COLLEGE OF COMPUTING STUDIES

CODE MASTERY QUEST: AN ADVENTURE GAME FOR

ENHANCING JAVA AND PYTHON SKILLS WITH Q -
LEARNING ALGORITHM

A Thesis Proposal
Submitted to the Faculty of
The College of Computing Studies
PAMANTASAN NG CABUYAO
City of Cabuyao, Laguna

In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF SCIENCE IN COMPUTER SCIENCE

By:
Catanda, Vince Charl U.
Sican, Louie John I.
Tinasas, John Romel R
Verceles, Mhiko P.

January 2024
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ABSTRACT

Title: : Code Mast ery Quest : An Adventure Gam e

for Enhancing Java and Python Skills
with Q-Learning Algorithm

Researcher: : Catanda, Vince Charl U.

Sican, Louie John I.
Tinasas, John Romel R.
Verceles, Mhiko P.

Degree : Bachelor of Science in Computer Science

Program:
Adviser: : Prof Fe Hablanida

School: : Pamantasan ng Cabuyao

The pr imary goal of t he resear ch was to create a two - dimensional (2D)

instruct ional simulation game that teaches the fundament als of Python and
Java programm ing. It aims to guide how to create an educational simulat ion
game that is compatible with Android and develop the gam e using the Q
lear ning algor ithm. Additionally, it intended to determine how end users
(students enrolled in programming -related courses) and game development
professionals felt about the suggested game.

The pr imary data collect ion instrument ut ilized by t he researchers was

a survey quest ionnaire, together with the application of descr ipt ive research
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and the purposive sampling approach for study participants. The ordinal data
would be efficiently analyzed using the statistical tool's median. In accordance
with t he study's conclusions, game developers can use game engines t o
create games that are optim i zed for mobile platforms, pr imarily Android.

The developed gam e received an acceptable score, indicating that it

met the criteria for the perceived quality of educational gam es, which focus
on usability and player experience from the perspect ive of the students in the
context of comput ing educat ion, according to the fi ndings of the assessments
made by end users and programming experts. It was advised t o play the game.
In view of the evaluators' judgments, the inclusion of new features was
suggested in order to raise the educat ional game's perceived quality in t he
criteria where it rated well.
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ACKNOWLEDGEMENT

First and foremost, the researchers would like to thank our Lord Jesus
Christ for giving them the strength and wisdom to complet e the research.

The researchers would like to expr ess t heir deepest gratitude to their
research adviser PROF. FE HABLANI DA for the technical support and
guidance throughout the research.

The researchers would like to show appreciation to their panelists,

PROF. MELI SSA DIMACULANGAN, PROF. REYMARK NATIVIDAD and
PROF. ARCELITO QUIATCHON for giving them important insights to further
improve the output of the research.

The researchers would like to give t heir warmest thanks to their

research instructor PROF. ARCELITO QUIATCHON for his guidance and
inspir ing t hem with her lessons that positively impact the output of the
research.

Last but not the least, the researcher s would like to express their
gratitude to their family and friends for their unparalleled support in the
chosen degr ee progr am.
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DEDICATION

This research was wholeheartedly dedicated to our loving and

support ive fam ilies who had been our prim ary source of inspirat ion throughout
this research and who were also the ones that constant ly gave us spir itual,
emotional, and f inancial support. Without their cont inuous support, this
research would not have been possible.

To our fellow friends and classmates who shared their knowledge, words
of advice and encour agement to finish this research.

And last ly, we dedicated this research t o our Almighty God for giving us
guidance, strength, protection, skills and for making us in good health.
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Preliminaries Page

Tit le Page i
Approval Sheet ii
Certif icate of Originality and Authent icity iii
Abstract iv
Acknowledgement vi
Dedicat ion vii
Table of Contents viii
List of Tables x
List of Figur es xi
List of Appendices xii

CHAPTER I THE PROBLEM AND ITS SETTING

Introduction 1
Statement of the Pr oblem 4
Scope and Lim itation 5
Significance of the Study 8

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

Conceptual Literatur e 12
Research Literature 13
Theoret ical Backgr ound 16
Conceptual Paradigm 19
Synthesis 22
Definit ion of Term 23
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CHAPTER III RESEARCH METHODOLO GY

