SUPERVISO MISS SITI FATIMAH BINTI MOHD

R RUM

EXAMINER

Universiti Teknologi MARA

Road Safety Rules And Traffic Signs

Game-Based Learning

Nur Karima Binti Ahmad

Thesis submitted in fulfilment of the requirements

for Bachelor of Sciences Computer (Hons.)
Multimedia Computing
Faculty of Computer and Mathematical Sciences

JULY 2022
 SUPERVISOR APPROVAL

ROAD SAFETY RULES AND TRAFFIC SIGNS GAME-BASED LEARNING

By

NUR KARIMA BINTI AHMAD

2021120695

This thesis was prepared under the supervision of the project supervisor, Miss Siti
Fatimah Binti Mohd Rum. It was submitted to the Faculty of Computer and
Mathematical Sciences and was accepted in partial fulfilment of the requirements for the
degree of Bachelor of Computer Science (Hons.) Multimedia Computing.

Approved by

…………………………

Miss Siti Fatimah Binti Mohd Rum

Project Supervisor

JULY 3, 2022

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 STUDENT DECLARATION

I certify that this thesis and the project to which it refers is the product of my own work
and that any idea or quotation from the work of other people, published or otherwise are
fully acknowledged in accordance with the standard referring practices of the discipline.

………………………………….………….……

NUR KARIMA BINTI AHMAD

2021120695

JULY 4, 2022

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 ACKNOWLEDGEMENT

Alhamdulillah, praise and appreciation to Allah for His Almighty and many blessings, I
was able to complete this research within the time frame provided. First and foremost, I
want to express my gratitude to Miss Siti Fatimah Binti Mohd Rum, my supervisor and
Dr. Nurul Hidayah Binti Mat Zain my CSP600 instructor, who expertly supervised me
throughout my project research, notably in guiding and informing me on all of my flaws
in the report. I am grateful to my supervisor for being so patient with me and always
answering all of my questions about the project research. My loving mother, Rubiah
binti Abdul Halim and my supporting brothers Muhamad Syukeri bin Ahmad and
Muhamad Syafiq bin Ahmad, deserve special thanks for their unwavering support
during the project research. Their affection and support inspire me to finish my project
on time. Last but not least, I'd like to express my gratitude to M3CS2535A, my
classmates, for their assistance. Many of them were quite helpful and never failed to
consistently encourage me, as well as other classmates, when I felt a little overwhelmed
while trying to complete this entire final year project. I would not be able to finish this
assignment on time without all of their help

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 TABLE OF CONTENTS

CONTENT PAGE

STUDENT DECLARATION ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF FIGURES vi
LIST OF TABLES vii
LIST OF ABBREVIATION viii
1.1 Background of Study 1
1.2 Preliminary Study 3
1.2.1 Survey 4
1.2.2 Findings of Survey 4
1.2.3 Conclusion of Survey 8
1.3 Problem Statement 8
1.4 Objectives 10
1.5 Project Scope 11
1.6 Project Significance 12
1.7 Conclusion 13
2.1 Overview of Road Safety Rules and Traffic Signs 14
2.1.1 History of Traffic Signs and Safety Road 14
2.1.2 Importance of Road Safety and Traffic Signs Knowledge for
Children 16
2.1.3 Campaign Awareness of Safety Road 17
2.2 Types of road safety and traffic signs in Malaysia 20
2.2.1 Warning Road Signs 20
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 2.2.2 Prohibitory Road Signs 21
2.2.3 Information Road Signs 22
2.2.4 Road Safety Rules in Malaysia 23
2.3 Game-Based Learning 24
2.5.1 Game-based learning concept 25
2.5.2 Benefits of game-based learning 25
2.5.3 Game Genre 26
2.5.4 Game Viewpoint and Perspective 29
2.5.5 Browser- Based Game 32
2.4. Game Flow Model 33
2.5 Existing Applications 37
2.5.1 Take The Lead: THINK! 37
2.5.2 Road Safety 38
2.5.3 Traffic Rules for Children 39
2.6 Review of Methodology 41
2.6.1 Game Development Life Cycle (GDLC) 42
2.6.2 Rapid Application Development (RAD) Methodology 43
2.6.3 Agile Software Development Methodology 44
2.7. Conclusion 45
3.1 Game Development Life Cycle (GDLC) 46
3.2 Project Methodology Phases 47
3.2.1 Initiation Phase 47
3.2.2 Pre-production Phase 48
3.2.3 Production Phase 51
3.2.4 Testing Phase 55
3.2.5 Beta Phase 55
3.2.6 Release Phase 55
3.3 Conclusion 56
REFERENCES 57
APPENDIX A: SEMESTER 5 PROPOSAL GANTT CHART 66
APPENDIX B: QUESTIONNAIRE EVALUATION 67
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 LIST OF FIGURES

FIGURES PAGE

2.1 Innovation of Traffic Light 16

2.2 Shell Safety Road Campaign 18
2.3 Volvo and Kidzania Road Safety Campaign 19
2.4 PIAM and MTA Road Safety Campaign 20
2.5 Legend of Zelda 27
2.6 Motion Math 28
2.7 Minesweeper 29
2.8 Overhead view 30
2.9 Side view 31
2.10 First person view(fps) 31
2.11 Pacman 33
2.12 Take The Lead: THINK! 37
2.13 Road Safety game 38
2.14 Traffic Rules for Children 39
2.15 Game Development Life Cycle (GDLC) 42
2.16 Rapid Application Development 43
2.17 Agile Software Development 44
3.1 Game Development Life Cycle (GDLC) 46
3.2 Flowchart of the project 49
3.3 Construct 2 logo 51
3.4 Interface of Aseprite 52
3.5 Adobe Photoshop Logo 53

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 LIST OF TABLES

TABLES PAGE

Table 1.1 First Section of the questionnaire 5

Table 1.2 Second section of the questionnaire (quiz time) 5
Table 1.3 Third section of the questionnaire 7
Table 2.1 Warning Road signs 21
Table 2.2 Prohibitory Road signs 22
Table 2.3 Information Road Signs 22
Table 2.4 Road safety rules and tips 23
Table 2.5 Existing software comparison 40
Table 3.1 Low Fidelity Storyboard 50
Table 3.2 Software requirements to build 51
Table 3.3 Hardware requirements for build 54

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 LIST OF ABBREVIATION

2D 2 Dimensional 11

CSGO Counter-Strike: Global Offensive 37

FPS First Person View 31

GDLC Game Development Life Cycle 41

HTML5 The HyperText Markup Language 5 32

JKJR Road Safety Department 18

JPJ Road Transport Department 18

MTA Malaysian Takaful Association 20

NGO Non-Governmental Organisation 17

PDRM Royal Malaysian Police 9

PHP Hypertext Preprocessor 32

PIAM General Insurance Association of Malaysia 20

RAD Rapid Application Development 43

UEQ User Experience Questionnaire 56

VR Virtual Reality 42
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WebGL Web Graphics Library 32

WHO : World Health Organization 2

XP Experience Points 36

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 CHAPTER 1

INTRODUCTION

This chapter explained about project background, problem statements, project

objectives, project scopes, project significance and the summary of this chapter.

1.1 Background of Study

Road safety is known as the steps used to limit the danger of road traffic injury
and fatalities for any typical road users such as pedestrians, cyclists, motorists,
vehicle passengers and passengers of on-road public transport. According to
Maqbool (2019), road safety has been acknowledged as a critical component that
needs to be included in every road management system. Every population in the
world, whether they use vehicles or not, must pay close attention to road safety.
Because of the lack of adult supervision, children and students are the most
vulnerable group to traffic accidents, minor or significant injuries, and even death. It
is never too late to teach youngsters about road safety rules and precautions while
they are young (Mathy & P, 2016).

