FOCUSFINDER: A MOBILE GAME APPLICATION FOR ATTENTION

DEFICIT/HYPERACTIVITY PATIENTS

A Capstone Project
Presented to the Panel of Evaluators
Department of Information Technology
College of Computing
Pangasinan State University – Urdaneta City Campus

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Information Technology

by

MARQUEZ, ELMAR JR. V.

CAMPOS, KYZEN D.
ESPIRITU, JOHN PAUL C.
MARTINEZ, AARON JAY P.
MILLARES, JEROME P.
MINA, MARC JANSEN RICH C.

January 2024
 APPROVAL SHEET

In fulfillment of the requirements for the Capstone Project 2 course of the Bachelor

of Science in Information Technology (BSIT) degree, this capstone project entitled

“FOCUSFINDER: A Mobile Game Application for Attention Deficit/ Hyperactivity

Disorder, which was prepared and submit by ELMAR V. MARQUEZ JR., AARON

JAY P. MARTINEZ, KYZEN D. CAMPOS, JOHN PAUL C. ESPIRITU, JEROME

P. MILLARES AND MARC JANSEN RICH C. MINA, is hereby recommended for

approval and acceptance.

MARVIN Q. CORPUZ KATHLEEN D. DE GUZMAN, MIT

Critic Reader Adviser

Approved by the Panel of Evaluators

KATHLEEN G. JANE ESTEVES JOSHUA C. REYES

Member Member

LEO GABRIEL V. VILLANUEVA, MIT

Chairman

Accepted in fulfillment of the requirements for the Capstone Project 2 course of the

Bachelor of Science in Information Technology (BSIT) degree.

CHRISTINE LOURRINE S. TABLATIN, PhD FREDERICK F. PATACSIL, PhD, DIT

Chair, IT Department Capstone Coordinator
College Dean, College of Computing

ROY C. FERRER, PhD

Campus Executive Director

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 ABSTRACT

The capstone project introduces "FocusFinder," a therapeutic game meticulously

designed to cater to the unique needs of individuals diagnosed with Attention Deficit

Hyperactivity Disorder (ADHD). The primary focus of this initiative is to address the

distinct challenges faced by individuals with ADHD, emphasizing the enhancement of

attention, cognitive skills, and self-regulation. FocusFinder incorporates a dynamic and

interactive approach, integrating engaging activities that specifically target crucial

cognitive domains such as memory, problem-solving, decision-making, and executive

functions. The carefully curated challenges within the game aim to guide users in

improving their focus and concentration wh This capstone project explores the rationale

behind the development of "FocusFinder," detailing the methodologies employed in its

creation and the potential impact it may have on improving the cognitive and attentional

abilities of individuals grappling with ADHD. The documentation provides insights into

the theoretical foundations, design considerations, and future prospects of this therapeutic

gamingsolution.

Keywords: therapeutic game; Attention Deficit Hyperactivity Disorder (ADHD);

gamingsolution;

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 ACKNOWLEDGEMENT

We express our sincere gratitude and appreciation to Mrs. Kathleen D. De

Guzman, our capstone adviser, for her unwavering guidance and support from the

inception of our project. Her counsel and insights have been instrumental throughout the

entire process of creating our document and developing our project. We would also like to

thank our panel members, Mr. Leo Gabriel Villanueva, Ms. Caren Pacol, Ms. Kathleen

Jane Esteves, and Mr. Joshua C. Reyes, your valuable time, thoughtful insights, and

constructive feedback have significantly enriched our project journey. We acknowledge

your integral role in our academic achievement. Furthermore, our gratitude is extended to

Dr. Frederick F. Patacsil, the coordinator of our capstone project. He has not only assisted

and educated us on the finer details of the document but has also consistently demonstrated

courtesy and consideration towards all members of our team. Also, a big thank you to Mr.

Juan Carlo who took the time to respond and provide information that we need to our

capstone project, without your help, this project could not have been finished. Special

gratitude is extended to our families for their generous support. We express our deepest

thanks for their continuous encouragement and understanding throughout the duration of

our capstone project. Your prayers for us were what sustained us this far. Finally, our

heartfelt thanks go to Almighty God for guiding us through each challenge. Your constant

guidance has proven invaluable. You are the one who permitted us to complete the project.

Our trust in you remains steadfast as we embark on the journey ahead.

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 DEDICATION

This capstone project is a fruit of countless and arduous sacrifices. Through the

researchers’ effort, this project is heartily and proudly dedicated to the people who serve

as an inspiration. From parents and guardians to colleagues and circle of friends, and to the

faculty and staff of Information Technology Department of Pangasinan State University –

Urdaneta City Campus who extended their unending support in the midst of problems while

doing this project.

Moreover, this research was conducted with the hopes to help Pangasinan State

University to manage event planning efficiently and with the hopes that the researchers can

offer various approaches in handling events.

Above all, to our God Almighty who showered us His blessings in our everyday

lives, especially for the strength, courage, patience, wisdom, time, and guidance in

realization of this work.

The Researchers

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 TABLE OF CONTENTS

TITLE PAGE .................................................................................................................... i

APPROVAL SHEET ........................................................................................................ ii

ABSTRACT ..................................................................................................................... iii

ACKNOWLEDGEMENT ................................................................................................ iv

DEDICATION .................................................................................................................. v

LIST OF TABLES ........................................................................................................... vi

LIST OF FIGURES .......................................................................................................... vii

LIST OF PLATES .......................................................................................................... viii

CHAPTER
I. INTRODUCTION .............................................................................................. 1

Situational Analysis .............................................................................................. 1

Statement of the Objectives .................................................................................. 5

Significance of the Study ...................................................................................... 6

Scope and Limitations of the Project .................................................................... 7

Definition of Terms .............................................................................................. 8

II. REVIEW OF RELATED LITERATURE ....................................................... 11

User Requirement................................................................................................. 11

System Development using RAD.......................................................................... 13

Usability Testing.................................................................................................. 17

Synthesis .............................................................................................................. 20

Project Framework ………………………………………………………………………………………..… 21

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 III. METHODOLOGY ….......................................................................................... 23

Project Design …................................................................................................... 23

Population and Locale of the Study ...................................................................... 25

Data Instrumentation …......................................................................................... 27

Data Analysis ....................................................................................................... 28

Proposed Implementation Plan ….......................................................................... 29

IV. RESULTS AND DISCUSSION …...................................................................... 31

FocusFinder Process Flowchart …........................................................................ 31

User Requirements of FocusFinder ………………...……............................................. 32

Application Development using RAD …............................................................... 35

Usability of focusfinder using System Usabilty Scale …………………………………...... 43

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ................... 45

Summary …........................................................................................................... 45

Conclusions …..................................................................................................... 46

Recommendations …............................................................................................ 47

BIBLIOGRAPHY ........................................................................................................... 48

APPENDICES.…............................................................................................................. 52

A. Questionaire for User Requirements. ……………………….................................... 52

B. System Usability Questionaires ….................................................................. 54

C. Agreement Letter for Capstone Adviser …..................................................... 56

CURRICULUM VITAE.…............................................................................................... 58

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 LIST OF TABLES

Table Page

1 Distribution of Respondents ................................................................................. 26

2 Likert Scale for User Requirement Analysis ………………………………………………...... 29

3 Likert Scale for System Usability Scale ………...................................................... 29

4 Likert Scale for Identifying User Requirement ………………………………….……………. 33

5 System Usability Scale of Developed Mobile application.................................... 44

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 LIST OF FIGURES

Figure Page

1 RAD phases......................................................................................................... 14

2 Research Paradigm of FocusFinder ……………………………………………….................... 22

3 System Implementation ....................................................................................... 30

4 Flowchart of FocusFiner ……………………................................................................ 31

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 LIST OF PLATES

Plate Page

1 Splash Screen ...................................................................................................... 36

