthermore through game-based

approach than by traditional approach, showing that game-based learning is more

effective when compared to traditional classroom setup. (R Sreelakshmi,

MLMcLain, Abhishek Rajeshwaran, Bhavani Rao, R Jayakrishnan, Kamal Bijlani

2015 )

Advantages of having a Gamification

A game with a Purpose (GWAP) system to facilitate the gathering of

informal terms. The lexicon that is more appropriate for social media connected

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analysis. The name ”Slanger” derives from the conjugation of someone using or

identifying slang. Concepts of these approaches systems may gain user

engagement and increase the productivity of the task execution. (Fernando H.

Calderon Alvarado, Dr.Yi-Shin Chen, 2016)

Video games have developed in acceptance since the 1980’s. The leading

customers of video games are youth peoples. VENVI is a programming software

that lets users program a virtual personality to perform a series of steps in a 3D

virtual environment game elements must be added to the software’s interface. The

following game mechanics will be considered: points, levels, and trophies. Using

VENVI, we see the benefits of supporting learning tools with virtual reality.

Enhancing the virtual environment and user interface with gamification, we

envision improved development of computational thinking. (Joseph Isaac,

Sabarish V. Babu, 2016 ).

Traceability is the capability to trace the encouragement of one software

object on another by connecting dependences. By using gamification metrics can

donate to software traceability tasks. Traceability that syndicates self-adaptive,

picturing, and projecting features for suggestion links. Test -to- code traceability

originate in a lack of motivation and improper engagement of human

developers/testers in traceability tasks. (Reza Meimandi Parizi, Asem Kasem and

Azween Abdullah,)

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Gamification a technique that allows changing the traditional teaching to a

process of active and motivational learning, it can be implemented using different

technological tools that are part of the learning environments and many times are

underused, both formal and informal learning. One of the ways to enhance

informal learning is Massive Open Online Courses (MOOC). Represents a

motivating factor in students and thus contributes to efforts to increase the

percentage of retention MOOC. (Rodrigo Alexander Saraguro-Bravo, Dunia Inés

Jara-Roa, Martha Agila-Palacios,)

Improving our health consciousness by feeding back the personalized

health information push type digital signage was established as the process of

health information feedback. Aims at improving the user's health consciousness

by feeding back personalized healthcare information to the user. Gamification is a

method that introduces the elements of the game that attracts the human's interest

to other fields. ( Tetsuro Ogi, Kenichiro Ito, Go Nakada, 2015).

Gamification happened several years ago in the framework of digital

teaching and training aka e-learning. Game-based Learning provides enhanced

student motivation and potentially positive effects on learning. Learning and

gamification are often to be found in kindergarten education, “having more fun

while learning “.game approaches and game-based learning for just applying and

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

adapting selected ingredients from games. (Alke Martens, Wolfgang Mueller,

2016).

Synthesis of the Review of Related Literature

As presented by the different studies of different authors, the researcher of

the study comes up with the various view used in this research. Games can

support encourage people in otherwise nongame scenarios and involve users in

extraordinary interaction. Beneficial because playful experiences help make

nongame scenarios more motivating and engaging. (Dirk Basten, Christof Ebert,

2017). United States only 59% of the population plays PC games although

incomes of the computer games and more not the same types of games accessible

for a crowd of dissimilar platforms that provide for opposite gaming

requirements. (Juho Hamari, Petri Parvinen, 2016). Implementations can increase

crowdsources’ enthusiasm and contribution in human-based computation and it

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has remained an active approach for increasing human-based computation

contribution. Game-based Education provides enhanced student motivation and

potentially positive effects on learning. (Alke Martens, Wolfgang Mueller, 2016).

Purposes of improving the user's health consciousness by feeding back

personalized healthcare information to the user. Gamification is a method that

introduces the elements of the game that attracts the human's interest to other

fields. Promising creative intelligent among students in electronic design

computerization education. Learning engagement along with other activities,

helping the teacher with the classroom management. Feasible design of online

gamification could be proved promisingly. (Ming-Shiou Kuo, Tsung-Yen

Chuang, Jhong-Wei Yang, Shu-Yuan Tao, 2017 ).

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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

CHAPTER III
TECHNICAL BACKGROUND

This chapter discusses the technicality of the project which describes the

type of the project to be developed and its functionality. It also represents the kind

of application in the development of the plan or project.

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Figure 1. Project Framework

In figure 1, it shows that once the student installed the android application

the student will pick one option it’s either assembly, disassembly, and cabling

once the student pick. will proceed to screen where it displays the instruction of

the game and how it will be played it includes also an example of the game for the

student to better understand the game and the student will also choose if she/he

will proceed or not ready. Once the student choose the proceed button it will go to

game proper wherein the student will now perform what option he/she pick

(assembly, disassembly, cabling ) and when the student finishes in the game

she/he will proceed to a notification that she/he will enter an assessment quiz

where the assessment quiz contains 10 item question. When you finish taking the

quiz it will show your score if the student failed the quiz you have the option if

you want to retake the assessment or you want to go home screen. And if you

passed the assessment you have the option to continue to another game option or

you want to home screen.