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 One of the most significant tools for regulating traffic operations and ensuring a
smooth and safe operation is traffic signs. They are frequently used around the world
to provide critical information on right of way, movement limits, and other issues.
They are regarded as one of the most significant tools for ensuring road safety
(Fleyeh & Dougherty, 2005).

Walking, although being the oldest mode of transportation, has become a severe
road danger and a life-threatening risk for many people around the world.
Pedestrians were involved in around 22% of all road traffic incidents worldwide, and
they are quite common, especially in developed countries. Each year, more than 500
pedestrians are killed in Malaysia, and pedestrians consistently rank third after
motorcyclists and car occupants (Syazwan et al., 2018). Children are mostly injured
or killed as pedestrians since they are active road users. Due to the greater proportion
of child pedestrian fatalities in Malaysia, the figure of fatal collisions involving
children is particularly concerning. In Malaysia, fatal vehicle collisions claimed the
lives of 12 percent of children aged 1 to 18 years old between 2007 and 2009
(Shaeza et al., 2018). According to WHO estimates, 186,300 children die every year
in road traffic accidents around the world, which is equivalent to over 500 children
dying every day. Road traffic injuries are one of the top four global causes of death
in children aged 5 to 14. Among these deaths, 38% of the children are
pedestrians (Schwebel, Davis, & O'Neal, 2012; World Health Organization, 2015).

This project aims to incorporate an element of enjoyment while gaining a new

knowledge about road safety rules and traffic signs among the primary school
students. Many previous research has indicated that students who learn through
games have better motivation and self-efficacy when they believe they are
competent; they have also discovered that skill understanding and competence are
the most important factors of motivation and accomplishment (Hamari et al., 2016).
In recent years, gamification has gained popularity in education. Its benefits include
providing children with the opportunity to study in a multi-sensory, active, and
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 exploratory setting, among others. Learners can utilize these instructional games for
experiential learning in a dynamic learning environment to improve their decision-
making and problem-solving skills (Adachi and Willoughby, 2013). Furthermore,
instead of obtaining delayed feedback via traditional evaluation methods (e.g., tests
and examinations), students can receive quick feedback or results to get answers.

In this project, the game-based learning will be an interactive game with various
elements of multimedia which are audio, video, animation, graphic and text. It will
attract the user more since they will be able to control the character by clicking on
the screen to move it around.

Therefore, through this game-based learning more children hopefully are gaining
new knowledge about safety roads and traffic signs.

1.2 Preliminary Study

A preliminary study is a type of initial observation or study of a topic or issue

that is connected to the evaluation or review that is being conducted. A preliminary
study was conducted for this gaming project to determine how much primary
students in Malaysia knew about road safety rules and traffic signs. Primary students
aged 7 to 12 years old are participating in an online survey. The preliminary study
was completed using the use of Google Form to distribute the survey. The goal of
this research is to determine the best platform for primary students to learn more
about road safety rules and traffic signs. The poll was completed by 12 respondents
ranging in age from 12 years old and under to 8 years old and above.

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1.2.1 Survey

The survey was circulated via a link posted on social media platforms
like Instagram and WhatsApp. The respondents were asked to reflect on their
understanding of road safety rules and traffic signs, as well as their readiness to
apply game-based learning on road safety rules and traffic signs, in a survey that
was successfully collected using Google Form. The poll is broken into two
sections: a quiz section with questions about road safety and traffic signs to
evaluate their knowledge, and a second section about their willingness to use
game-based learning to learn about road safety rules and traffic signs.

1.2.2 Findings of Survey

Data was gathered for better understand the user's requirements and
demands for this game project. Respondents were asked to fill out the personal
information section, which is the initial element of the survey, in order to
accomplish this. Table 1.1 displays the percentage of respondents by gender, age,
and whether or not their school provides a road safety book, as well as whether
or not they read the book. According to the table 1.1, there are 7 (58.4%) female
respondents and 5 (41.7%) male respondents. 6 (50%) of the respondents are
under the age of 12, 2 (16.7%) are under the age of 8, and the remaining 33% are
between the ages of seven, nine, ten, and eleven. Furthermore, as seen in the
table 1.1, all 12 (100%) respondents believe that the majority of their school
provides road safety books. Finally, 5 (41.7 %) respondents say "yes" to the
question of whether they read the safety guidelines books, while 4 (33.3 %) say
"maybe," implying that they don't recall whether or not they read the book, and 3
(25 %) say "no." It can be shown that the majority of the respondents read the

4
road safety books, although some of them have doubts about their memory of
doing so.

Table 1.1 First Section of the questionnaire

Question Range Frequency(n) Percentage (%)

Gender Male 5 41.7

Female 7 58.4

Age 7 1 8.3

8 2 16.7

9 1 8.3

10 1 8.3

11 1 8.3

12 6 50

Did school provide Yes 12 100

a book about
No 0 0
safety roads?

Did you read the Yes 5 41.7

book?
Maybe 4 33.3

No 3 25

Table 1.2 Second section of the questionnaire (quiz time)

Question Range Frequency(n) Percentage

(%)
5
Based on the image Pedestrian can cross 1 8.3
below choose the the road
correct answer.
Pedestrian cannot 11 91.6
cross the road

Which one of the Traffic light contain 1 8.3

following below is 3 color
FALSE about
Yellow color mean 1 8.3
traffic light
ready to stop

Yellow, green and 10 83.3

red is the correct
order for the traffic
light color

Based on the image Zebra crossing 0 0

below choose the
Children crossing 11 91.6
correct answer
sign

Pedestrian crossing 1 8.3

sign

What is the first Look to your left 2 16.7

thing to do before and right
crossing the road?
Look to your right 0 0
and left

Look to your right, 10 83.4

left and right

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Based table 1.2 shows that most of the respondents know basic knowledge of
road safety rules and traffic signs. Only one or two respondents have lesser
knowledge about road safety and traffic signs. In each question only one person
chose a wrong answer with 8.3 % except for question number 4 where two
respondents (16.7%) choose “look to your left and right” while the correct
answer is “look to your right, left and right”.

Table 1.3 Third section of the questionnaire

Question Range Frequency(n) Percentage

(%)

Which source do you Books 2 16.7

prefer to gain more
Educational 10 83.3
knowledge about road
Games
safety and traffic signs?
Others (etc) 0 0

Have you ever played Yes 3 25

any educational game
No 9 75
on road safety and
traffic signs?

Do you think an Yes 12 100

educational game about
No 0 0
road safety and traffic
signs would be very
helpful for the
children?

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 Based on table 1.3 shows that most of the respondents prefer educational games
in gaining more knowledge about road safety and traffic signs with 10 (83.3%)
respondents, while 2 respondents (16.7) choose books. Besides that, three
respondents (25%) choose that they had played an educational game on road
safety and traffic signs, while 9 respondents (75%) choose that they never played
the game. Lastly, all of the respondents (100%) agree that an educational game
about road safety and traffic signs would be very helpful for the children.

1.2.3 Conclusion of Survey

In conclusion, the majority of the respondents are female students aged

12 to 8 years old, according to the findings of the study. Also according to
information gathered from the survey, the respondent's school provides a road
safety book for primary school children. Only one or two respondents in the
second section of the questionnaire had zero knowledge of road safety rules and
traffic signs. Only three people (25%) had played an educational game about
road safety rules and traffic signs. The results reveal that 12 (100.0%)
respondents support moving through with the initiative to develop a Game-Based
Learning system for learning road safety rules and traffic signs in a more
engaging and playful way.