2 Sign in Screen ...................................................................................................... 37

3 Sign up Screnn …………………………………................................................................. 38

4 Choose Avatar……………………………………................................................................ 39

5 User Selection ...................................................................................................... 40

6 Parent Pin ……………………………………...................................................................... 41

7 Statistics .............................................................................................................. 42

8 Parental Control ……………………….......................................................................... 42

9 Child’s Dashboagrd ………………............................................................................ 43

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Bachelor of Science in Information Technology

CHAPTER I

INTRODUCTION

Situational Analysis

Attention Deficit Hyperactivity Disorder or ADHD is a complex brain disorder that

impacts both children and adults. This disorder is a developmental impairment of the

brain’s executive functions. People with ADHD have trouble with impulse control,

focusing, and organization (Dodson, 2022). Those who are living with this condition are

having a difficult time doing everyday tasks and controlling their attention, which can make

completing a project hard or challenging. The disease can limit a person’s ability to study

or work, and it can lead to stress, anxiety, and depression (Klein, 2023).

Attention Deficit Hyperactivity Disorder is divided into three main types: (1)

Inattentive type – Persons with this type of disorder tend to get distracted very easily and

have poor concentration skills. (2) Hyperactive- impulsive type – A never-ending burst of

energy can be seen in those people with this type of ADHD, people with ADHD don’t seem

to slow down, talking and fidgeting, and have difficulties staying on task. (3) Combined

type – This is a combination of both inattentive and hyperactive behavior; this means that

a combination of symptoms from both categories is exhibited in this type (Lener M, 2023).

Most people, with or without the disorder, experience some degree of inattentive or

impulsive behavior.

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But it’s more severe in people with ADHD. The behavior occurs more often and

interferes with how you function at home, school, work, and in social situations. Symptoms

can change over time, so the type of ADHD you have may change, too. This condition can

be a lifelong challenge. But medication and other treatments can help improve your quality

of life.

The ADHD community faces multiple unique problems and challenges that can

significantly impact their daily lives and overall well-being. Aside from getting distracted

easily, having a hard time focusing on a single task, and being hyperactive. There are a lot

of other various problems their community encounters. Most of the people in our

community don’t understand what the disorder is, usually, Society think that this condition

is about having a poor level of concentration skills. ADHD is more than just a problem

with people’s cognitive skills. A person that has the disorder also suffers from anxiety and

depression (CDC, 2022). According to a study conducted by (Shen, et. al. 2021) self-harm

and suicide rate are much higher to them compared to a person without ADHD where 5,693

college students participated, and all showed symptoms of suicidal behaviors, ADHD,

anxiety, and depression. The result shows that participants with an inattentive and

combined type of the disorder had more than five times increased odds of suicidal

behaviors than those participants without the disorder.

The problem for people who were living with ADHD in the Philippines was that

this type of disorder was not well known in the country, especially in provinces like

Pangasinan where few doctors specialized in this type of mental condition. People with the
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condition still needed to go to other places like Baguio or Manila to be able to have a

consultation with a neurologist or psychiatrist who specialized in ADHD.

ADHD, or Attention-Deficit/Hyperactivity Disorder, is a widely recognized

neurodevelopmental disorder that affects individuals of all ages and is prevalent across the

globe. There are a total of 139.84 million persistent adults who have ADHD, while 366.33

million cases are found in adults exhibiting symptoms. These cases roughly represent

2.58% and 6.76% of the global population, respectively (Peige Song, et al., 2021). In terms

of children, the US Census Bureau estimated that 1,795,734,009 people were aged 5-19

worldwide in 2013. Thus, approximately 7.2% of this total population, which amounts to

129 million, can be considered a rough estimate of the number of children worldwide who

have ADHD (CHADD, 2023). In 2019 there were 4,198,974 new ADHD cases in children

at the age of 0 – 14. It was diagnosed in 3,114,614 (74%) boys and 1,084,360 (26%) girls.

In the Philippines, there is no accurate total number of ADHD cases although the estimation

is around 80% in adolescents and 60% in adults (PIA, 2022).

All kids struggle at times to pay attention, listen, follow directions, sit still, or wait

their turn. But for kids with ADHD, the struggles are harder and happen more often (Hasan

S, 2022). Attention Deficit Hyperactivity Disorder commonly affected young children, but

some adults were diagnosed with the disorder. These individuals were sometimes

diagnosed later in life. ADHD is a lifelong disorder, which meant that once you had it, it

stayed with you forever. Children who had the disorder exhibited symptoms of

hyperactivity, being inattentive, and being impulsive. What made this disorder hard to
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diagnose in kids was that it was normal for a child to be distracted, restless, impatient, or

impulsive; these things didn't always mean that a child had ADHD. As the child grew, their

focus and self-awareness developed little by little with the help of their parents and

teachers. Attention, activity, and self-control developed gradually as children grew. Kids

learned these skills with help from parents and teachers. But some kids didn't get much

better at paying attention, settling down, listening, or waiting. When these things continued

and began to cause problems at school, home, and with friends, it might be ADHD.

Children who had ADHD often had a hard time coping with daily activities as stated

above, which was why most of them played video games because video games could give

brain stimulation through their fast-paced mechanics, and instant rewards, and were

visually exciting with their graphics. Kids with ADHD sometimes had trouble forming

relationships. With the help of playing online games, finding and making new friends could

be easier. There were a lot of benefits a child could get from playing video games. This

would help them build important skills like visual-spatial skills, hand-eye coordination,

strategy, problem-solving, and time management.

In 2020, the FDA approved the first prescription digital game as therapy for ADHD.

EndeavorRx is for youths aged 8 to 12. It’s mainly for those who have the inattentive or

inattentive-hyperactive type of disorder. It’s meant to be used as part of treatment that may

include medication and behavioral therapy. EndeavorRx sends players zooming through

different landscapes, including a lava river and an icy winter wonderland. Kids tap the

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screen to pick up targets along the way. One study funded by EndeavorRx’s maker showed

the game helped improve attention (Wheeler, 2022).

Developing a game that aimed to help children with ADHD was very important for

the community, as a recent study showed that playing video games could help with

behavioral therapy, which proved useful in healthcare environments. As previously

mentioned, children with ADHD had low attention spans and poor concentration skills,

making it difficult for them to complete tasks and leading to procrastination. This low

attention span caused them to become bored earlier, relying more on external stimuli or

more engaging tasks. Therapeutic interventions based on gamification and video games

were considered a good strategy for overcoming this problem.

To address this problem, the researchers aimed to develop a mobile game

application called FocusFinder that sought to provide aid to children with ADHD.

FocusFinder was designed to be a therapeutic game that would improve the children’s

attention span and concentration skills.

Statement of Objectives

The main objective of this study is to design & develop a mobile game called.

FocusFinder for children that are diagnosed with Attention-Deficit / Hyperactivity Disorder

(ADHD) seeks to meet the following objectives:

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Bachelor of Science in Information Technology

1) To determine the user requirements of the proposed mobile application called

FocusFinder.