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DETAILS OF TECHNOLOGIES TO BE USED

The scope of this section is the discussion of the technology used on how

the proposed system will work and the necessary information or the requirement

for running the system.

 Browser. It is the interpreter of the web. In the development, the

researchers need a browser to create the android application. And

so the researcher use Google Chrome browser as it is the most

popular browser nowadays.

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 KOPlayer. The researcher uses the KOPlayer as an Emulator for

the Android application. Is an Android Emulator which allows you

to play Android games and apps on a Windows PC.

 Ai starter 4.3. It is one of the requirements in the computer that

the researcher needs to install to use the MIT App. Inventor

running even if in offline. (You don’t have an internet connection).

Is an open source program that provides communication between

App Inventor running in the browser, and other parts of App

Inventor. It is also an Android emulator that provides support for

running the App Inventor.

 Jdk8u25. It is one of the requirements in the computer that the

researcher needs to install to use the MIT App. is a program

development environment for writing Java applets and

applications.

 MIT App Inventor. The researcher made use of the front-end and

it is where you create your Android Application. Is an open-source

web application originally provided by Google, and now

maintained by the Massachusetts Institute of Technology (MIT).

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CHAPTER IV
METHODOLOGY

This section provides the details of the steps or procedures of the

development of disassembly and assembly module in learning computer system

servicing. It also presents the models, processes, risks analysis, design,

development and acceptance testing undergone by the researcher during the

conduct of the study.

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The researcher used Agile Methodology process applied to the project. It is to

ensure that all functional and user requirement and agency strategic goals and

objectives are met from planning phase up to the end of the stage.

Requirement Modeling
INPUT PROCESS OUTPUT

 Information gathered  Planning Phase Development of

 Development tools  Analysis Phase Gamified
and technique  Designing Phase Dissembling and
 Review of related  Implementation and Assembling module
literature and studies Testing Phase in learning
 Feedback Phase COMPUTER
SYSTEM
SERVICING

------------ Feedback
------------
- -
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Figure 2. The paradigm of the Study

The conceptual framework defines the underlying set of ideas,

principles, arguments, or rules that provide the basis or outline for something

intended more fully developed at a later stage. The paradigm is the processing

side which involves different steps of the system development lifecycle.

Development of gamified assembly and disassembly module in

learning computer system servicing

Mobile CSS

Assembly

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Disassembly

Cabling
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Figure 3. Hierarchical Input Process Output

The Hierarchical Input Process Output (HIPO) of the Gamified

Dissembling and Assembling module in learning computer system servicing

Operational Feasibility

Fishbone Diagram

Not all Student know how to Assembly

and disassembly a Computer unit Manpower

Detecting some student Prone to Error and Poor in teaching

performance slow Student
Performances in
Assembly and
disassembly

Master in Information Technology 26

Monitoring

Time Consuming
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Figure 4. Fishbone Diagram of the Study

Fishbone diagram illustrates the primary problem and causes of the present

process in teaching Assembly and Disassembly in computer system servicing

subject.

Context Diagram

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Figure 5. Context Diagram

The context diagram is a representation of the system and describes the

person involved or user of the system. The Development of gamified assembly

and disassembly module in learning computer system servicing consists of one

user, Student with every request to the system of the user, the system gives an

output that corresponds to the application of the user.

Design

Output and User-Interface Design

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Figure 6. The logo of the CSS Mobile Application

The figure show logo of the game once it has been installed on your android

phone or emulator. I choose this logo simply because we are all familiar on the

computer system servicing that we assemble and disassemble a computer using a

computer unit but instead of using system unit we will use now an android phone

in a gamified version.

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Figure 7. The Mobile CSS Category

The figure shows what category you want to start it’s either the Assembly,

Disassembly or Cabling part. Each part has its own interface and assessment quiz

that enhance user knowledge in computer hardware assembly and disassembly

and cabling.

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Figure 8. The Assembly category with Instruction and Example

This figure shows the before you proceed to the game proper you have to read the

instruction and example for you have a better understanding how the game work

and to properly execute the game.

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Figure 9. Assembly category Interface

This figure shows the interface of the assembly category where you can see the

computer case, power supply, RAM, Hard Disk, Thermal Paste, Video card, CPU

fan, CPU, Mother Board, Power Supply, CMOS Battery. Like the actual

component of a real computer set.

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Figure 10. Computer Assembly Error Notification

This figure shows that once the user puts the wrong parts for example if the

student first put the power supply before the computer case it will show you a

notification that you should put the unit case first before the power supply. At this

point, we know that there is a certain sequence in computer assembly.

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Figure 11. Placing Power Supply

This figure shows the power supply is a hardware part that deliveries power to an

electrical device. It obtains power from an electrical socket and transforms the

current from alternating current to direct current, which is what the computer

needs. It controls the voltage to a satisfactory amount, which lets the computer to

run effortlessly deprived of overheating. The main part of some computer and

need to function correctly for the all of the mechanisms will work.

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Figure 12. Placing Mother Board

This figure shows the Motherboard is the computer essential communications

strength connectivity point, from which all mechanisms and outer peripherals

connect.