1.3 Problem Statement

The lack of knowledge about the safety rules and traffic signs among the
primary school students

Road accidents are currently the 9th biggest cause of death, but are expected to
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rise to the 5th by 2020. Road traffic injuries are the main cause of death among
young adults aged 15-19 years and the second leading cause among children and
adolescents aged 5- 14. According to the World Health Organization, road traffic
accidents are the sixth highest cause of death among children and teenagers. The
death toll is higher in countries like India, where pedestrians, cyclists, and
passengers are vulnerable and cars lack safety standards (Mathy & P, 2016). While
in Malaysia, males accounted for 74 percent of total fatalities and injuries in
pedestrian crashes, according to (Royal Malaysian Police [PDRM], 2018). Children
under the age of 15 were involved in roughly 20% of pedestrian fatalities.
According to Yulianto B (2017), children have a low degree of knowledge,
skills, and concentration, all of which are necessary for their safety. A wide range of
child behaviors, such as practical jokes, lack of focus while cycling or walking,
failure to look at traffic before crossing the road, and failure to pay attention to
traffic signs and traffic signals when crossing the road, can all raise the risk of
accidents. Based on Lipton et al. (2002) found that children occasionally
misunderstand the purpose of crossing facilities and respond to the measures based
on their own perception, preferring to cross on the shorter path rather than at the
marked crossings.
In Malaysia, irresponsible crossing and walking/playing on the road have
resulted in numerous pedestrian fatalities. Based on Hamidun & Roslan (2022)
research, stated that the crossing behavior of 579 pedestrians, many children who
crossed the street alone tended to run rather than look before crossing. Besides, Fhyri
A (2004) stated one of the reasons for the higher accident risk in 5- and 6-year-olds
compared to older children in Norway is that actions like crossing the road safely
require relatively complicated cognitive skills for a 5- or 6-year-old child. For
instance, the selection of a safe place to cross the road involves gathering and
processing information, to detect vehicles, to estimate their speed and to evaluate
distance and time-gaps. Moreover, incoming vehicles could be obscured by objects.
In order to travel safely in a traffic environment, the youngster must also

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 comprehend the meaning of signs, signals, and road markings, as well as be able to
avoid distractions.

Limited medium for educational games on road safety and traffic signs

Based on a small survey that has been conducted, shows that most
primary school students aged 12 years old prefer to learn more about
safety roads and traffic signs through a game-based learning with 83.3% votes
and the rest of the respondents (2) 16.7% prefer books. With 25% of
respondents voting no towards the question whether they read the books about
safety roads, 41.7% voted yes and 33.3% voted maybe. The survey concluded
that a total of 12 respondents agree that the educational game about road safety
rules and traffic signs will be more helpful for them in order to gain more
knowledge about the road safety rules and traffic signs. Some students avoid
reading because they believe they could learn the same material more quickly
by viewing a short video on YouTube about the book they are analyzing or a
film version of it, rather than spending a lot of time and effort figuring it out on
their own by reading the book. (2019, Lombardi).

According to a survey run by Picton I (2020), the number rises to nearly

three quarters (73.1%) of young people who do not enjoy reading, suggesting
that video games can act as an entry point into the world of stories, especially
for those who do not enjoy reading. They prefer to play games rather than
reading a book since games have various storylines that are much more
interesting than reading a book.

1.4 Objectives

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 There are few objectives that this project will be focusing on:

i. To design a 2-Dimensional (2D) game-based learning of road safety rules

and traffic signs for primary school children
ii. To develop an interactive game-based learning about road safety rules and
traffic signs for primary school children
iii. To evaluate the understanding of road safety rules and traffic signs via game-
based learning.

1.5 Project Scope

Primary school students are the intended audience for this application.
The game will be created in a 2D environment for a web-based platform and will
incorporate all multimedia elements such as animation, graphics, text, video, and
audio. Because English is a worldwide language, it is the greatest choice for this
game's language. The game is a desktop-based game where users can play on any
device via the internet browser and launch very fast.

This game's content will focus on children's safety road rules and traffic
signs. The majority of the safety road rules will focus on how to cross the road as
a pedestrian. The traffic signs, on the other hand, will be covered just to the
extent that they are on the road signs. Because the theme is on road safety, the
environment will take place on the road. It began with a brief tutorial that the
user followed while playing the game. The player will be taught how to play the
game by following the instructions. Through visualization, the game will present
a clear and easy to understand fact and information.

In order to complete the challenge in this game, the user must travel to a
specific location, which requires crossing the road and following the road safety

11
 rules and traffic signs shown in certain areas. Players will unlock a new level
after successfully arriving at the destination with a time given, which will
inevitably increase the awareness about safety road rules and traffic signs even
when they are not playing the game. A player only has 2 lives to retry the level,
more than that they have to start over the level they are currently on.

1.6 Project Significance

Every project must have a purpose, and the purpose of this project is to
provide primary school students with exposure to road safety rules and traffic
signs. Because road accidents happen all the time, it's a good idea to learn about
them through game-based learning, which will soon be integrated in students'
daily lives.

This game also benefits the player by enhancing their understanding of safe
roads and traffic signs. By playing the game, young children who are likely to
have no awareness of traffic signs or any safety road laws can get an additional
lesson, as it presents information in a style that is far more straightforward and
interactive than plain-text information in books.

In addition, schools can use this game to give early exposure to road
safety rules and traffic signs toward primary school children at school. Road
users with a well-developed road safety culture while they are young can reduce
fatalities (Zulkifli et al., n.d.). According to Govender (2012), road safety
education, like all learning, should begin at a young age and be adapted to the
age and circumstances of the child. Children must be aware of the road safety
rules in their local surroundings. They must be aware of the threats and taught
how to deal with them safely. Children frequently have no idea what is

12
 considered safe. Children's perceptions of danger are limited, and they are readily
diverted.

1.7 Conclusion

To summarize, safety road rules and traffic signs are essential knowledge for
everyone, especially children. Most children require this knowledge because they
almost always use it in their daily lives. Children who walk from home to school, for
example, would most likely require this knowledge for their own safety on the road.
From problem statement above shows that most of the traffic accidents involve
children as the victims since most of them are pedestrians.

Moreover, based on the foregoing research, it may be possible to construct

and design a game-based learning system for safety road laws and traffic signs,
which would assist youngsters or students in learning them more effectively while
also providing a fun learning environment. It would play a part in implying the
knowledge of road safety laws and traffic signals so that it is more understandable
rather than learning with theories if the correct planning and usable procedures were
used for the developments. With the advancement of modern technology, humanity
may be able to grow in wisdom and understanding.

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 CHAPTER 2

LITERATURE REVIEW

In this chapter it consists of information that was related to this project. The content of
this chapter will be used to support relevant literature for the project. It provides an
overview of the Road Safety Rules and Traffic Signs, types of traffic signs and road
safety in Malaysia, existing applications that are quite similar to the project, and review
of the project methodology.

2.1 Overview of Road Safety Rules and Traffic Signs

This section will explain the history of traffic signs and safety road, the importance of
road safety and traffic signs knowledge for children, campaign awareness of road safety
and type of traffic signs and road safety rules in Malaysia.