2) To develop FocusFinder using RAD (Rapid Application Development).

3) To test the usability of mobile application using SUS (System Usability Scale)

Significance of the Project

This study produced a mobile game for children diagnosed with Attention Deficit /

Hyperactivity Disorder (ADHD). The proposed mobile game was beneficial for the

following:

Parents/Guardian. The mobile game helped those parents/guardians who had a child that

was diagnosed with ADHD. The mobile game provided a supportive and therapeutic

experience that was beneficial to the child’s development and for managing their

symptoms.

Patient. The system was a therapeutic mobile game that increased the engagement and

attention of children with Attention-Deficit / Hyperactivity Disorder (ADHD). It also

improved executive functioning skills that were valuable to the patient.

Kids. Focusfinder was created specifically for kids with ADHD, and it serves as a

therapeutic tool and support. It gave the child a different way to get help and practice skills

pleasantly and interestingly. Focusfinder could improve the entire treatment strategy for

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children with ADHD by working in tandem with therapy, counseling, or educational

activities.

Neurologist/Psychologist. The mobile app gives Neurologists/Psychologists a platform on

which they could recommend to parents as therapeutic support for their child.

Educators. Educators played a crucial role in the children's development. FocusFinder was

designed to develop skills for children with ADHD; therefore, it was helpful for educators

to use the mobile app to teach children with ADHD.

Researchers & Future Researchers. This study may be help to assist future researchers

in conceptualization of similar systems or studies that utilize the same technology as used.

Scope and Limitations of the Project

The scope of the FocusFinder was to provide a therapeutic and supportive game for

children with Attention-deficit/hyperactivity disorder (ADHD). The mobile app would

provide users with games that could help them engage in skill development and be

therapeutic support to children with ADHD.

The FocusFinder mobile app game was developed for children with ADHD, but it

was available to other users interested in the mobile app. There were at least 6 mini games

available in the mobile application. Focusfinder was not a substitute treatment; therefore,

it was not recommended to be the only treatment for children under fourteen years old with

Attention-Deficit/Hyperactivity Disorder (ADHD). Users were encouraged to uninstall the

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game if the outcome increased the hyperactivity of the child and to seek the advice of a

qualified doctor if they had concerns about the health and well-being of the children.

Finally, the mobile game app was limited to the features and functionality provided by the

programming it was coded on and may not have been able to satisfy and pursue a positive

outcome for children with ADHD.

Definition of Terms

Attention-deficit/hyperactivity disorder (ADHD) - is a neurodevelopmental disorder

that commonly begins in childhood and can persist into adulthood. It is characterized by a

persistent pattern of inattention, impulsivity, and hyperactivity that significantly impairs

functioning or development.

Disorders - refers to a condition or state characterized by a disturbance or disruption in

normal physical or mental functioning. It deviates from the typical or expected pattern of

thoughts, emotions, behaviors, or physiological processes.

Mobile Application - a computer program or software application designed to run on a

mobile device such as a phone, tablet, or watch.

Focusfinder – Focusfinder is a mobile app game that will be developed using the insights

and advice of an ADHD specialist and will help children diagnosed with ADHD to develop

their skills and be a fundamental, therapeutic, and supportive mobile game for them.

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Hyperactivity - refers to excessive and unusually high levels of physical activity or

restlessness. It is a term commonly used in the context of attention-deficit/hyperactivity

disorder (ADHD), where it is one of the core symptoms.

Mental Health Issue - refers to a broad term that encompasses a range of conditions or

problems affecting an individual's mental well-being, emotions, thoughts, and behaviors.

It refers to any condition that affects a person's psychological and emotional state, leading

to distress, impaired functioning, or a decreased quality of life.

Mobile Game - is a kind of game created especially to be played on portable gadgets like

smartphones and tablets. These games may be played directly on the screen of a mobile

device using touch or tilt controls after being downloaded and installed from app stores

like the Apple App Store or Google Play Store.

Predominantly Inattentive - refers to a subtype of attention- deficit/hyperactivity disorder

(ADHD) characterized by a primary pattern of symptoms related to inattention rather than

hyperactivity and impulsivity. In this subtype, individuals experience significant

difficulties with attention and focus, but they may not display the hyperactive and

impulsive behaviors typically associated with ADHD.

Programming - refers to the process of developing, testing, and maintaining sets of

computer-executable instructions to create computer programs or software applications. It

entails creating and coding instructions that explain to a computer how to carry out duties

or operations.
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Bachelor of Science in Information Technology

Symptoms - refers to the observable or subjective signs of a particular condition or

disorder.

Therapeutic - refers to a professional intervention procedure to enhance a person's mental,

emotional, or behavioral health. It entails utilizing a range of therapy approaches, plans,

and treatments to address issues, encourage personal development, and improve

psychological functioning.

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Bachelor of Science in Information Technology

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

User Requirement

User requirements describe what the user expects from the system. They may be

included in a proposal for the work, included in a client's "invitation to tender," or created

by talking with the client at length about "functional" issues. It is crucial to get the user

requirements right because: a) it gives the user(s) confidence in what you can do for

them; b) it allows you to fix the problem; c) it ensures that you can proceed to the next

phase. (Shanmugam & Mallick, 2021c). The requirements of the user should be at the

center of any product development project; however, many developers start projects

without really understanding what the user wants and needs. In most cases, the success of

a product depends on having a clear, in-depth recognition of the user's requirements

(Team, 2019).

Understanding user demands is critical for the success of any information system,

including mobile applications, according to Tajudeen et al. (2022). Gathering the proper

user requirements, demands, and expectations will lead to the development of the project,

allowing the system's future and capabilities to be determined. Near Contact (2021)

published an essay that discussed why user requirements are vital in software and

application development, and how they provide a project roadmap. It would be

impossible to tell what must be created, how it should perform, and how to test it if there

were no requirements.
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There are a lot of reasons why every development team should create User

Requirements Specifications (URS). Teams who have a clear and concise URS can

prevent costly mistakes, better prioritize their development tasks, and generate a higher-

quality product overall. The following are some of the specific advantages of forming a

URS: a). Lower Development Costs: By gaining an early grasp of customer requirements,

development teams may avoid squandering time and resources on features that

consumers may never utilize.2.) Enhanced Efficiency: A well-written URS enables teams

to effectively plan and execute their development efforts. As a result, cycle times are

lowered, and overall efficiency is boosted.) Quality has been improved: Development

teams may produce better products with a greater grasp of consumer needs. (Docsheets,

2023)

User experience is essential in game development as it impacts player satisfaction.

Players are more likely to enjoy a game if they have a positive experience. Dian

Kusumasari et al. (2018) stated in their study that the user requirements for ADHD games

must challenge the focusing level of the children, diverse difficulty, and has audio

feedback to enhances the interactive learning experience. A good user experience can

make a game more immersive, challenging, and enjoyable, resulting in higher player

satisfaction. One of the primary reasons why user experience is vital in game

development is because it impacts player retention and engagement. Players are more

likely to continue playing a game if they have a positive experience. In contrast, poor

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user experience can lead to frustration, resulting in players quitting the game altogether.

(Nexgits, 2023).

Development of mobile applications using the RAD method

The research aims to be able to develop a mobile-based application that will help

children with ADHD. This application will be developed using Rapid Application

Development (RAD). Below are citations of healthcare- related apps that used the RAD

method.