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Figure 13. Placing the CMOS battery

This figure shows the CMOS is the word used to state to the small quantity of

memory on a computer motherboard that saved the bios settings.

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Figure 14. Placing the CPU (Central Processing Unit)

This figure shows the operating system, is software that connects with the

hardware and lets other programs to function. It incorporated system software, or

the important documentations your computer wants to boot up.

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Figure 15. Placing the Thermal Paste

This figure shows the Thermal grease a type of thermally conductive compound,

which is regularly used as a border in the middle of heat sinks.

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Figure 16. Placing the CPU fan

This figure shows the CPU fan. Effective chilling of a concerted heat source for

example an important integrated circuit requires a heatsink, which may be cool by

a fan; use of a fan alone will evade overheating of the small chip.

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Figure 17. Placing the RAM (Random Access Memory)

This figure show RAM is an abbreviation for random access memory, a kind of

PC memory that opened randomly and memory can be able to open without

moving the preceding bytes.

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Figure 18. Placing the Video Card/Graphics card

This figure shows the video card connects to the mainboard of a computer system

and produces output images to show.

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Figure 19. Placing the Hard Disk

This figure shows the hard disk which you can saved computer documents. Hard

disks hold additional documents and are quicker than floppy disks. A solo hard

disk commonly consists of numerous platters.

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Figure 20. Placing Computer Unit cables

This figure shows the different list of cable that should be attached to the Mother.

When you finish the assembly part the next you need to do is to connect the

different cable that connect the main board and power supply.

Figure 21. Cabling notification Error

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This figure shows the Error Notification if you choose the wrong cable to be

connected. This gives the user a notification that you must select another cable

that fits the computer parts.

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Figure 22. Cabling notification for correct cable

This figure shows the Notification if you choose the correct cable to be connected

to the computer parts.

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Figure 23. The finish Assembly Computer Unit

This figure shows that the final output when you finish the Assembly category.

Where all the computer parts and cable are connected properly.

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Figure 24. Notification for Assessment Quiz for Assembly category

This figure shows that you must choose if you want to take the assessment quiz or

not if you choose the not take the quiz you will go back to the home screen and if

you choose yes you will proceed to Assembly Assessment Quiz.

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Figure 25. Assessment Quiz for Assembly category

This figure shows the ten different question about computer assembly that

wherein the assessment quiz will determine how you perform and determine your

knowledge in the assembly of a computer unit.

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Figure 26. Score notification for assessment Quiz for Assembly category

This figure shows your score when you finish the quiz if you passed quiz you

will choose if you want to go to next category or you want to go to home screen.

Here the example has you failed the quiz and you are going to choose if you want

to retake or Not now if you choose to retake you will be able to go back to the

user interface of the category you choose and do the same procedure if you

choose not now you will go back to home screen.

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Figure 27. Click the Clear All Button

This figure shows the when you click the clear all button it will go back to the

ordinal place and you will have to start again from the top where all the parts

place.

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Figure 28. The Disassembly category with Instruction and Example

This figure shows the before you proceed to the game proper you have to read the

instruction and example for you have a better understanding how the game work

and to properly execute the game.

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Figure 29. Unmounting the cable

This figure shows the step in disassembly of computer unit is to unmount the

cable that is connected to the motherboard. Because that’s the first procedure in

disassembling computer unit so that you can easily remove other parts properly.

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Figure 30. Unmount Cable 20/24 pins

This figure shows the an example of Unmounting of the cable first is the 20/24

pins ATX Cable where it will also show a notification saying the name of the

cable you remove and it means that you remove the cable properly.

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Figure 31. Unmount the Power Supply

This figure shows the Unmounting of the Computer unit parts first is the power

supply cable where it will also notify a message that it is disconnected.

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Figure 32. Notification for Assessment Quiz for Disassembly category

This figure shows that you must choose if you want to take the assessment quiz or

not if you choose the not take the quiz you will go back to the home screen and if

you choose yes you will proceed to Disassembly Assessment Quiz.

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Figure 33. Score notification for assessment Quiz for Disassembly category

This figure shows your score when you finish the quiz. If you passed quiz you

will choose if you want to go to next category or you want to go to home screen.

Here the example has you failed the quiz and you are going to choose if you want

to retake or Not now if you choose to retake you will be able to go back to the

user interface of the category you choose and do the same procedure if you

choose not now you will go back to home screen.

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Figure 34. The Cabling category with Instruction and Example

This figure shows the before you proceed to the game proper you have to read the

instruction and example for you have a better understanding how the game work

and to properly execute the game.

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Figure 35. Lan Cabling (cat6 cable)

This figure shows before you proceed to the game proper of cabling it will give

you a tips at tools that you need know about the cabling part. A good example is

the cat6 cable or also known as LAN cable one of the tool we need because it

were the connection passed through.

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Figure 36. Lan Cabling (RJ45)

This figure shows before you proceed to the game proper of cabling it will give

you a tips at tools that you need know about the cabling part. A good example is

RJ45 it is where you will insert the LAN cable.