Research Design 26
Research Locale 27
Respondents of the Study 28
Data Gather ing Procedure 29
Discussion of Algor ithm 29
Instrumentation and Validation 31
Ethical Considerat ions 56
Statist ical Treatment of Data 57
Populat ion and Sam pling 57
Evaluat ion and Scor ing 59
System Development 60

CHAPTER I V RESULTS AND DISCUSSI ON

Present ation of Theoretical Proof 68
Verif icat ion of Evidence 74

CHAPTER V SUMMARY OF FINDI NGS, CONCLUSION AND

RECOMMENDATIONS
Summary of Significant Findings 86
Conclusions 89
Recommendat ions 90
Literatur e Cited 92
Appendices 96
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LIST OF TABLES

Table Page

1 Respondents of the Study 28

2 Scor ing range of the Likert Scale of the Survey 59
3 Students’ evaluat ion of Gamificat ion Lear ning 64
4 Students’ evaluat ion in terms of Funct ionality 75
5 Students’ evaluat ion in terms of Usability 76
6 Students’ evaluat ion in terms of Perform ance 78
7 Students’ evaluat ion in terms of Sat isfact ion 79
8 Programming Experts evaluation in terms of 80
Aesthet ics
9 Programming Experts evaluation in terms of 82
Maintainability
10 Programming Experts evaluation in terms of 83
Reliability
11 Programming Experts evaluation in terms of 84
Portability
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LIST OF FIGURES

Figure Page

1 The Conceptual Paradigm of the Study 18

2 Q-Learning Algorithm 29
3 Use Case Diagram for Home Screen 49
4 Use Case Diagram for Pause Menu 50
5 Activity Diagram for Change Music Volume 51
6 Activity Diagram for Change SFX Volume 52
7 Use Case Diagram for Selection in game of the 53
Lecture/Course
8 Class Diagram of the Character and 54
SaveSystem
9 Rapid Applicat ion Development 59
10 Actor-Cr itic Algorit hm 68
11 Actor-Cr itic sample 69
12 Q-Learning theoretical 70
13 Q-Learning sample 72
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LIST OF APPENDICES

Appendix Page

A. Letters 95
B. Validated Research I nstruments 115
C. Informed Consent Form 124
D. Hardware Specifications 1 29
E. Software Specif icat ions 125
F. Actual Test ing Result 130
G. Project Structure Assessment 135
H. Source Code 136
I. Project Cost ing 139
J. User Manual 140
K. Short report of Plagiarism Software 153
L. Report of Language Software 155
M. Curriculum Vit ae of Student Researcher 156
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COLLEGE OF COMPUTING STUDIES

CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

This research addresses the challenge of engaging and motivat ing

students in the f ield of computer studies by designing and developing a
gamif ied learning experience. The rat ionale for this research is based on the
premise that traditional classroom -based lear ning may not always be
effective in engaging stude nts and promoting the retent ion of complex
programming concepts. As such, there is a need f or alternative learning
methods that can help students develop and refine their programming skills
in a fun and interact ive way.

One of the most signif icant obst acles is the lack of personal
interact ion, which can lead to feelings of isolat ion and decr eased motivat ion
among students [1]. To tackle this, online classes should provide ample
opportunit ies for students to inter act with peers and inst ructors through
discussion forums, video conferencing, or collabor ative pr ojects. Another
challenge is technical diff iculties, which can disrupt the lear ning process and
cause frustrat ion for students pursuing Computer Studies. To facilitate
effective online learning, instructors must provide students with clear
guidance on the use of required softwar e and hardware and ensure access
to necessary tools. Addit ionally, technical support should be promptly
available to help students overcom e any t echnical diff iculties they encounter
during online classes .
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Furthermore, the findings of this study had signif icant implications for
the educat ion sector by offering insights into the potent ial advantages and
disadvantages of gamificat ion in impr oving learning outcomes. Since online
classes for coding presented uni que challenges compared to traditional in -
person classes, it was crucial to address them effectively.

This research created an innovative and gamif ied lear ning experience
that empowered students to master Java and Pyt hon pr ogram ming concepts.
By doing so, the research sought to enhance the learning experience of
students and improve their performance in pr ogramming courses. The
program incor porated game elements, such as badges and rewards, to
motivate learners and reinforce their knowledge of Java and Python
programming languages. The goal of the research was to enhance the
effectiveness and enjoyment of l earning Java and Python programming
concepts by providing problem -solving challenges and partial code tutorials.
This was achieved with non -player char acters (NPCs) to guide and assist
students in navigat ing the challenges. I t was designed to provide learn ers
with immediate reinf orcement for their progress, motivating and engaging
them through rewards and badges.