A mobile application is referred to as software that is designed to run on mobile

devices. Mobile applications often serve to furnish clients with comparable

administrations to those got on PCs. Rapid Application Development (RAD) takes the

versatility of a mobile application due to the model’s fast-paced development. (Le Pham,

2021).

Rapid Application Development (RAD) is one form of Agile software

development methodology, which was invented by James Martin in 1991. Rapid

Application Development (RAD) is a framework used to manage software projects. RAD

is an application development method that is carried out iteratively, focuses on

prototyping, and can be done in a short time and a team of two to six people. In

developing the application, researchers used the Rapid Application Development (RAD)

model design. RAD is an iterative application development method, focused on

prototyping, can be done in a short time, and consists of two to six people.
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The choice of RAD application development method is based on flexibility, short

development time, and can be used in teams of two to six people (Adrianusa, et. Al.

2022).

Figure 1. Rapid Application

Requirements Planning. During this stage, the researchers, clients, software users, and

teams do communicate to determine the project’s requirements and strategies for tackling

potential issues that may arise during development.

User Design. In this RAD phase, the software developers aim to build something they

can demonstrate to the client. This can be a prototype that satisfies all or only a portion of

the requirements (as in early-stage prototyping).

Construction. With a recent prototype prepared, software developers present their work

to the client or end-users. They collect feedback on everything from interface to

functionality—it is here where product requirements might come under scrutiny.

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Cutover. During this stage, developers may optimize or even re-engineer their

implementation to improve stability and maintainability. They may also spend this phase

connecting the back end to production data, writing thorough documentation, and doing

any other maintenance tasks required before handing the product over with confidence.

The RAD methodology provides the ability to quickly create, and share working

prototypes and allows the business to review functionality earlier in the application life

cycle, helping to avoid rework that could derail the entire project. The time-box approach

mitigates cost and schedule risk. The method improves the quality of the system as well

as the productivity of developers by Incorporating prototyping and functionality testing

throughout the project life cycle and improves software quality as requirements can be

validated and refined based on user feedback. In RAD, the client is there every step of the

way, and the developer can present their work frequently. This gives the developer a

certain level of confidence that when the final product is delivered, their work receives

appreciation. This greatly improves developer productivity. RAD reduces the risks of the

waterfall model, with shortened cycle time and improved productivity, and fewer

resources. This greatly reduces the cost of application development.

Fadzil (2021) created a video game called MontSensory Pocket, a learning

application that aims to improve the lives of people with ADHD and Dysgraphia. This

learning tool seeks to assist individuals who struggle with their writing skills. The RAD

method was employed in the development of the application, enabling the developer to

complete the project in a short period. Moreover, one of the advantages of utilizing this
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process is that it reduces the time and financial resources required to produce the final

output.

Dysgraphia is a neurological condition in which someone has difficulty turning

their thoughts into written language for their age and ability to

think, despite exposure to adequate instruction and education. This medical condition can

somewhat be found in a person that has ADHD. Furthermore, the development

MontSensory will evaluate the efficiency and effectiveness of a mobile application for

children who have dysgraphia and whether students' writing abilities increase as a result

of using this learning tool (Cleveland Clinic, 2022).

According to Tuah et.al. (2021), Gamified applications are regarded as useful for patients

in facilitating daily self-care management and the personalization of health monitoring.

This gamified application in particular is called MyDiabetes, an application for diabetes

self- Management and care that covers several tasks aimed at managing diabetes mellitus.

The development process utilized the Rapid Application Development (RAD)

methodology in terms of system requirements, user design, construction, and cutover.

Rapid Application Development (RAD) primarily focuses on system development

through a prototype and reusable codes. Using the prototype developers can obtain rapid

responses from users during the development cycles. Meanwhile, the reusable codes from

available open-source repositories enable the development period to be shortened.

Moreover, this method accelerates the development period without impairing the quality
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of the application. Thus, RAD was chosen on the basis that developers and users work

synchronously to create a functional product that follows the user’s requirements.

Tan, et. al. (2022) developed a mobile health application that facilitates remote

care for patients using the RAD method. Stakeholders including decision makers,

physicians, nurses, health care administrators, and research engineers were engaged

which allows the developers to continuously gather information from the client for the

enhancement of the application.

The Rapid development and implementation of features allowed for timely

clinical care management for patients. It facilitated early patient hospital discharge and

continuity of care while addressing issues relating to data security and labor, time, and

cost-effectiveness. Collectively, the RAD aims to develop cost-effective yet high-quality

innovations in a short duration. According to Kasinathan, et.al. (2020) RAD life cycle

can determine the success of a mobile game for people of all ages.

Usability testing

Usability testing is a user research technique used to assess how well a product

meets the needs of its users. it entails watching users as they use a product and measuring

how successful they are in achieving their goals. usability testing is used to uncover

challenging tasks, unclear language, and other issues that need to be addressed. by

understanding user behavior and preferences, usability testing can help you develop a

better product and experience (Lin, 2023). In a study by Moran (2021), she mentioned the
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three elements of usability testing which are the facilitator, tasks, and the participants.

She also cited the flow of information when conducting usability testing which includes

a) the facilitator administering tasks; b) the participants performing the tasks; c) the

facilitator observing and interviewing the participant and d) the participant providing

feedback.

Bringing in actual users for usability tests can be a great way to ensure the

website or app functions as intended before it's launched because designers and

developers are very close to the project and may find it challenging to identify usability

issues (Geyser, 2022). It's not about getting participants to tell you what needs to be

adjusted; rather, usability testing involves watching potential users of your product in

action, listening to their needs and concerns, and thinking about what might make the

experience work better for them (McCracken, 2020).

The main benefits of mobile app usability testing are: Detecting problems: By

testing a mobile app with users, specific problems regarding the user experience or user

interface arise; this feedback is crucial in aligning the product to the user's preferences

(Bharati, 2022).

There are many ways of conducting usability testing one of which includes

gathering feedback by using a questionnaire (Folstad, 2021). Examples of a questionnaire

that is mostly used for usability study include System Usability Scale (SUS), Computer

System Usability Questionnaire (CSUQ), Post-Study System Usability Questionnaire

(PSSUQ), and Software Usability Measurement Inventory (SUMI). For the project and to
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test the usability of the system, the research team will be using the System Usability

Scale (SUS).

The Cantam Vapestore application tested the prototype's usability using system

usability scale (SUS) calculations and usability testing, with a total of 21 participants,

most of whom were consumers. The SUS questionnaire's reliability and validity results

indicate that it has a fair amount of reliability (Bamel, 2023).

By conducting a Usability evaluation of the community complaint system, the Badung

community complaint system (SIDUMAS) can assess the degree of application use and

offer suggestions for enhancements. Results of the usability testing of the questionnaires

for the public complaint applications and information from interviews with respondents

were used to collect data. Participants in this study were 30 members of the general

public, 5 usability specialists, and Badung people. The criteria of the procedure used were

the foundation for this determination of responses.

Combining three methods think aloud, heuristic evaluation, and System Usability

Scale (SUS) the approach used to analyze the public complaint system will result in an

evaluation of the system's usability and recommendations for enhancements to the

Badung SIDUMAS system. The results showed that: (1) Using the think-aloud method, it

was discovered that the issues encountered by users of the community complaint system

program, in general, coincided with those encountered in the test. According to the

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findings of research using heuristic evaluation, there is one issue that has the greatest

severity rating and needs to be resolved right away.