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Figure 37. Lan Cabling (Crimping Tool)

This figure shows before you proceed to the game proper of cabling it will give

you a tips at tools that you need know about the cabling part. A good example is

crimping tool also one of the import because without this tool you will not crimp

the LAN cable and RJ45.

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Figure 38. Lan Cabling (Lan Tester)

This figure shows before you proceed to the game proper of cabling it will give

you a tips at tools that you need know about the cabling part. A good example is

the LAN tester it is use to test the connection if you did crimp well the cable or

did not. The LAN have 8 blinking light where if the wire in the cat6 is well crimp

it will blink.

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Figure 39. Cabling category (Straight through and Crossover)

This figure shows that when you finish reading the instruction and some

information about the cabling part you will choose if you want to go straight

through or crossover.

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Figure 40. Cabling category (Straight through cabling)

This figure shows when you finish the straight through cabling you will choose if

you want test again or to move to crossover. When you are in the cabling part you

will have guide in inserting the cable because it include the color of the cable.

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Figure 41. Cabling category (Crossover Cabling)

This figure shows when you finish the crossover cabling you will choose now go

to the assesment quiz where it will assesst you learning about network cabling.

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Figure 42. Message of Cabling

This figure shows the message when you finish straight through and Crossover

cabling to give more information about the student in gaining more knowledge

about cabling.

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Figure 43. Checking the Straight through cable.

This figure show when you finish the cabling part and test the cable this image

will show where you will see that the proper light will blink to check and to now

that you inserted the proper wire in the rj45.

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Figure 44. Assessment Quiz for Cabling category

This figure shows the ten different question about cabling that wherein the

assessment quiz will determine how you perform and determine your knowledge

in cabling.

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Figure 45. Score notification for assessment Quiz for cabling category

This figure shows your score when you finish the quiz. If you passed quiz you

will choose if you want to go to next category or you want to go to home screen.

Here the example has you failed the quiz and you are going to choose if you want

to retake or Not now if you choose to retake you will be able to go back to the

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user interface of the category you choose and do the same procedure if you

choose not now you will go back to home screen.

Software Specifications

The MIT App Inventor for Android is an open-source web application

originally provided by Google and now maintained by the Massachusetts Institute

of Technology (MIT). The system operated under Windows 7, 8, 10 and 10.1.

This operating system allows the application to run correctly.

Ai2 Starter is a program that provides communication between App

Inventor running in the browser, and other parts of App Inventor. Also, the

program is an Android emulator that provides support for running the App

Inventor. Whenever you want to use the emulator or the USB cable, you need to

make sure that aiStarter is running.

The Java Development Kit (JDK) is a software development environment

used for developing Java applications and applets. It includes the Java Runtime

Environment (JRE), an interpreter/loader (java), a compiler (javac), an archiver

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(jar), a documentation generator (Javadoc) and other tools needed in Java

development.

Hardware Specification

The following specifications were used to gamify assembly and

disassembly module in learning computer system servicing:

Student Android Phone

Table 1. Client Android Phone Specification

PLATFORM OS Android 5.1.1 (Lollipop)

Chipset Qualcomm MSM8939 Snapdragon 615
CPU Octa-core (4x1.5 GHz Cortex-A53 &
4x1.0 GHz Cortex-A53)
GPU Adreno 405
MEMORY Card Slot microSD, up to 256 GB (uses SIM 2
slot)
Internal 32 GB, 3 GB RAM
BODY Dimensions 158 x 82 x 7.8 mm (6.22 x 3.23 x 0.31
in)
Weight 192 g (6.77 oz)
SIM Hybrid Dual SIM (Nano-SIM/ Micro-
SIM, dual stand-by)
DISPLAY Type AMOLED capacitive touchscreen, 16M
colors

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Size 6.0 inches, 99.2 cm2 (~76.6% screen-to-

body ratio)
Resolution 1080 x 1920 pixels, 16:9 ratio (~367 ppi
density)
Multitouch Yes
Protection Corning Gorilla Glass 3
TESTS Performance Basemark OS II: 913 / Basemark OS II
2.0: 968
Display Contrast ratio: Infinite (nominal), 3.499
(sunlight)
Camera Photo / Video
Loudspeaker Voice 73dB / Noise 72dB / Ring 79dB
Audio quality Noise -94.3dB / Crosstalk -94.9dB
Battery life Endurance rating 94h
COMMS WLAN Wi-Fi 802.11 a/b/g/n/ac, dual-band,
WiFi Direct, hotspot
Bluetooth 4.0, LE
GPS Yes, with A-GPS, GLONASS
Radio No
USB microUSB 2.0, USB Host

Programming Environment

The programming environment used by the researcher to develop the

gamify assembly and disassembly module in learning computer system servicing

is as follows:

Front End

The researcher used MIT App Inventor, Ai Starter 4.3, and

JDK 8u25 for a fast and easy way to create applications.

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Implementation Plan

The researcher provides a detailed listing of all the task and schedules

that is necessary to achieve the objectives of the study.

Project Implementation Checklist

Table 2. The Project Implementation Checklist

March April May

Tasks Week Week Week
1 2 3 4 1 2 3 4 1 2
Meeting with the Pilot X X X
Administration
Identify information needed for X X
development of the System
Development of the system X X X X X X X X
Testing of the system X X X

Implementation of the system X

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Table 2 shows the project implementation checklist. It started in the first

week of March and ended on the Second week of May.