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2.1.1 History of Traffic Signs and Safety Road

Since the 1800s, traffic lights have been in use. People at the time
employed traffic lights for the same general purpose that we do now: to control
traffic congestion. The only difference was that traffic congestion was caused by
horse-drawn carriages and pedestrians at the time. John Peake Knight developed
the first traffic light, which was powered by gas. On Dec. 10, 1868, it was
erected outside the House of Parliament in London, England. The traffic light
had only two colors at the time: green for go and red for stop. During the day, the
colors were visible, but at night, police officers had to manually illuminate red or
green to signal drivers (Maloney, 2022). Only a month later, a police officer in
charge of the signal was seriously injured when one of the lights exploded in his
face due to a gas main leak. The project was quickly canceled after it was
designated a public health danger (Ross, 2016).

Garrett Morgan, a 46-year-old inventor and newspaperman, received

Patent No. 1,475,074 for his three-position traffic light on November 20, 1923.
Nonetheless, it was a significant innovation: by having a third position in
addition to "Stop" and "Go," it was able to govern crossing cars more safely than
previous signals. Morgan designed a T-shaped pole with three settings as a
signal. It might be placed at half-mast (like a blinking yellow light today) at night
when traffic was light, alerting automobiles to go cautiously through the
intersection. For $40,000, he sold the rights to his idea to General Electric
(History.com Editors, 2009). Figure 2.1 shows an example of innovation of
traffic lights back then in the year of 1868 to 1924.

15
 Figure 2.1 Innovation of Traffic Light

(Source: https://www.realityviews.in/2015/12/facts-history-of-traffic-lights-traffic.html)

2.1.2 Importance of Road Safety and Traffic Signs Knowledge for

Children

A traffic road sign is a symbolic transcription of a legal statement, and

they can be categorized as regulatory, warning, or informational. Every traffic
sign represents a single piece of information concerning current traffic conditions
and their implications. Uncertain interpretation of such cues in a linguistic
landscape by young children may indicate a lack of comprehension of the
intended meaning. This could lead to a misinterpretation of a road sign, with
potentially dangerous consequences. As a result, given the functional context of
structured behavior and action within a social setup, awareness of basic safety
norms and information is critical. The importance of youngsters knowing traffic
signs is frequently accompanied with an adult perspective, as adults are the
primary agents of nurturing the young, according to nature's order.
Understanding adult perceptions will help us better comprehend young children's
visual semiotics (Chia et al., 2009).
16
 Road safety education, like all learning, should begin at a young age and
be adapted to the age and circumstances of the child. Children must be aware of
the road safety rules in their local surroundings. Children frequently have no idea
what is considered safe. Their perceptions of danger are limited, and they are
readily diverted. They require continual education beginning at a young age to
assist them establish safe and right road behavior as well as a more positive
attitude about their own decision-making (THE ROAD SAFETY EDUCATION
PROGRAMME: A JOURNEY INTO THE SCHOOL CURRICULUM, 2012).
As a result, the school's duty includes teaching parents, guardians, and caregivers
how to incorporate road safety instruction into their children's daily routines and
activities. Schools play an important role by holding many programmes about
road safety to make the children learn more about road safety such as quiz
competitions about road safety and traffic rules.

2.1.3 Campaign Awareness of Safety Road

In order for people to learn more and raise awareness about safety roads and
traffic signs is through any campaign that has been held by the government,
NGO and many more. A lot of activities have been done to spread more
awareness about safe roads in Malaysia.

I. #ShellSelamatSampai

17
 Figure 2.2 Shell Safety Road Campaign

(Source: https://www.shell.com.my/sustainability/communities/road-safety-malaysia.html)

Shell relaunched its #ShellSelamatSampai road safety campaign

in 2016 to raise road safety awareness and encourage behavioral change
among motorcyclists and youths, two of the most vulnerable groups on
the road. #ShellSelamatSampai has reached up to 70,000 young people,
and major government agencies such as the Road Safety Department
(JKJR), the Road Transport Department (JPJ), the Ministry of Education,
and the Royal Malaysian Police (PDRM) continue to work together to
develop a solid partnership. Varsity students take on the challenge of
producing interesting road safety innovation prototypes as part of the
#ShellSelamatSampai Varsity Challenge programme, an inter-varsity
road safety innovation competition. The initiative has revealed road
safety solutions such as reducing overtaking accident risks, reducing
distracted driving, increasing motorcycle rider visibility, and recycling
agricultural trash to improve existing road structures (Road Safety
Malaysia - #ShellSelamatSampai, 2022).

II. Volvo and Kidzania Road Safety Campaign

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 Figure 2.3 Volvo and Kidzania Road Safety Campaign

(Source: https://www.carsifu.my/news/volvo-and-kidzania-road-safety-campaign)

Continues to deliver road safety instruction to Malaysian schools

in conjunction with KidZania Kuala Lumpur. In two years, the
partnership between Volvo Trucks, Volvo Cars, and KidZania has helped
educate over 90,000 youngsters. Children at KidZania learn how to sit
properly in a car, how to properly use a safety belt, and the importance of
child seats, all in keeping with Volvo's objective that no one should be
killed or badly injured in a new Volvo Car by 2020. Over the course of
two years, the Volvo Car Dealership in KidZania taught a total of 32,294
children the fundamentals of road safety. (Carsifu, 2018)

III. PIAM and MTA Launch “Us” Road Safety Campaign

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 Figure 2.4 PIAM and MTA Road Safety Campaign

(Source: https://www.nst.com.my/cbt/2022/01/763214/piam-mta-launches-2022-nationwide-
road-safety-campaign)

The General Insurance Association of Malaysia (PIAM) and the

Malaysian Takaful Association (MTA) have joined forces to launch the
nationwide "Us" road safety campaign in an effort to minimize road
crashes and promote safety awareness among motorists. The advertising
slogan "Safety starts with a 'S,' but it starts with a 'U,'" aims to change
motorists' minds and instill safe riding and driving practices. With the
campaign, PIAM and MTA aim to see a significant reduction in the
number of crashes and deaths, especially during the holiday season.
(nst.com.my, 2022).

2.2 Types of road safety and traffic signs in Malaysia

Each country has different types of traffic signs even though some of
them follow the international standards, in Malaysia any of the yellow sign
boards represent the warning road signs. (Road and Traffic Signs in Malaysia -
What You Need to Know, 2022)

2.2.1 Warning Road Signs

Indicates warning on road conditions ahead or adjacent to. Road users

should take note of any warning signs in Malaysia as they are designed to alert

20
 them of possible dangers ahead (Road and Traffic Signs in Malaysia - What You
Need to Know, 2022).

Table 2.1 Warning Road signs

Speed bumps in road

Traffic light ahead

Road work ahead warning Stop and give away to all traffic

Warning for pedestrian Slippery road surface ahead

Caution
Warning for children and minors

2.2.2 Prohibitory Road Signs

In Malaysia, prohibitive road signs are used on all sorts of roads to

restrict particular vehicles and maneuvers, such as preventing u-turns or setting
maximum speeds (Road and Traffic Signs in Malaysia - What You Need to
Know, 2022).

21
 Table 2.2 Prohibitory Road signs

No entry (one-way traffic) No parking

Cyclists not permitted

Stopping and parking forbidden

Pedestrians not permitted

Height restriction ahead

2.2.3 Information Road Signs

The most commonly used road signs in Malaysia are information signs,
which are used on any type of road to provide road users with general
information about the route they are on and the road ahead (Road and Traffic
Signs in Malaysia - What You Need to Know, 2022).

Table 2.3 Information Road Signs

One-way traffic
Hospital sign

22
 Parking permitted Mosque (Surau)

Road ahead is a dead end Rest & Service Area (found at toll
expressways)

2.2.4 Road Safety Rules in Malaysia

Table 2.4 shows some of the road safety rules and tips in Malaysia

Table 2.4 Road safety rules and tips

People should look on their left

and right before crossing the road.