The goal of the research was to enhance the effectiveness and

enjoyment of learning Java and Python programming concept s by pr oviding
problem-solving challenges and part ial code tutorials. This was achieved with
non-player character s (NPCs) to guide and assist student s in navigat ing the
challenges. It was designed to provide learners wit h immediate reinforcement
for their progress, motivat ing and engaging them through rewards and
badges.
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The proposed gamified lear ning experience had the potent ial to create
a positive impact on the community by enhancing progr amming skills,
fostering interest in technology, and impr oving accessibility to programming
educat ion. The adventure game's fun and engaging appr oach to learning
programming had the potential to inspire an d motivate individuals who may
have been hesit ant or int imidated by tradit ional classr oom -based learning
methods.

In this study, it pr ovided a more engaging and effect ive way for
lear ners to develop their Java and Pyt hon programming skills. Through the
use of incorporating game elements and algorithms like Q -Learning, learners
were motivated to progress through increa singly challenging levels while
gaining a deep understanding of the key programming concepts.
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Statement of the Problem

The researchers would like to develop a game that a Q -Learning

algorithm to provide a more engaging and effect ive way of enhancing Java
and Python language skills. The researchers aimed to answer the following
critical quest ions to acquire all necessary knowle dge, facts, and informat ion.

1. What is the significant impact of the game for the students who ar e
taking up programming courses using Java and Python?

2. How to implement the reinf orcement algor ithm in game

development?

3. What is the assessment of the user s regarding t he proposed game

terms of:
a. functionality:
b. usability
c. performance
d. satisfact ion

4. What are the assessments of programming experts regarding the

proposed game in terms of:
a. aesthet ics
b. maintainability
c. reliability; and
d. portability?
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Scope and Limitation

Code Mastery Quest: An Adventur e Game for Enhancing Java and

Python Skills with Q -Learning Algor ithm, an act ion -packed, side-scrolling
role-playing game filled with surprising obstacles at every turn, based on t he
principles of Gamification theory and reinforcement learning was designed
and developed by the researchers. Each of the respondents was given a set
of questionnaires to answer. The questionnaires for the student and
programming expert were based on an exis t ing study ISO -25010 (I SO/IEC
25010 The quality model determines which quality charact erist ics will be
taken into account when evaluat ing the properties of a software product). As
it was the nearest area to the researchers, the suggest ed game was
examined by the programming specialists based in the City of Cabuyao from
January to December 2023.

The proposed game had the following elements: a side -scrolling game
with an academic purpose for the users t o gain knowledge for entering the
programming community. It also contained Practice mode, a normal mode,
and a challenge mode with a limit ed am ount of tries. The game had the main
objective of f inishing the problems that were given by the NPCs. The gam e
could be played on portable devices with a customizable char acter as a free -
to-play game application with challenging gaming options. Before playing the
game, users were requir ed to ensure their devices met the necessary system
requirements. It was an educational game tool for helping the students of the
said location by playing this side -scrolling 2-dimensional game. It had a
maximum of f ive tries, an d the player was allowed to tur n back to the lecture
part of the NPC.
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The story of the game was about a new enrollee student in university
who is pursuing com puter programming and wants to learn Java and Python
language. In the university, some professors will help the player to learn the
said progr amming languages. They als o give the player an assessment of
what they learned in the given lesson. The player character was typically
kept close to the center of the screen in side -scrolling video games by the
screen, which followed the player charact er. In other games, t he camer a was
typically adjusted by the character's mot ion, posit ioning the character off -
center and showing more of the environment in front of the character than
behind. In this game, the Code Mastery Quest was a close center screen that
followed the charact er w hile walking or passing the NPCs. The player had a
lim it to play every single day, given a limited amount of energy, and provided
with a quest to acquire extra energy.