Testing

The Unit Testing was used to check the errors and validate if the

system provides the desired output. The testing is conducted during and

after the development of the system.

Integration Testing

Integration testing is used to combine and test the system by its

entities (users). It is done after unit testing and before validation testing.

Compatibility Testing

Compatibility Testing is used to check if the system is work on the

platform and load/ test the system on the different platforms like in

windows version or the system components.

Performance Testing

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Performance Testing is accomplished to check the difference

between the manual and the Android-based application.

The following are the procedures conducted during the

performance testing

1. Used the Manual Process

2. Used the gamify assembly and disassembly module in learning

computer system servicing.

3. Compared the time allotment for the samples used

Stress Testing

Stress Testing is used to determine the ability of a computer,

network, program or device to maintain a level of effectiveness under

unfavorable conditions.

The following procedures were conducted during the Stress

Testing

1. Checked System Errors

2. Checked Android Phone Response Time

Load Testing

This testing is used to determine the interval between the request

and response time of the Application.

The following procedures were conducted during the Load Testing

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1. Loaded Application on the different entities

2. Checked Response time

System Testing

It is used to evaluate the system regarding the system functionality

and security to make the system work right.

The following activities conducted during the system testing:

1. Installed Software Requirements

System Evaluation

To evaluate the system, the researcher used the ISO/IEC 9126

standard in evaluating the user’s perception.

Four points Likert scale used will be as follows.

4 –Highly Acceptable 3 –Very Acceptable

2 –Acceptable 1 – Not Acceptable

Formula: X = x/n

X – Mean, x – Value of items, n – number of items

Assumptions:

4 –Highly Acceptable 3 –Very Acceptable

2 –Acceptable 1 – Not Acceptable

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3.26 – 4.00 Highly Acceptable

2.51 – 3.25 Very Acceptable
1.76 – 2.50 Acceptable
1.00 – 1.75 Not Acceptable

CHAPTER V

RESULTS AND DISCUSSION

This chapter discusses the results of the research conducted, and the tools

beings used by the researcher to determine and provide an answer to the

objectives of the study.

Based on the problems encountered, the researcher was able to develop

the needed features of gamified assembly and disassembly module in learning

computer system servicing for the University of La Salute, Inc. – College

Department, Santiago City, Philippines System.

Users Acceptability of the System

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Table 3. Mean Response of the Respondents on the Evaluation of Proposed

Development of gamified assembly and disassembly module in learning
computer system servicing Using Gamification in terms of Functionality

No. Sub-Characteristics Mean Qualitative Rating

1 The application assesses pre-application 3.59 Highly Acceptable
requirements as the basis for approval.
2 The function required for the system 3.50 Highly Acceptable
was implemented (suitability)
3 Functional accuracy was provided 3.60 Highly Acceptable
(accurateness)
4 Functions meet specifications 3.65 Highly Acceptable
(compliance)
5 Ease of connecting with other systems 3.20 Very Acceptable
was provided (interoperability)
Grand Mean 3.48 Highly Acceptable

Table 3 shows that the mean response of respondents in the evaluation of

the proposed gamified assembly and disassembly module in learning computer

system servicing in terms of Functionality It reveals that “Functional accuracy

was provided (accurateness) t” got the highest mean of 3.65 interpreted as Highly

Acceptable while “Ease of connecting with other systems was provided

(interoperability)” got the lowest mean of 3.20 also interpreted as Highly

Acceptable.

The analysis indicates that the evaluation under Functionality is Highly

Acceptable with a grand mean of 3.48.

It affirms in the study of (K P TRIPATHI, 2012) that in the use of

Gamified System a tool for making better learning in the organization gives an

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impact on the important function of top management. It is also used to generate

the reports with the help of advanced technology having maximum characteristics

of useful information by which the decisions are to be taken related with the

functionality of management decisions it helps Teacher to keep the control on

working of the student at various levels Gamified System is required for

managerial report generation specialized tools; software and procedures are used

to develop Gamified System in the organizations.

Table 4 Mean Response of the Respondents on the Evaluation of Proposed

Development of gamified assembly and disassembly module in learning
computer system servicing Using Gamification in terms of Usability.

No. Sub-Characteristics Mean Qualitative Rating

1 The Application equipped with message 3.65 Highly Acceptable
box/notification boxes
2 The Application operates with minimal effort 3.52 Highly Acceptable
3 The Application interface is appealing 3.63 Highly Acceptable
4 The Application uses icons in every menu 3.20 Very Acceptable
5 Compared to other software, the Application is 3.60 Highly Acceptable
easy to learn
Grand Mean 3.52 Highly Acceptable

Table 4 shows that the mean response of respondents in the evaluation of

the proposed gamified assembly and disassembly module in learning computer

system servicing in terms of Usability. It reveals that “the application equipped

with message box/ notification boxes” got the highest mean of 3.65 interpreted as

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Highly Acceptable while “the application uses icons in every menu” got the

lowest mean of 3.20 also interpreted as Very Acceptable.