(Source:https://www.researchgate.net/figure/
Poster-Showing-Road-Crossing-Tips-as-
provided-by-Road-Safety-Department-of-
Malaysia_fig1_225163303)

23
 -As a cyclist, they should wear
bright clothes to avoid accidents.
- Students should not walk behind
the bus and stand away from the
road while waiting for the bus.
- As a school pedestrian, always
walk as a group and use the
sidewalk
(Source:
https://mypositiveparenting.org/2016/02/03/back-
to-school-road-safety/road-safety-20160203/)

As a pedestrian they should cross

the road in a safe place such as the
zebra crossing and pedestrian
bridge.

(Source: https://pekeliling.com/poster-
keselamatan-jalan-raya/)

2.3 Game-Based Learning

Game-based learning is a teaching method in which students investigate

relevant aspects of games in a learning environment created by teachers.
Teachers and students work together to provide depth and perspective to the
game-playing experience (Team, 2013).

24
2.5.1 Game-based learning concept

Game traits and principles are included within learning activities in

game-based learning. Learning activities encourage student engagement and
motivation to learn in this environment. Points systems, badges, leaderboards,
discussion boards, quizzes, and classroom response systems are all part of game-
based learning. Points may be rewarded academically, such as an extra week to
complete an assignment after achieving a specific point level. If students achieve
a specific level of accomplishment, they can earn badges, while classroom
response systems like Kahoot or Top Hat reward participation with points
(Tophat.my, 2019).

Overall, game-based learning appears to be more transferrable to real-

world situations than traditional 'chalk' and 'talk' lectures/traditional teaching
sessions. It is also linked to two fundamental educational theories—constructivist
and cognitive theories—in addition to game-based learning incorporating
competitiveness, engagement, and instant rewards (Patrice & Pinder, 2016).

2.5.2 Benefits of game-based learning

According to Patricia Deubel (2006), digital game-based learning has the

potential to interest and excite students while also enhancing long-term memory
and offering practical experience. The use of memorizing is frequently used in
games. This is not limited to games in which children must recall details in order
to complete the game, memorize key sequences, or monitor narrative elements.
A quirky little movement game can help kids develop their capacity to recall

25
 information in a fun, unconventional, and energetic way. Furthermore, game-
based learning may assist in the reduction of constraints such as time and
location, as portable devices allow students to study and/or learn at any time and
from any location (Plass et al., 2015). These user-friendly tools can make
difficult subjects easier to understand and memorize (Hanus and Fox, 2015).

Apart from that, game-based learning provides immediate feedback that

is just as beneficial. Anyone who has taken a test will tell you that the best part is
"when it's finished" or "when I receive my test results back and they're good
enough." Students get the dopamine rush and motivation they need to keep
improving their grades by seeing real-time results, receiving immediate
feedback, and having easy access to information about their performance instead
of receiving delayed feedback from traditional assessment methods (Hanus and
Fox, 2015).

Besides that, games for amusement have been found to motivate learners
to stay engaged for long periods of time using a variety of motivational game
features (Plass et al., 2015). Whenever the students play the game, they will
keep motivated to finish the task given in order to win the game, even though
they play for a win but still they gain some knowledge from the game. Games are
very motivating since they are both entertaining and challenging. When playing
games, students are naturally motivated to win or defeat other teams for
themselves or their team. They are quite competitive while playing because they
want to take turns playing, scoring points, and winning. Students will
undoubtedly participate in the activities in class (Moayad Mubaslat & -Jordan,
2011).

2.5.3 Game Genre

26
 There is a difference between game type and game genre in video games,
despite the fact that they are commonly used interchangeably in the business.
When it comes to game story, we distinguish between game type and game genre
(Fullerton, 2019). Game type refers to the game's gameplay, while game genre
refers to the game's narrative content. The way the story is told in a game is
referred to as the game genre. A genre is a narrative style that influences the
structure of a story, character depth, and other aspects of storytelling (Grace,
2014). Some of the game genres are action games, adventure games, casual
games and many more.

I. Adventure Game
Exploration and problem solving are the key attractions of these games.
The most frequent skills required of a successful adventure game player
are logic, imagination, and curiosity. The player generally plays the part
of a character on a quest or mission of some kind. Characters are
important in adventure games, although unlike in role-playing games,
they are not frequently customizable and do not typically gain in money,
rank, or experience (Fullerton, 2019). Figure below shows the example of
an adventure game which is The Legend of Zelda, a game that has a quest
which gathers all 8 pieces of triforce and defeat Gannon the monster.

Figure 2.5 Legend of Zelda

27
 (Source: https://www.zelda.com/breath-of-the-wild/)

II. Educational Game

Educational games combine learning with fun. The goal is to entertain
while educating the user. Educational game cover topics range from
reading, writing, and arithmetic to problem solving- and how to-games.
Most of the educational titles are targeted at kids, but there
are some that focus on adults, especially in the areas of acquiring skills
and self-improvement (Fullerton, 2019). The example of an educational
game is motion math refer to figure below, is a game about mathematics
where they play games and learn math at the same time.

Figure 2.6 Motion Math

(Source: https://www.commonsense.org/education/website/motion-math)

III. Puzzle Game

Puzzle games are a type of video game that focuses on solving puzzles.
Many problem-solving skills, such as logic, strategy, pattern
identification, pattern solving, and word completion, can be tested by the
types of puzzles to be completed (Adams, 2009). Despite the fact that

28
 many action and adventure games include puzzles such as getting
inaccessible things, a true puzzle game prioritizes puzzle solving as the
primary gameplay activity. In most games, the player must manipulate
shapes, colors, or symbols in a specified pattern, either directly or
indirectly (Miller Skyler, 2010). One examples of puzzle game is
minesweeper where the player needs to clear a rectangular board
containing hidden "mines" or bombs without detonating any of them,
with help from clues about the number of neighboring mines in each
field.

Figure 2.7 Minesweeper

(Source: https://p2k.unkris.ac.id/IT/1-3065-2962/puzzle-video-game_21102_p2k-unkris.html)

2.5.4 Game Viewpoint and Perspective

A digital game's interface is made up of a camera view of the game

world, a visual display of the game's status, and controls that allow the user to
interact with the system. The controls, viewpoint, and interface all work together
in a symbiotic way to generate the gaming experience and give the player agency

29
over the system (Fullerton, 2019). Some of the perspective and game viewpoints
are overhead view, side view, third person view, first person view and many
more.

I. Overhead View

Overhead or known as top-down perspective is a view where the camera

is placed above the play area (ign.com, 2020). Looking down at an object
is an odd angle, but it allows you a clear perspective of the terrain, which
can be advantageous in some games, such as those in the tower defense
genre . Figure below shows the example of an overhead view.

Figure 2.8 Overhead view

(Source: https://gamicus.fandom.com/wiki/Top-down_perspective_video_games)

II. Side View

Side view or known as side scroller is a perspective where any action on
the game is seen from a side-view camera perspective, and the screen

30
 follows the player as they move left or right (wikipedia.org, 2022). Figure
below shows the example of a side view.

Figure 2.9 Side view

(Source: https://libregamewiki.org/Side-scrolling_games)

III. First Person View

The camera is in the perspective of the player. The player can see the
world through their eyes, as if they are in the game themselves (ign.com,
2020). Most of the first-person view can be found on any first-person
shooter (FPS) shooting game such as Valorant from the figure below.