The results of the calculation of the average System Usability Scale (SUS) score

on user satisfaction obtained a score of 78 with acceptability ranges in the acceptable

category. Furthermore, for the percentile rank score, the value obtained is 78 so it is in

the grade B category. (2) Making recommendations for improvement in the study focused

on changing the layout on the page and navigation menu on the results of data causing

errors experienced by users. (Putra et al., 2023)

Synthesis

By referencing relevant literature and studies, the researchers have gained a

valuable understanding of how these works can be applied to achieve the main goal of the

development of a mobile game for children with ADHD.

Shanmugam & Mallick (2021) stated that User requirements describe what the

user expects from the system. It is crucial to get the user requirements right to be able to

proceed to the next phase. Team (2019) the success of a product depends on having a

clear, in-depth recognition of the user's requirements. Tajudeen et al. (2022) Gathering

the proper user requirements, demands, and expectations will lead to the development of

the project.

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Based on the found research by Fadzil (2021) developing a health-related video

game application is doable with the RAD method. This reduces the time and financial

resources needed to develop the game. While 2 other studies by Tuah et.al. (2021) and

Tan, et. al. (2022) can develop a health- related application using the same approach.

These projects utilized the following: (1) Requirements planning, (2) User Design, (3)

Construction, and (4) Cutover. Bamel (2023) used SUS for the prototype’s initial

test of the quantum application using the usability Scale (SUS) the generated result of the

SUS survey was tested as reliable. Aside from using the SUS questionnaire, there are

many other ways to test the usability of the application like the Computer System

Usability Questionnaire (CSUQ) and Post-Study System Usability Questionnaire

(PSSUQ) (Folstad, 2021).

Project Framework

A project framework is a technique used by researchers to help them create their

projects. The structure and perspective of a study are not clear without a framework. The

Input Process Output (IPO) model was used by the proponents, which gives a general

framework and direction for the project.

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Figure 2. Research Paradigm of FocusFinder

Figure 2 illustrates the study project's framework, with the input consisting of the

user requirements of FocusFinder, a game for patients with Attention Deficit/Hyperactivity

Disorder, recognizing the functional, as well as assessing the system's usability. These

inputs are used to carry out research. The system's development process is Rapid

Application Development (RAD). The output is the development of FocusFinder: Game

for ADHD patients, which includes four phases consisting of requirement planning, user

design, construction, and cutover. Feedback is a key component of the model along the

entire input-process-output chain.

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CHAPTER III

METHODOLOGY

Project Design

The research made use of both descriptive and developmental research designs. The

researchers used the Rapid Application Development (RAD) methodology, which aided in

structuring workflow around project development and guided researchers in completing

project deliverables quickly and efficiently. Using RAD, developers could swiftly make

many iterations and modifications to the program without having to start from scratch,

ensuring that the system's output was more quality-focused and fit with the end users'

requirements. The RAD process was broken into four phases: a) requirements planning; b)

user design; c) construction; and d) cutover.

Requirements Planning. During this phase, the researchers and potential end-users

communicated to determine the goals and expectations for the proposed mobile

application, as well as current and potential issues that needed to be addressed during the

build. In this stage, the gathered user requirements using a semi-structured questionnaire

that helped them visualize how the project should be done, picture ideas, and devise

requirements.

User Design. After planning, researchers had gathered the user requirements and started

with the prototype. Features, functions, and the system flow were integrated into the

prototype, such as the app's design where specific colors and distractive design should not
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be added in the User Interface Design (UI). It was then presented to the end-users who

decided what they liked and what they didn't, about the designed prototype. The design

prototype was made using the Figma Application, with the collaboration with ADHD

Specialist to place concerns regarding the application’s design and graphics.

Construction. The application was developed in this phase. The researchers carefully

coordinated the development of a completely functional system by drawing on the insights

gained from a well-crafted prototype that contained the recommendations and comments

from possible end-users. Along with meeting the requirements stated by the users, this

system also neatly included all the features and functionalities that had been built into the

prototype first. An extensive toolkit for design, coding, testing, and debugging, Android

Studio is a powerful integrated development environment (IDE), and it was used for the

development of the Android application. Visual Studio Code is a powerful, lightweight

code editor took on the function of a debugger by virtue of its adaptability and extensibility.

Dart was the preferred programming language for the implementation because it was

wellsuited for the mobile game development.

Cutover. During this phase, improvements, modifications, and additional suggestions

gathered through the testing phase were applied to the system. In this stage, the deployment

of the system took place. Furthermore, acceptance testing was also employed, and a

semistructured questionnaire was used to evaluate the usability of the mobile application.

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Population and Locale of the Study

The study was conducted in Urdaneta City, Pangasinan. To fulfill the target

population for the objectives of the study, the targets were the following:

 IT Developers

 ADHD Specialists (Doctors, Therapists, SPED)

 Parents of ADHD Patients

 ADHD Patients (Children 6-12 years old)

The researchers employed a Simple Purposive Sampling approach to establish a

participant pool to fulfill objectives no. 1 and 2. The purposeful selection of specific

individuals from the population according to predetermined criteria was known as simple

purposive sampling. It allowed for a focused and deliberate inclusion of individuals who

were most pertinent to the study, even as it added a level of discretion to the selection

process on the side of the researcher.

Unlike other probability sampling techniques that rely solely on randomization,

simple purposive sampling prioritizes the selection of participants with characteristics or

experiences that align with the research objectives. This approach was particularly

beneficial when the researchers seek in-depth insights from specific subgroups within the

population.

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The study intended to guarantee a targeted and concentrated representation of

people who had the qualities necessary to meet the research objectives by employing

simple purposive sampling. Although not solely reliant on random selection, this approach

provided a deliberate and effective way to choose participants, raising the possibility of

collecting pertinent and insightful data for the research.

Furthermore, the utilization of purposive sampling enhances the internal and

external validity of the study. It minimizes the potential for sampling bias and selection

bias by carefully selecting participants based on their relevance to the research questions.

As highlighted by Thomas (2022), this methodological approach contributes to the overall

robustness of the study, providing a solid foundation for reliable and generalizable

findings.

Objective # IT Specialist ADHD Specialist Purposively Total

Selected
Users
1 5 5 10

3 5 5 10

Table 1. Distribution of Respondents

In the table above, the target population for each objective was defined. For

objective 1, the target participants were 5 ADHD Specialist to conclude the system

requirements of the mobile application. In Objective 2, there were 5 IT Specialist for the

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development of the mobile application. Finally, in Objective 3, there were 10 purposively

selected participants to test the usability of the mobile application.

Data Instrumentation

Data Instrumentation involves gathering data from numerous sources, measuring

it, and documenting it to analyze it and draw conclusions from it.

For Objective No. 1, the researchers conducted an interview through a semi-

structured questionnaire and open-ended questions to determine the user requirements of

the proposed mobile application. The questionnaire's purpose was to encourage

participants to share their thoughts, expectations, and experiences. (See Appendix A)

For Objective No. 2, Rapid Application Development (RAD) was used for the

development of the mobile application. RAD placed a strong emphasis on flexibility and

speed, but it was crucial to strike a balance between speed and the quality of the final

output. Rapid iterations and frequent engagement with shareholders and users assisted in

guaranteeing that the created mobile application satisfied user requirements.