The analysis indicates that the evaluation under Usability is Highly

Acceptable with a grand mean of 3.52.

It affirms in the study of Dave E. Marcial (2012), that in the use of

gamification: A Gamification System, the process becomes fast and accurate

especially preparation of reports can also help them immensely. They also

commented that the system is excellent and they like how it makes their tasks

easier and how it will increase their productivity. The usability of the proposed

system met the standard requirements in using decision tree algorithm as to its

effectiveness.

Table 5. Mean Response of the Respondents on the Evaluation of Proposed

Development of gamified assembly and disassembly module in learning
computer system servicing Using Gamification in terms of Reliability

No. Sub-Characteristics Mean Qualitative Rating

1 The application uses trapping. 3.61 Highly Acceptable
2 The application tracts creation and 3.24 Very Acceptable
modification of data
3 A certain system level is maintained even 3.21 Very Acceptable
when a trouble occurs (recoverability)
4 Allows easy analysis of design documents and 3.55 Highly Acceptable
programs when a bug is found (analyzability)
5 Laborious tests are not required after a 3.63 Highly Acceptable
modification is made (testability)
Grand Mean 3.45 Highly Acceptable

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Table 5 shows that the mean response of respondents in the evaluation of

the proposed gamified assembly and disassembly module in learning computer

system servicing in terms of Reliability. It reveals that “Laborious tests are not

required after a modification is made (testability).” got the highest mean of 3.63

interpreted as Highly Acceptable while “A certain system level is maintained

even when a trouble occurs (recoverability)” got the lowest mean of 3.21 also

interpreted as Very Acceptable.

The analysis indicates that the evaluation under Reliability is Highly

Acceptable with a grand mean of 3.45.

It affirms in the study of Hiren PAtel (2001) that in the use of gamified

System, the process becomes reliable it reduced as much as possible to avoid

errors while entering the data. Thus by this all, it proves it user-friendly. Gamified

assembly and disassembly module in learning computer system servicing can lead

to error-free, secure, reliable and fast management.

Table 6. Mean Response of the Respondents on the Evaluation of Proposed

Development of gamified assembly and disassembly module in learning
computer system servicing Using Gamification in terms of Efficiency

No. Sub-Characteristics Mean Qualitative Rating

1 The application responds promptly. 3.25 Very Acceptable
2 The application accomplishes the task quickly. 3.50 Highly Acceptable
3 Using the application enhances the 3.52 Highly Acceptable
effectiveness of the gamified system.
4 Using the application motivate students. 3.69 Highly Acceptable

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5 Using the application increase students 3.46 Highly Acceptable

engagement
Grand Mean 3.48 Highly Acceptable

Table 6 shows that the mean response of respondents in the evaluation of

the proposed gamified assembly and disassembly module in learning computer

system servicing in terms of Efficiency. It reveals that “Using the application

motivate students.” got the highest mean of 3.69 interpreted as Highly Acceptable

while “the application responds promptly” got the lowest mean of 3.25 also

interpreted as Very Acceptable.

The analysis indicates that the evaluation under Efficiency is Highly

Acceptable with a grand mean of 3.48.

It affirms in the study of Tripathi (2012) that in the use of gamified system

the process becomes very effective and efficient especially when dealing with the

significant amount of data. To have active and efficient teaching Of Computer

Hardware assembly and disassembly, the Android-based system was designed and

implemented with modules on teaching computer hardware. (Mitzi S. Fritch et al.,

2014).

Table 7. Mean Response of the Respondents on the Evaluation of Proposed

Development of gamified assembly and disassembly module in learning
computer system servicing Using Gamification in terms of Portability

No. Sub-Characteristics Mean Qualitative Rating

1 Installation of the system done effortlessly 3.60 Highly Acceptable

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2 Provides flexible environment (adaptability) 3.65 Highly Acceptable

3 Complying with porting specifications 3.40 Highly Acceptable
(conformance)
4 Allows easy replaced with other software 3.20 Very Acceptable
(replaceability)
Grand Mean 3.46 Highly Acceptable

Table 7 shows that the mean response of respondents in the evaluation of

the proposed gamified assembly and disassembly module in learning computer

system servicing in terms of Portability. It reveals that “Provides flexible

environment (adaptability)” got the highest mean of 3.65 interpreted as Highly

Acceptable. While “Allows easy replaced with other software (replaceability)”

got the lowest mean of 3.20 also interpreted as Very Acceptable.

The analysis indicates that the evaluation under Portability is Highly

Acceptable with a grand mean of 3.46.

It affirms in the study of Jeremy McDonald (2014), the process of the

system becomes portable in which the system is highly secure storage for all kind

of confidential information. The configurable policy system implements and

manages these principles of access control as a rule-based system, and manages

and distributes the keys and material necessary to perform the system functions.

The portability of the proposed system met the standard requirements for using

gamification as to its effectiveness.