Figure 2.10 First person view(fps)

31
 (Source: https://www.youtube.com/watch?v=bdiC3WYH9GE)

2.5.5 Browser- Based Game

A browser-based game is a computer game that is played via the Internet

using a web browser. It's commonly written in a browser-based programming
language like JavaScript, HTML5, or PHP. Backend processing or browser plug-
ins, such as Flash, Java, and Silverlight, may be used in these games. WebGL
can be used to allow hardware graphics acceleration. Because they are designed
to be played on a wider range of systems and devices, browser games are less
graphically intensive and so have lower system requirements. Thousands of
browser games are accessible now, including new games and classic games that
have been remade for the web (computerhope.com, 2017). Pac-Man is an
example of a classic game that can now be played in your browser.

A browser-based game may usually be played on any computer with

Internet access, though certain functionality on the computer may be required to
play the game. The game is played in a browser, which means the user does not
need to download it to his computer or require a specific gaming device to play
it. Because the game is hosted on a website, the player must have the same type
of browser as is used to view websites such as Internet Explorer, Google Chrome
and Mozilla Firefox (Tara Barnett Last Modified Date: May 30, 2022).

32
 Figure 2.11 Pacman

(Source: https://fictionalcrossover.fandom.com/wiki/Pac-Man)

2.4. Game Flow Model

The Game Flow model aspires to be a universal model of player

satisfaction that can be applied to any game genre or platform. The Game Flow
model has been widely used in analyzing many sorts of games, as well as non-
game applications, since it was derived from an universal set of criteria for
creating satisfying player experiences (Sweetser et al., 2013). Since its initial
publication in 2005, the Game Flow model has received thousands of citations
and hundreds of uses in the design and evaluation of games and gameful
experiences (Sweetser, 2020).

The fundamental characteristics of player enjoyment in video games were

determined in the original Game Flow paper (Sweetser & Wyeth, n.d.) by
undertaking a comprehensive study of the literature on usability and user
experience in games. Concentration, challenge, skills, control, clear goals,
feedback, immersion, and social interaction were identified as the eight basic

33
characteristics of player enjoyment in games. These essential elements were
found to overlap with the elements of flow and were later mapped to them
(Csikszentmihalyi, 2009).

a) Concentration

A game must need concentration in order to be fun, and the player

must be able to focus on the game. The more the absorption in the task,
the more focus it requires in terms of attention and workload (Sweetser &
Wyeth, n.d.). It's essential to enhancing the player's workload while
staying aware of his or her perceptual, cognitive, and memory limitations
(Lazzaro & Keeker, 2004). Furthermore, the player should not be
assigned duties that he or she does not consider important (Fullerton,
Swain, & Hoffman, 2004). Finally, distractions from key game tasks
should be minimized during play by eliminating non-game related
interactions (e.g., setting preferences) and minimizing the game interface
to maximize the amount of screen taken up by game activity (Johnson &
Wiles, n.d.).

b) Challenge

The most important characteristic of effective game design is

constantly regarded as a challenge. Games should be suitably demanding,
fit the skill level of the player, change the difficulty level, and maintain a
reasonable speed (Sweetser & Wyeth, n.d.). When the challenges
outnumber the skills, worry results, and when the challenges outnumber
the skills, indifference results (Johnson & Wiles, n.d.). As a result, games
should be designed to provide a suitable level of challenge, rather than
being too difficult or too easy.

34
c) Player Skills

Games must encourage player skill growth and mastery in order

to be enjoyable. For a player to experience flow, their perceived talents
must equal the game's challenge, and both challenge and skills must reach
a specific level. As a result, in order to properly experience the game, the
user must improve their game-playing skills. The manner in which a
player is taught to play the game is crucial to their skill development and
enjoyment (Sweetser & Wyeth, n.d.). In order for a player to master the
game, they need to have some tutorials and a clear instruction on how to
play the game before exploring deeper into the game and increasing their
skills.

d) Control

Players must be able to be in control over their activities in order

to experience flow. The player should be able to move the character
freely and easily manipulate any object in the game world. Having a
sense of control over the game interface and the game controls to control
the system is the most crucial thing in the game. The game control should
be easy to learn with and allow the player to customize the control
settings according to their own likes (Sweetser & Wyeth, n.d.). The game
must be easy to start and exit too, besides that any game should have an
autosave or a save setting so that player can continue playing again later.
All of these are important since the player needs to have enough sense of
control in order to play the game based on their own pace.

e) Clear Goals
35
 Every game must provide the player with clear goals so that every
player knows what task they need to do in order to win the game
successfully. Early in the game, they should give the player a clear
overarching goal (Federoff, 2002), which is frequently accomplished with
an introductory cinematic that introduces the backstory (Pagulayan et al.,
n.d.). The goal should be delivered in a straightforward way so that
players can understand easily.

f) Feedback
In game, players must receive appropriate feedback at appropriate
times such as whenever they finish a certain level (Sweetser & Wyeth,
n.d.). Players need to know how much XP points they need to unlock a
new mission or how many items are left on their inventory so that they
can upgrade it. Feedback is so important since it can affect the players
determination on winning the game or finishing the mission.

g) Immersion
Involvement in a game should be deep but easy for players.
Immersion, engagement, and absorption are widely discussed and
essential ideas in game design and research (Sweetser & Wyeth, n.d.).
Those who are too immersed with playing games are mostly in their own
world, they tend to know nothing or less about what is happening
surrounding them since they've been playing almost a whole day. A good
graphic quality and audio are mostly contributing for immersion in the
game. These two play an important role to attract players to get more
immersed in the game.

h) Social Interaction
36
 Social interaction should be encouraged and supported via games.
In order to support social interaction any game should have a cooperation
and competitive mode where players can interact with teammates and
fight the battle to win the game (Sweetser et al., 2013). These features
have been mostly used in Fortnite, Valorant, CSGO and many more
multiplayer games online.

2.5 Existing Applications

This section will be discussing and elaborate the existing application which are
Take the Lead: THINK! Road Safety and Traffic Rules for Children. All the
applications are believed to be a game that are related with the game project.

2.5.1 Take The Lead: THINK!

Figure 2.12 Take The Lead: THINK!

(Source: https://www.think.gov.uk/resource/take-the-lead-game/)
37
 This game teaches traffic safety to young children aged 7 to 12. To win
the game, the game player is presented with many road safety scenarios in which
they must make the necessary decisions in order to arrive at their destination
safely (THINK!: et al.). It is a web-based game where you can play only through
the website link given with your laptop, pc, tablet and mobile phone. The game
was developed by THINK! education homepage which is run by the department
of transport in the United Kingdom (THINK!,n.d).

2.5.2 Road Safety

Figure 2.13 Road Safety game

(Source: https://www.izzygames.com/road-safety-t5624.html?
gclid=Cj0KCQjw4uaUBhC8ARIsANUuDjWr8LuJzJVuYLg5eqBlKxtx5dGSL-
8ZhZsl6Z_MCjHPceP4d9P5zR0aAtFsEALw_wcB)

38
 Road Safety is based on the rules of the classic game Frogger, but in a
unique way. In the game, we must safely transport a specified number of
passengers across the streets. Therefore, we click on the person who should cross
the road next. Possibly in that moment we hope it is saved to go (Kelebogile &
Welly, 2015). The game has a certain time to accomplish the level, if players fail
to do so they need to retry again. It is a web-based game where you can play only
through the website link given with your laptop, pc, tablet and mobile phone.