For Objective No. 3, the System Usability Scale (SUS) questionnaire was used by

the researchers to conduct a survey. The System Usability Scale (SUS) was a tool for

measuring an application's effectiveness, intuitiveness, usability, and user satisfaction. The

System Usability Scale (SUS) consisted of 10-item questions with a 4-point Likert Scale

score ranging from 1 (Strongly disagree) to 4 (Strongly agree) and was used to interpret

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the gathered data. The SUS scoring consisted of two steps: calculating the score and

understanding what it implied in the context of usability. This approach was used by the

researchers to evaluate the system's efficiency and potential for benefit. (See Appendix B)

Data Analysis

This section described how the research team analyzed data to help develop the

mobile application.

For Objective No. 1, to interpret the data that was gathered, the researchers used

the average weighted mean and frequency distribution to identify the user requirements of

the proposed system. The necessary features were selected using the following scheme.

Mean Range Mean Range Descriptive Interpretation

1.00 – 1.75 4.30-5.00 Strongly Agree

1.76 – 2.50 3.50-4.29 Agree
2.51 – 3.25 2.50-3.49 Disagree
3.26 – 4.00 1.70-2.49 Strongly Disagree
Table 2. Likert Scale for User Requirement Analysis

The response ranging from 2.51 to 4 was interpreted as essential, indicating that the

system had met the user requirements. Response scores ranging from 1.00 to 2.50 were

determined as non-essential in the development of the mobile application. The researchers

used the recommended user requirements for the development of the mobile game.

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For Objective No. 3, the usabilty of FocusFInder was assesed using a survey

questionnaire based on SUS (System Usability Scale), which results were subjected into

frequency count an calculating the mean, which was interpreted using the following Likert

scale:

Mean Range Mean Range Descriptive Interpretation

1.00 – 1.75 4.30-5.00 Strongly Agree

1.76 – 2.50 3.50-4.29 Agree
2.51 – 3.25 2.50-3.49 Disagree
3.26 – 4.00 1.70-2.49 Strongly Disagree
Table 3. Likert Scale for Usability Testing

The mobile application has satisfied the usability criteria if the response fell

within the range of 2.51 to 4 and was considered usable for deployment. Responses with

a Mean score between 1 and 2.50 were considered unusable for use among ADHD

children, and the mobile app was further revised and underwent repeated development

and testing until the usability score reached the "usable" values.

Proposed Implementation Plan

FocusFinder was a mobile game application designed to help users alleviate their

symptoms. The development of FocusFinder took place in the province of Pangasinan,

adhering to the specified functional and non- functional requirements. The mobile

application was created cross- platform, utilizing the Dart Programming Language and the

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Flutter Framework. In addition, the Integrated Development Environment (IDE) for the

mobile application was Visual Studio Code.

The researchers used rapid application development (RAD) as the development

process to focus on building and creating a prototype, which saved time when developing

the mobile application.

Figure 3. System Implementation

Following the completion of the mobile application, the research team conducted a

usability test to evaluate the app's usability and received input from possible end users. If

the usability testing results were satisfactory, the final step was to release the mobile

application to the public and make it available for download on the Google Play Store,

which is accessible to Android phones.

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CHAPTER IV

RESULTS AND DISCUSSION.

In this chapter, the data modeling results and implementations such as flow charts

illustrating the current procedures and using case diagrams illustrate the mobile

application's capabilities for users were given.

FocusFinder Process Flowchart

Figure 4. Flowchart of FocusFinder

The Diagram above shows the flowchart of the mobile application, from logging

in, to choosing an account whether to login as parent to use the parental controls or as the

child with ADHD to play the games.

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User Requirements of FocusFinder

Table 4. Likert Scale for Identifying the User Requirements

User Requirement Descriptive

Mean Descriptive
Question Interpretation
Equivalent

1. I consider using a
mobile application to 3.20 Agree Essential
suppress the
symptoms of ADHD.
2. The mobile
application must be 3.80 Strongly Agree Essential
easy to navigate.
3. The mobile game’s
rules and guides must 3.60 Strongly Agree Essential
be simple to
understand.
4. The mobile
application’s features
should be easy to learn, 2.75 Agree Essential
utilize, and
essential.
5. The mobile
application should 2.60 Strongly Agree Essential
have a good user
interface.
6. The mobile game
should have a friendly 3.40 Strongly Agree Essential
and fun theme.
7. I am considering
using a mobile
application that can 2.72 Agree Essential

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help me track the

game’s statistics.
8. Accessing the mobile
games should be 3.80 Strongly Agree Essential
simple.
9. The games must be
therapeutic and 2.55 Agree Essential
enjoyable for children
with ADHD.
10. The mobile game
should ensure privacy 3.35 Strongly Agree Essential
security for the users.

Features

2.50 Agree Essential

11. Account Register

3.75 Strongly Agree Essential

12. Parental Controls

13. 4–6 games 2.42 Agree Essential

available

2.21 Agree Essential

14. Hide Games

2.30 Agree Essential

15. Game Statistics

3.01 Strongly Agree Essential

Overall Mean

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The data obtained from the user requirements semi-structured questionnaire is

displayed in the table. The highest mean, 3.75, indicates that the clients want and agree for

a parental control feature to be included in the system.

It also indicates that this feature will be prioritized and should be included first in

the system's development. The descriptive equivalent of "Strongly Agree" is interpreted as

"Essential." This indicates that its overall mean is 3.01, which is read as "Essential" and

descriptively equal to "Strongly Agree." All the user requirements inquiries, including

those about features, are considered "Essential" overall and will be taken into consideration

when the system is developed.

The data obtained from the user requirements semi-structured questionnaire is

displayed in the table. The highest mean, 3.75, indicates that the clients want and agree for

a parental control feature to be included in the system.

It also indicates that this feature will be prioritized and should be included first in

the system's development. The descriptive equivalent of "Strongly Agree" is interpreted as

"Essential." This indicates that its overall mean is 3.01, which is read as "Essential" and

descriptively equal to "Strongly Agree." All the user requirements inquiries, including

those about features, are considered "Essential" overall and will be taken into consideration

when the system is developed.

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Developed FocusFinder using Rapid Application Development (RAD)

The development of "FocusFinder" via Rapid Application Development (RAD)

involved several critical stages, all of which were essential to the process's collaborative

and iterative nature. In this case, the RAD framework adhered to a predetermined order of

steps:

•Requirements planning, which included determining the project scope and identifying

user requirements, was the first stage. Initial planning and goal setting were also a part of

this phase.

•User Design, this stage comprised meetings with developers and end users in which the

interface and functionality of the appilication were conceptualized graphically through

prototyping and modeling.

•Construction, the program was rapidly iterated and developed during the construction

period, and it was frequently tested and refined in response to user feedback.

•The Cutover phase signaled the move to the new system and included lastminute tweaks

and optimizations.

•The Feedback and Evaluation phase placed a strong emphasis on ongoing user feedback

loops to improve the application and assessed the system's performance in comparison to

the initial set of requirements. This methodical methodology made sure that FocusFinder

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was developed in a way that adhered to the RAD principles, which place a strong emphasis

on cooperation, flexibility, and quick iterations.