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Table 8. Grand Mean Response of the Respondents on the Evaluation of

Development of gamified assembly and disassembly module in learning
computer system servicing
Total Mean
Parameter Qualitative Rating
Value
Functionality 3.48 Highly Acceptable
Usability 3.52 Highly Acceptable
Reliability 3.45 Highly Acceptable
Efficiency 3.48 Highly Acceptable
Portability 3.46 Highly Acceptable
GRAND TOTAL MEAN 3.48 Highly Acceptable

Table 8 shows that the grand mean response of respondents in the

evaluation of the proposed Very Acceptable in terms of Functionality, Usability,

Reliability, Efficiency, and Portability. It reveals that Usability got the highest

total mean of 3.52 interpreted as Highly Acceptable while Reliability got the

lowest total mean of 3.43 also interpreted as Highly Acceptable.

The analysis indicates that the overall evaluation of proposed Very

Acceptable is Highly Acceptable with a grand total mean of 3.48.

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CHAPTER VI
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary

The Gamified Disassembly and Assembly module in learning computer

system servicing is an Android-based application that can teach the student for

computer system servicing through Gamification. The system was made using

MIT App Inventor and added some software for the emulator Ai Starter and

Jdk8u25 (Java Development Kit).

The system consisted of one user (Student). One the Application is

installed in the android phone she/he can start using the first is you will choose

from the three category the Assembly, Disassembly and Cabling in the Assembly

part the user will drag and drop the parts of the computer that includes each part a

description for the user to better understand what is that part name and use it also

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include the cable dismounting where you can classify the different cable in each

part of the Motherboard, Hard disk, and video card. The Second category is the

disassembly where you will dismount all the part of the Computer unit by order

again it also displays the name of the parts that will be disconnected. And lastly,

the cabling part is the straight thru and Cross over cabling where it will teach the

student the proper cabling techniques.

Conclusion

The researcher, concludes that the use of gamified assembly and

disassembly module in learning computer system servicing is commendable to

support a faster way of managing to teach computer system servicing. The

usefulness of the system is to radically increase motivation. Based on the result

gathered, the acceptability of the system problems identified was well addressed.

Ultimately, the results of the operation were remarked as highly acceptable based

on the agency perception.

Recommendation

The researcher recommends the following to the future researchers:

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1. There must be a 3D model to improve the interface of the gamified

assembly and disassembly module in learning Computer system servicing

make the game more interesting and user-friendly

2. It must have a tutorial of installing windows 7,8,10 and also windows

server 2008. for the user to have an idea in formatting their computer. And

I will be a greater advantage if you can have a virtual box in your game to

install multiple Operating systems.

3. It must have sample question, tips and trick in computer system servicing

for the student to have an idea in answering some question NCII CSS

exam in TESDA. Just to make them prepared.

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APPENDICES

REFERENCES

Alberto Mora∗, Daniel Rivera∗, Carina Gonz´alez†, Joan Arnedo-

Moreno(2016).A literature review of gamification design frameworks
Alfa R. Yohannis, Yulius D. Prabowo(2016)).Sort Attack: Visualization and
Gamification of Sorting Algorithm Learning
Alke Martens, Wolfgang Mueller(2016). Gamification - A Structured Analysis
Benedikt Morschheuser, Juho Hamari, Jonna Koivisto(2016). Gamification in
crowdsourcing: A review
Dirk Basten().Gamification

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Emily Marasco, Laleh Behjat, Marjan Eggermont, William Rosehart, Mohammad

Moshirpour, Ron Hugo().Using Gamification for Engagement and
Learning in Electrical and Computer Engineering Classrooms
Eunsik Kim, Ling Rothrock, and Andris Freivalds(2016).The Effects of
Gamification on Engineering Lab Activities
Fernando H. Calderon Alvarado, Dr.Yi-Shin Chen (2016). Gamification for
Informal Terms Lexicon Building
Fotios Spyridonis, Damon Daylamani-Zad, Ioannis Th.
Paraskevopoulos(2016)).The Gamification of Accessibility Design
Joseph Isaac*, Sabarish V. Babu(2016)). Supporting Computational Thinking
through Gamification
Juho Hamari, Petri Parvinen(2016). Introduction to Gamification: Motivations,
Effects and Analytics Minitrack
Luca Piras, Paolo Giorgini and John Mylopoulos(2016). Acceptance
Requirements and their Gamification Solutions
Marco Furini, Silvia Mirri, Manuela Montangero(2017).TagLecture: The
Gamification of Video Lecture Indexing Through Quality-based Tags
Ming-Shiou Kuo, Tsung-Yen Chuang, Jhong-Wei Yang, Shu-Yuan
Tao(2017).Designing a Digital Gamification Platform to Support
Classroom Management
Nina Runge, Dirk Wenig, Danny Zitzmann, and Rainer Malaka(2016)). Tags You
Don't Forget: Gamified Tagging of Personal Images
Quan Chengbin, Chen Yongqiang, Li Shanshan, Zhao
Youjian(2016)).Exploration of the Computer Hardware Experiment
Teaching Method Based on the Cloud Platform
R Sreelakshmi, MLMcLain, Abhishek Rajeshwaran, Bhavani Rao, R
Jayakrishnan, Kamal Bijlani(2016)). Gamification to Enhance Learning
Using Gagne's Learning Model
Reza Meimandi Parizi, Asem Kasem and Azween Abdullah(2016)).Towards
Gamification in Software Traceability: Between Test and code Artifacts