2.5.3 Traffic Rules for Children

Figure 2.14 Traffic Rules for Children

(Source: https://play.google.com/store/apps/details?
id=com.appsbergman.trafficforkids&hl=en&gl=US)

For the child to learn some boards and traffic rules for drivers and
pedestrians. The game allows the player to choose 3 different types of mode
where first option they play as a pedestrian and learn all of the safety road rules
as a pedestrian in crossing any streets or road (Traffic Rules for Children, 2020).
39
The second option mode is a game where the player is a driver and learns all of
the traffic signs board ahead of them. Lastly, the game mode option is a quiz
theme game to find the match sign board based on the situation given. The game
is a mobile game where it is only available on mobile or tablet devices only.

Table 2.5 Existing software comparison

Application Take The Lead: Road Safety Traffic Rules for

/Characteristic THINK! Children

Overview The game player In the game, it try A game that has 3
is presented with to get a certain different modes to
many road safety amount of people play which are
scenarios in over the streets crossing the road as
which they must safely. Player a pedestrian, a
make the needs to click on driver who learns
necessary the person who all of the sign
decisions in order should cross the boards ahead of
to arrive at their road next. them and match the
destination safely. (Kelebogile & following picture
Welly, 2015) based on the
(THINK!: et al.)
situation given.
(Traffic Rules for
Children, 2020)

Game Genre Educational and Skill game genre Exploration game

skill game genre genre

40
 Game 2D 2D 2D
Dimension

Accessibility Online Online Offline

Suitability Primary School Primary and Primary School

Students Secondary School Students
Students

Platform Windows, Mac, Windows, Mac, Android

Android, iOS Android, iOS

2.6 Review of Methodology

This section will be discussing and elaborate some of the methodology which are
Game Development Life Cycle (GDLC), Rapid Application Development
(RAD) and Agile Software Development.

2.6.1 Game Development Life Cycle (GDLC)

41
 Figure 2.15 Game Development Life Cycle (GDLC)

(Source: https://www.researchgate.net/figure/The-Proposed-GDLC-model-It-consists-of-6-development-
phases-Production-cycle-consists_fig2_271548605)

The Game Development Life Cycle (GDLC) is a procedure used by game

development teams to design, develop, test, and build AAA quality games. It is
comparable to the Software Development Life Cycle. The GDLC's goal is to
create a high-quality game that complies to the design and concept for customer
pleasure and is completed on time and under budget. It also focuses on the
streamlined process for developing games for all of today's platforms, including
VR (Virtual Reality) (Summitgamesentertainment, 2015).

2.6.2 Rapid Application Development (RAD) Methodology

42
 Figure 2.16 Rapid Application Development

(Source: https://www.tatvasoft.com/blog/top-12-software-development-methodologies-and-its-
advantages-disadvantages/)

Rapid Application Development (RAD) is a useful methodology that

allows for considerably faster development and higher-quality output than
traditional software development methods. It is built in such a way that it may
readily maximize the benefits of software development. Rapid application
development methodology's major goal is to speed up the entire software
development process (tatvasoft.com,2020). Because it permits active user
participation in the development process, the goal is simple to achieve. RAD
allows project managers and stakeholders to precisely monitor progress and
communicate in real time on emerging issues or adjustments by decreasing
planning time and prioritizing prototype iterations. As a result, there is more
efficiency, quicker development, and better communication (lucidchart.com,
2018).

2.6.3 Agile Software Development

Methodology

43
 Figure 2.17 Agile Software Development

(Source: https://www.tatvasoft.com/blog/top-12-software-development-methodologies-and-its-
advantages-disadvantages/)

The agile software development technique is used to create a well-

organized project management procedure that allows for continuous changes. It
is an innovative approach and one of the top software development models
(tatvasoft.com,2020). Agile development approach is, without a doubt, one
theoretical framework for tackling a variety of software products and projects.
Another advantage is that it reduces risk by developing software in short time
periods known as iterations, which can run anywhere from one week to one
month (1 et al., 2021).

2.7. Conclusion

This chapter 2 concludes with a survey of the literature on road safety and
traffic signs. The development of the Road Safety Rules and Traffic Signs Game
44
for primary school could be developed using the following guidelines and
references. The game will be built in 2D and will be available as a web-based
game that users may access from their laptop, computer, or tablet. In terms of
game evaluation, the game will be built on the GameFlow model, which will
assess the game's enjoyment among primary students. A game development
approach must be chosen in order for the development process to flow properly.
Game Development Life Cycle (GDLC) is chosen as the overall principles as
well as the game development.

CHAPTER 3

45
 METHODOLOGY

In this chapter, it discussed more on the details about the tasks, activities, and
deliverables of the methodology by phases which is Game Development Life Cycle
(GDLC). This chapter will also explain the software and hardware requirements for the
project so it can run smoothly.

3.1 Game Development Life Cycle (GDLC)

Figure 3.1 Game Development Life Cycle (GDLC)

(Source: https://www.researchgate.net/figure/The-Proposed-GDLC-model-It-consists-of-6-development-
phases-Production-cycle-consists_fig2_271548605)

Many developers have described the game development life cycle

(GDLC) as a software development life cycle with the goal of entertaining users.

46
 When compared to the software development life cycle, developers face many
challenges when developing games, so they use a different approach known as
GDLC. The guidelines are designed to accompany the GDLC application in
order to successfully create and deliver the game.

3.2 Project Methodology Phases

GDLC consists of six phases which are initiation, pre-production, production,

testing, beta and release. For the project to evolve in a way that produces a
successful conclusion, each of these GDLC phases has its own line of process
that must flow smoothly.

3.2.1 Initiation Phase

Initiation phase is creating the concept about what type of game that will be
developed. The game concept and a simple game description are the results of
initiation. In this project, the game concept is to raise an awareness of road safety
rules and traffic signs by learning through a game-based system.

47
3.2.2 Pre-production Phase

This phase covers planning the gameplay and game development activities.
Some of the actions that take place at this stage of the process include getting
ready for game production, developing the gameplay, deciding on the game's
style, choosing the game engine and gaming platform, and creating an early
design for the game.

Gameplay

The design of the gameplay is created by using a flowchart. A flowchart is a

form of diagram that uses a variety of symbols and arrows as a directed flow
guide to illustrate the project's flow. Rectangle, diamond, oval, and arrow
symbols are used in this flowchart to represent the direction of the flow. Figure
3.2 displays the game's flowchart.

48
 Figure 3.2 Flowchart of the project

The game starts at the main menu page, where the player can click on the play,
quit, or setting button. The player can click the quit button to exit the game. If the
player clicks the play button, it will proceed to the main lobby of the game where
player able to choose which mission they would like to accomplish first. If the
player failed to complete the mission, they need to retry again the current
mission and if they succeed the mission, they may exit the mission and continue
play other mission. The game contains three missions which imply three levels
with different modes that are easy, normal and hard.

49
Low Fidelity Storyboard

In this storyboard, the flow of the story will be illustrated in the form of graphics
to help the development of the project. Table 3.1 shows the low fidelity
storyboard of the project.

Table 3.1 Low Fidelity Storyboard

50
 Main Menu

Road Safety
Rules & Traffic T1
S1
Signs Obby

B3
B1

B2
G1

Description

This is the main menu screen of the Road Safety Rules and Traffic Signs game, it
contains three buttons which are settings, start and quit. If the player clicks on the
settings button it will direct to the settings section where the player can manage the
game settings such as the music volume. If the player clicks on the quit button, it will
exit the game. Next if the player clicks on the start button, it will directly start the game.