The User Interface

Plate 1. Splash Screen

Upon opening the application, users are greeted with a visually engaging splash

screen. This brief but impactful introduction sets the tone for their experience, offering a

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moment of anticipation before seamlessly transitioning into the main interface, ensuring a

smooth and engaging start to their interaction with the app.

Plate 2. Sign in Screen

Users are presented with a straightforward choice upon launching the app click

"Create" to initiate the sign-up process for those without an account, or select "Already

have agn account" for those with existing accounts. This user-friendly approach

streamlines the onboarding experience, catering to both new and returning users with

clarity, making it easy for them to access the app's features based on their account status.

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Plate 3. Sign up Screen Plate 4. Chooser Avatar

To access the app, users must create individual accounts, and parents or guardians

are required to register on behalf of their children. During account creation, users provide

essential information, including a chosen username, email, password, and a secure PIN.

Additionally, a personal touch is encouraged as users select avatars to represent them on

their profiles. This comprehensive process ensures a secure and personalized experience

for both parents managing accounts and children interacting with the app, fostering a

sense of ownership and individuality in the user community.

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Plate 5. User Selection

Upon signing in, users encounter a prompt asking them to specify their role: child

or parent. This straightforward screen ensures a tailored experience, guiding users to the

appropriate functionalities based on their role within the app. It sets the foundation for a

customized interaction, aligning features with user responsibilities and permissions.

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Plate 6. Parent pin

Opting for the parent account prompts users to enter their designated parent PIN,

ensuring secure access to the parent dashboard. This additional layer of authentication

safeguards sensitive features, maintaining privacy and control. The requirement of the

parent PIN reinforces a secure environment for overseeing and managing the app's

settings and activities.

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Plate 7. Statistics Plate 8. Parental Control

Plate 7 empowers parents with insights into their kids' app usage, displaying the

allocated time for a comprehensive understanding. This feature allows parents to manage

screen time effectively. On Plate 8, parents have control over the gaming experience,

utilizing a toggle button to seamlessly hide or unhide games. This functionality provides

a flexible approach to content management, letting parents curate the app's offerings to

align with family preferences and guidelines. The combined features in Plates7 and 8

enhance the parental dashboard, fostering an environment where guardians can actively

oversee and customize their children's interaction with the application.

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Plate 9. Child’s Dashboard

Selecting a child account reveals the children's dashboard, showcasing a variety

of engaging games: Tetris, Dwarf or Giant, Find 10, Spot the Difference, Flip and Match,

and Slide It. Each game offers a unique and entertaining experience for children,

promoting cognitive skills and enjoyment. This curated selection ensures age-appropriate

content, enhancing the child's interactive journey within the app. The children's

dashboard is designed to be visually appealing and user-friendly, providing a seamless

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and enjoyable navigation experience as user’s explore and engage with the diverse range

of games available to them in a secure and monitored environment.

Usability of FocusFinder

Usability testing evaluates an application’s efficiency from a user's perspective to

identify issues and improve user experience. The results of the evaluation are presented in

a table, which provides key metrics and observations to give insight into the system's

efficiency.

Table 5. System Usability Scale of the Developed Mobile Application

Usability Question Mean Descriptive Descriptive

Equivalent
Interpretation

1. The mobile
application
2.56 Agree Usable
responds to fast
input.

2. The mobile
application rules
3.52 Strongly Agree Usable
and guides are
very informative.

3. The mobile
application’s
information is
3.75 Strongly Agree Usable
clear and easy to
interpret, in my
opinion.

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4. There is enough
information on
3.45 Strongly Agree Usable
the screen when
it’s needed.

5. The mobile
application is
2.80 Agree Usable
easy to use and
navigate

6. The mobile
application is 2.80 Agree Usable
easily managed.

7. This mobile
application didn’t
stop unexpectedly 3.30 Strongly Agree Usable
under different
conditions.

8. Playing games
and using the
2.85 Agree Usable
parental controls
runs smoothly

9. I have an ease in
using all that the
mobile 3.45 Strongly Agree Usable
application
offers.

10. I would
recommend this
mobile
3.35 Strongly Agree Usable
application to
other
parents/therapists.

Weighted Mean 3.18 Agree Usable

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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

The main objective of this study is to design and develop a mobile game application

that will help people with ADHD to strengthen their ability to focus on task and objective

that they are currently doing. Specifically, the researchers obtained the following objectives

during the research: 1) Determined the user requirements of the proposed mobile

application called FocusFinder, 2) Developed FocusFinder using RAD (Rapid Application

Development), and 3) Tested the usability of the FocusFinder using the SUS (System

Usability Scale).

The result shows that the respondents have all agreed to integrate all the user

requirements and features that were included in the survey questionnaire as seen in

Appendix A. Furthermore, the feature that was chosen as to be prioritized in the

development of the mobile application is the parental control feature.

The researchers applied quantitative, descriptive, and developmental research

designs in presenting and interpreting all the data that was gathered. With the use of Rapid

Application Development (RAD), efficiency was accomplished. RAD has helped the

researchers to focused more on the development stage and allowed for flexible

modification of the proposed system.

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For the usability evaluation of FocusFinder, it has an average of 3.18 which has the

descriptive equivalence of "Agree" which indicates that the use is indeed usable and has

met the user requirements.

Conclusions

Based on the results of the gathered data, the developers arrived at the following

conclusion:

1. FocusFinder will give parents a mobile-based option that can use to enhance the

focusing ability of their children that deal with attention deficit hyperactivity

disorder (ADHD).

2. The RAD software development model is considered a contributing factor in the

development of FocusFinder. It ensured that the mobile application met the

requirements and criteria during the development process and kept all the

stakeholders involved throughout the whole process. Moreover, the phases of RAD

greatly helped in rapid prototyping and iterative design during the construction of

FocusFinder. It offers improved flexibility as developers can adapt to required

changes and incorporate new functionalities and features during the build process.

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Recommendations

Based on the results and conclusins made in the study, the following

recommendations are hereby given:

1. Considering the analysis of the findings and conclusions drawn in this study, the

following recommendations are hereby considered:

2. FocusFinder is recommended for kids aged 6-13 years old that have ADHD for

them to be able to train and control their attention skill set as the game has various

puzzle games that will challenge their memory, problem solving, and decision

making.

3. The researchers recommend Rapid Application Development (RAD)

methodology for creating similar mobile game applications as it can be very

helpful for building efficient and effective mobile game applications.

4. For future researchers, the FocusFinder game application is considered usable for

users who have access to the Internet. However, it is not available when a user’s

Internet connection is poor. Hence, an offline mode would make it better. Also,

the respondents in the project suggested an iOS version of the mobile application.

Additionally, a more sufficient sample of respondents should be regarded to

ensure more plausible results and fewer possibilities of errors.

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Bachelor of Science in Information Technology

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Bachelor of Science in Information Technology

APPENDIX A

Questionnaire for User Requirement Analysis

User Requirement Questions Strongly Disagree Agree Strongly

Disagree Agree
(2) (3)
(1) (4)

1) I consider using a mobile

application to suppress
the symptoms of ADHD.

2) The mobile application must be easy

to navigate.

3) The mobile game’s rules and

guides must be simple to
understand.

4) The mobile application’s features

should be easy to learn, utilize, and
essential.

5) The mobile application should have a

good user interface.

6) The mobile game should have a

friendly and fun theme.

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Bachelor of Science in Information Technology

7) I am considering using a mobile

application that can help me track
the game’s statistics.