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Rodrigo Alexander Saraguro-Bravo, Dunia Inés Jara-Roa, Martha Agila-

Palacios(2016)).Techno-Instructional Application in a MOOC Designed
with Gamification Techniques
Rodrigo Filev Maia, Felipe Reis Graeml(2016)).Playing and learning with
gamification: an in-class concurrent and distributed programming activity.
Tetsuro Ogi, Kenichiro Ito, Go Nakada(2015). Healthcare Digital Signage Using
Gamification Method
Vibhu Saujanya Sharma, Vikrant Kaulgud, P. Duraisamy(2016). A Gamification
approach for Distributed Agile Delivery
Vinícius Emanuel Silva, Caio Lins, André Silva, Rafael Roberto, Cristiano
Araújo, Veronica Teichrieb (2016)).Voxar Puzzle: an innovative
hardware/software computer vision game for children development.

GRAMMARIAN‘S CERTIFICATE

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This is to certify that the undersigned has reviewed and went through all

the pages of the capstone project study/research entitled “Gamified Disassembly

and Assembly module in learning computer system servicing” as against the

set of structural rules that govern the composition of sentences, phrases, and

words in the English language.

Signed:

DIWATA CAJENTE LPT, MAED

Grammarian

ACCEPTABILITY EVALUATION QUESTIONNAIRE

ISABELA STATE UNIVERSITY

Cauayan Campus
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COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

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Name: ______________________________________ Date:

____________________
Position: Please Check:
[ ] Student
[ ] Faculty

DIRECTION: Encircle the number of your assessment in which you think is the
most appropriate after using the Application “Development of Gamified
Disassembly and Assembly module in learning COMPUTER SYSTEM
SERVICING”

Acceptability Scale:
4 Highly Acceptable 2 Acceptable
3 Very Acceptable 1 Not Acceptable

TITLE/ DECRIPTION RATING

Functionality
1 The application assesses pre-application requirements as basic of
4 3 2 1
approval.
2 Function required for the system were implemented (suitability) 4 3 2 1
3 Functional accuracy was provided (accurateness) 4 3 2 1
4 Functions meet specifications (compliance) 4 3 2 1
5 Ease of connecting with other systems was provided
4 3 2 1
(interoperability)
Usability
1 The application is equipped with message box/ notification boxes. 4 3 2 1
2 The application operated with minimal effort. 4 3 2 1
3 The application’s interface is appealing. 4 3 2 1
4 The application uses icons in every menu. 4 3 2 1
5 Compared to other application, the application is easy to learn. 4 3 2 1
Reliability
1 The application uses trapping. 4 3 2 1

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2 The application tracts creation and modification of data. 4 3 2 1

3 A certain system level is maintained even when a trouble occurs
4 3 2 1
(recoverability)
4 Allows easy analysis of design documents and programs when a
4 3 2 1
bug is found (analyzability)
5 Laborious tests are not required after a modification is made
4 3 2 1
(testability)
Efficiency
1 The application responds promptly. 4 3 2 1
2 The application accomplishes the task quickly. 4 3 2 1
3 Using the application enhances the effectiveness of the gamified
4 3 2 1
system.
4 Using the application motivate students. 4 3 2 1
5 Using the application increase students engagement 4 3 2 1
Portability
1 Installation of the system is done effortlessly. 4 3 2 1
2 Provides flexible environment (adaptability) 4 3 2 1
3 Complying with porting specifications (conformance) 4 3 2 1
4 Allows easy replaced with other software (replaceability) 4 3 2 1
TOTAL

Prepared by:

KING CHRISTIAN DOMINGO ANTONIO

Researcher

CURRICULUM VITAE

KING CHRISTIAN DOMINGO ANTONIO

[email protected]
09550928763

PERSONAL INFORMATION

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Gender : Male
Age : 24
Present Address : #6 Pag-asa St. Malvar Santiago City

Date of Birth : February 8, 1993

Place of Birth : Malvar Santiago City
Marital Status : Filipino

EDUCATIONAL BACKGROUND

ISABELA STATE UNIVERSITY – CAUAYAN CAMPUS

Master in Information Technology

UNIVERSITY OF LA SALLETE, INC

Bachelor of Science in Information Technology
Dubinan East, Santiago City
2010-2013
UNIVERSITY OF LA SALETTE INC. HIGH SCHOOL
Malvar, Santiago City
2005 – 2009
SANTIAGO SOUTH CENTRAL SCHOOL
Malvar, Santiago City
1999-2005

ELIGIBILITIES

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NC II – COMPUTER SYSTEM SERVICING

2016 – TESDA Santiago City

NC II – Computer System Servicing

2014 – TESDA Santiago City
WORK EXPERIENCES
Information Technology Instructor
University of La Salette, Inc.– College Department
Santiago City, Isabela
2016 - Present
ORGANIZATIONAL MEMBERSHIP

Philippine Society of Information Technology Educators- PSITE

National Membership organization

Master in Information Technology 94