Multimedia Element: T(text), B(button), G(graphic), A(Animation), S(sound)

51
G1: Background image
S1: Background music and sound effects
B1: Play button
B2: Exit button
T1: Game title
B3: Information button

The menu page is the first page that will be displayed, it contains three buttons
which are settings, start and quit. If the player clicks on the settings button it will
direct to the settings section where the player can manage the game settings such
as the music volume. If the player clicks on the quit button, it will exit the game.
Next if the player clicks on the start button, it will directly start the game.

In the storyline page, it will display the storyline of the game and explain the
quest that the player needs to complete in order to finish the game. After
completing reading the storyline player can play the game by clicking the play
button or back button to go back to the menu page.

All of the three missions given, the player needs to reach a certain destination by
crossing the road. The player needs to collect coins on the street and claim a
reward by collecting the “?” box before reaching the destination. Besides that,
the player needs to follow the road safety and traffic signs rules in order to reach
the destination. The players are given two chances to retry the level and they
need to complete the mission according to the timer given.

52
3.2.3 Production Phase

Production comes after the initiation and pre-production stages. The

development of the full game takes place at this point. The materials for the
game, as well as the source code for the game itself, will be completed
successfully. Following this, the game's assets and source code will be integrated
in order to create a user-playable version of the game. Furthermore, during this
time, the process of selecting the software and hardware that will be used in the
game's production will take place.

Software and Hardware Requirement

53
 There are two different sorts of requirements that must be met in order to
complete the development of this game: the requirements for the build phase and
the requirements for the implementation phase. Hardware requirements and
software requirements are the two categories of build phase requirements. Table
displays the necessary requirements.

Table 3.2 Software requirements to build

No Features Software Requirement

1. Operating system 64 bit Windows 10
2. Designing Tool Aseprite
3. Editing Tool Adobe Photoshop
4. Game Engine Construct 2

The best platform for the game to run on during the game project's development
must be a good operating system. The best operating system for the game's
development and operation would be Windows 10. The most recent operating
system supported is Windows 10. The most effective platform for game
production is Construct 2. Additionally, Adobe Photoshop and Aseprite are the
greatest platforms to employ for the designing and editing phases to add
excitement to the gaming experience. Construct 2 is the gaming engine that the
game uses to run. The game project's software requirements are given in Table
3.1

i. Construct 2

54
 Figure 3.3 Construct 2 logo

(Source: https://en.wikipedia.org/wiki/Construct_(game_engine )

Construct 2 is a gaming engine platform that allows the user to create and
develop video games. The programme is designed to create 2D games of any
genre. Based on the game's plot, the game engine itself will be used to create
the Road Safety Rules and Traffic Sign game. The 2D game can be created
using the Construct 2 game engine.

ii. Aseprite

55
 Figure 3.4 Interface of Aseprite

(Source: https://store.steampowered.com/app/431730/Aseprite/)

Aseprite, a tool that was introduced in 2014, enables animators and game
designers to produce sprites and related pixel graphics for their works. It has
a graphic design interface for creating pixel art with a number of brushes, a
movable color palette, and blend modes. A timeline, keyframe labeling, and
an onion peel mode are among the usual animation tools that are also
included (computerhope.com,2021).

iii. Adobe Photoshop 2020

Figure 3.5 Adobe Photoshop Logo

(Source: https://en.wikipedia.org/wiki/Adobe_Photoshop)

56
 The company Adobe created Photoshop, a software for editing photos
and making graphics. A vast range of picture editing tools are available in
Photoshop, along with the capacity to design intricate designs. Because it
is so versatile and frequently one of the first tools people learn to use,
Photoshop has established itself as the industry standard for many
creatives (wellfedpodcast.com, n.d).

Table 3.3 Hardware requirements for build

No Features Hardware Requirement

1. Device Laptop
2. RAM 8GB
4. Storage 240GB SSD

To create a good game, the hardware must also be able to guarantee that game
development is effective and free of flaws and errors. Utilizing hardware from an
outdated version would be challenging, and the game's development would require a lot
of time. The most recent hardware must be used to ensure the game project's
development is on track and that it proceeds smoothly and efficiently. Table 3.2 displays
the particular hardware specifications needed to develop the game project.

3.2.4 Testing Phase

In this context, testing is done to assess the usefulness of the game as well as the
feature functionality and difficulty of the game in terms of balance. Playtesting,
along with test functions and gameflow tests, can be used to test the usefulness of
57
 the game and assess the functionality of the features and the difficulty of the
game. When a tester discovers a bug, gap, or game that abruptly ends during
playtesting, the cause and the scenario used to reproduce the game must be
documented. The test scenario is designed for users to play games on laptops and
provide feedback on various aspects of the game such as graphics or game views,
gameplay, story, and game control.

3.2.5 Beta Phase

Beta testing is a phase in which third-party or external testers are used. Because
the related prototypes in beta testing are both formal details and refinement, beta
testing continues to use the same testing methods as the previous testing method.
Beta testing produces bug reports and user feedback.

Procedures

A thorough description of how the Road Safety Rules and Traffic Signs game
functions and how to play it will be given to the testers or players. As long as it
runs on the Windows operating system, the game can be played on any desktop
(computer or laptop). For testing out the Road Safety Rules and Traffic Signs
Game, the tester will have roughly 10-15 minutes. After finishing the game, the
tester would use Google Survey to complete the survey. To ensure that the
findings are accurate, all testers are expected to complete the survey after
finishing the game.

Participants

Similar to the preliminary study, the primary school students that participated in
the game project testing were primarily between the ages of 7 and 12. By playing
the game, the tester is put through a test to determine their degree of awareness
of traffic signs and road safety rules. These conclusions would be drawn after
thorough investigation.

Instruments

58
 The user experience questionnaire (UEQ) is a popular survey tool for measuring
users' perceptions on the subjective value of products (Schrepp et al., 2017). It
takes three to five minutes to complete the UEQ. Figure 3.6 shows an example of
the UEQ that is categorized by evaluated facotrs.

Figure 3.6 User Experience Questionnaire (UEQ)

(Source:(Álvarez-Xochihua, 2017))

3.2.6 Release Phase

The game is currently in its last stages of development and is prepared for
public release, although it will probably certainly need further work in the near
future. This project is currently in the beta stage and is not yet ready for release
to general public.

59
3.3 Conclusion

The employment of the GDLC technique during the design and

development phases would be most advantageous for the Road Safety Rules and
Traffic Signs game. Initiation, pre-production, testing, beta testing, and release
are the six stages that form the game development life cycle. Additionally, the
plan guarantees that the creation of the Road Safety Rules and Traffic Signs
game will follow to the earlier described design. The game's development would
proceed methodically, according to the GDLC process, without any errors or
misplaced planning. A flowchart and a low-fidelity storyboard are made during
the pre-production phase to illustrate the project's workflow. Software like
Construct 2, Asperite, and Adobe Photoshop have been recognised throughout
the production phase as being used to design the modeling.

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 APPENDICES

APPENDIX A: SEMESTER 5 PROPOSAL GANTT CHART

No. Task Time Chart (Weeks)
1 2 3 4 5 6 7 8 9 10 11 12 13 14
1 Proposed the 1
title and find
supervisor
2 Topic 1
discussion
with
supervisor
3 Chapter 1: 2
Introduction

4 Submission 1
Chapter 1
5 Chapter 2: 2
Literature
Review
6 Submission 1
Chapter 2

7 Chapter 3: 2
Methodology
8 Submission 1
Chapter 3
9 Combination 2
all chapter

10 Final 1
submission
report and
slides
presentation
11 Evaluation 1
12 Q&A 1
Session with
supervisor
and
examiner

70
APPENDIX B: QUESTIONNAIRE EVALUATION

71
72
73
74
75
76
77