8) Accessing mobile games should be

simple.

9) The games must be therapeutic and

enjoyable for children with
ADHD.

10) The mobile game should ensure

privacy security for the users.

FFeatures

1) Account Register

2) Parental Controls

3) 4–6 games available

4) Hide Games

5) Game Statistics

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 Pangasinan State University - Urdaneta City Campus
Bachelor of Science in Information Technology

APPENDIX B

System Usability Questionaire

Usability Questions Strongly Disagree Agree Strongly

Disagree Agree
(1) (4)
(2) (3)

1. The mobile application responds to fast

input.

2. The mobile application rules and guides are

very informative.

3. The mobile application’s information is

clear and easy to interpret

4. There is enough information on the screen

when it’s needed.

5. The mobile application is easy to use and

navigate

6. The mobile application is easily

managed.

7. This mobile application didn’t stop

unexpectedly under different conditions.

8. Playing games and using the parental

controls runs smoothly

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Bachelor of Science in Information Technology

9. I have an ease in using all that the mobile

application offers.

10. I would recommend this mobile

application to other parents/therapists.

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Bachelor of Science in Information Technology

APPENDIX C

Agreement letter for capstone Adviser

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Bachelor of Science in Information Technology

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 Pangasinan State University - Urdaneta City Campus
Bachelor of Science in Information Technology

ELMAR VILLARIN MARQUEZ JR.

#29 Aguinaldo st. Bayaoas, Urdaneta City, Pangasinan
Email: [email protected]
Phone: +63 915 507 3306

Age : 22 years old

Sex : Male
Birthdate : January 06, 2002
Civil Status : Single
Religion : Born Again Christian
Height : 5’ 2” or 160 cm
Weight : 60 kg
Nationality : Filipino
Parents : Mr. & Mrs. Elmar A. Marquez Sr.

EDUCATIONAL BACKGROUND

TERTIARY Pangasinan State University

Urdaneta City Campus
San Vicente East, Urdaneta City, Pangasinan
2020-2024

SENIOR HIGH SCHOOL Divine Word College of Urdaneta

Jp rizal Bayaoas, Urdaneta City, Pangasinan
2018-2020

JUNIOR HIGH SCHOOL Badipa Naational Highschool

Bayaoas, Urdaneta City, Pangasinan
2014-2018

PRIMARY Urdaneta I Central School

Poblacion, Urdaneta City, Pangasinan
2008-2014

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Bachelor of Science in Information Technology

KYZEN DISU CAMPOS

Cato, Infanta Pangasinan
Email: [email protected]
Phone: +63 905 342 3492

Age : 21 years old

Sex : Male
Birthdate : February 15, 2002
Civil Status : Single
Religion : Born Again Christian
Height : 5’ 7
Weight : 57 kg
Nationality : Filipino
Parents : Mr. & Mrs. Alano Campos

EDUCATIONAL BACKGROUND

TERTIARY Pangasinan State University

Urdaneta City Campus
San Vicente East, Urdaneta City, Pangasinan
2020-2024

SENIOR HIGH SCHOOL St. Michael School of Santa Cruz Zambales, Inc
Santa Cruz Zambales
2018-2020

JUNIOR HIGH SCHOOL St. Michael School of Santa Cruz Zambales, Inc
Santa Cruz Zambales
2014-2018

PRIMARY St. John Learning Center

Infanta, Pangasinan
2008-2014

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Bachelor of Science in Information Technology

AARON JAY PAGTAGUE MARTINEZ

Sta. Catalina, Binalonan Pangasinan
Email: [email protected]
Phone: +63 918 717 2355

Age : 23 years old

Sex : Male
Birthdate : December 11, 2000
Civil Status : Single
Religion : Roman Catholic
Height : 5’ 5” or 165 cm
Weight : 74 kg
Nationality : Filipino
Parents : Mr. & Mrs. Jovita. Martinez

EDUCATIONAL BACKGROUND

TERTIARY Pangasinan State University

Urdaneta City Campus
San Vicente East, Urdaneta City, Pangasinan
2020-2024

SENIOR HIGH SCHOOL Juan G. Macaraeg National High School

Canarvacanan, Binalonan, Pangasinan
2018-2020

JUNIOR HIGH SCHOOL Juan G. Macaraeg National High School

Canarvacanan, Binalonan, Pangasinan
2014-2018

PRIMARY Sta.Catalina Elementary school

Santa Catalina Binalonan Pangasina
2008-2014

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Bachelor of Science in Information Technology

JEROME PERIA MILLARES

Caramutan, Villasis Pangasinan
Email: [email protected]
Phone: +63 945 755 4023

Age : 21 years old

Sex : Male
Birthdate : May 23, 2002
Civil Status : Single
Religion : Roman Catholic
Height : 5’ 7”
Weight : 60 kg
Nationality : Filipino
Parents : Mr. & Mrs. Jessica Millares

EDUCATIONAL BACKGROUND

TERTIARY Pangasinan State University

Urdaneta City Campus
San Vicente East, Urdaneta City, Pangasinan
2020-2024

SENIOR HIGH SCHOOL Don Ramon E. Costales Memorial NHS

Villasis, Pangasinan
2018-2020

JUNIOR HIGH SCHOOL Don Ramon E. Costales Memorial NHS

Villasis, Pangasinan
2014-2018

PRIMARY Caramutan Elementary School

Villasis, Pangasinan
2008-2014

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Bachelor of Science in Information Technology

MARC JANSEN RICH CAYABYAB

#32 Alibagao St. Tuliao, Sta. Barbara Pangasinan
Email: [email protected]
Phone: +63 939 516 4031

Age : 23 years old

Sex : Male
Birthdate : September 13, 2000
Civil Status : Single
Religion : Roman Catholic
Height : 5’ 8
Weight : 77 kg
Nationality : Filipino
Parents : Mr. & Mrs. Marie Paz Mina

EDUCATIONAL BACKGROUND

TERTIARY Pangasinan State University

Urdaneta City Campus
San Vicente East, Urdaneta City, Pangasinan
2020-2024

SENIOR HIGH SCHOOL Tuliao National High School

Tuliao, Sta Barbara
2018-2020

JUNIOR HIGH SCHOOL Tuliao National High School

Tuliao, Sta Barbara
2014-2018

PRIMARY Tuliao Elementary School

Tuliao, Sta Barbara
2008-2014

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Bachelor of Science in Information Technology

JOHN PAUL CASEM ESPIRITU

25-A Bayaoas, Urdaneta City
Email: [email protected]
Phone: +63 955 967 1692

Age : 22 years old

Sex : Male
Birthdate : March 01, 2001
Civil Status : Single
Religion : Bible Baptist
Height : 5’7
Weight : 45 kg
Nationality : Filipino
Parents : Mr. & Mrs. Tessa C. Espiritu

EDUCATIONAL BACKGROUND

TERTIARY Pangasinan State University

Urdaneta City Campus
San Vicente East, Urdaneta City, Pangasinan
2020-2024

SENIOR HIGH SCHOOL Divine Word College of Urdaneta

Jp rizal Bayaoas, Urdaneta City, Pangasinan
2018-2020

JUNIOR HIGH SCHOOL Divine Word College of Urdaneta

Jp rizal Bayaoas, Urdaneta City, Pangasinan
2014-2018

PRIMARY Messiah Christian Academy

Urdaneta
2008-2014

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