The player's object ive in Code Mastery Q uest was to educate the user
of this game in the principles of JAVA and Python Program ming. Finishing
some tasks or side objectives boosted t he confidence of the player while
playing and solving the programming prob lems. The gam e's rules were
simple: the player had to first lear n the program by talking to t he NPCs before
solving the given programming problem . Users could save the profile to
continue playing the game. For the reinforcement learning algorithm, the
researchers selected the Q -Learning algorithm. For the Q -lear ning algorit hm
to function, a table of all potent ial game st ates and all potential player actions
for each state was maintained. This meant that, for a given stat e, our AI could
simply choose the act ion from the table with the highest pot ential reward to
maximize our overall reward.
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The scope of the research encompassed a series of lectures conduct ed

by non-player char acters (NPCs) on t he Java and Python programm ing
languages. These lectures covered var ious topics essential to effectively
understanding and utilizing these languages. The topics included variables
and comments, which delved into the concept of variables f or storing data
and the importance of comments for code documentat ion. Addit ionally, the
lectures explored getting user input and guiding lear ners on how to prompt
and handle user input during program execution. The research also covered
primit ive operators, such as ar ithmet ic, assignment, compar ison, and logical
operators, which were fundamental in performing operations on variables.
The concept of increment and decreme nt was explained to demonstrate their
application in modifying variable values.

Furthermore, the lectures delved int o strings, cover ing string

manipulation, concat enation, and st andard string methods used in Java and
Python. Conditional statements were discussed, including if, else, and else
if statements, to enable learners to contr ol program flow based on specif ied
conditions. The research also addressed nested if and else if statements,
demonstrat ing t heir usage for handling multiple conditions and decision
paths. Logical switch statements were int roduced as an alter native to if -else
constructs, highlight ing their ability to handle various condit ional checks
efficient ly.

In addition, the scope of the research included the study of loops.

While and loops were cover ed extensively, providing learners with an
understanding of their syntax, usage, and ability to iter ate over code blocks.
The concept of the do -while loop, which ensured the execution of the loop
body at least once before checking the loop condit ion, was also explored.
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By cover ing these topics, the research aims to provide compr ehensive
knowledge and skills in Java and Python programming languages, enabling
lear ners to become proficient in utilizing variables, comment s, user input,
operators, strings, conditional statem ent s, nested if and else if statements,
logical switch statem ents, while and for loops, and do -while loops effectively
in their progr amming endeavors.

The game was designed to be enjoyed by a solit ary player, providing

an immersive and engaging exper ience that could be enjoyed wit hout an
internet connect ion. It offered the convenience of offline play, allowing
players to delve into the captivating wor ld of the game anytime and anywhere
without the need for an act ive online connection. Players could fully immerse
themselves in t he game's captivating storyline, overcome challenging
obstacles, and embark on thrilling quests, all wit hout the need for an inte rnet
connection. So, they could dive into the game's rich gameplay and enjoy t he
excitem ent and adventure it offered, even when offline. It also could not be
cross-platform, and it requir ed minim um device specif ications, which
hindered optim izat ion. Only m obile devices were used to play the game, and
it soon became playable on desktop devices .
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Significance of the Study

The study "Code Mastery Quest: An Adventure Game for Enhancing Java
and Python Skills wit h Q -Learning Algor ithm" has significant implications for
the following:

1. Students: The code mastery quest game can provide an engaging and
interact ive learning exper ience for students studying Java and Python
programming. It offers a gam ified approach that can make learning
more enjoyable and motivating. By incorporat ing the Q -learning
algorithm, the gam e can adapt to individual student's needs and
provide personalized challenges and feedback, facilitat ing skill
development and mastery of programming concepts.
2. Teachers: The study's findings can be valuable for teachers who are
involved in teaching Java and Python programming. The game can
serve as a supplementary tool in the classroom to enhance tr adit ional
teaching methods. It can help teachers create a more im mersive and
interact ive learning environment, promot ing student engagement and
participation. The Q -lear ning algorithm can provide insights into how
adapt ive learning techniques can be applied to pr ogr amming
educat ion.
3. Researchers: The study contributes t o the f ield of educational
technology and computer science education research. It explores the
effectiveness of using a game -based approach and Q -learning
algorithm for enhancing programming skills. The findings can insp ire
further research and invest igat ions into the development and
evaluat ion of educational games, adaptive learning systems, and
intelligent tutor ing systems for program ming educat ion.
 COLLEGE OF COMPUTING STUDIES 10

4. Future Researchers: The study can inspir e future researchers to delve

deeper into the intersection of game -based learning, artificial
intelligence, and pr ogramming educat ion. They can build upon the
study's findings and explore other pr ogramming languages, game
mechanics, or machine -learning algor ithms to design innovat ive
educat ional tools and interventions .
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COLLEGE OF COMPUTING STUDIES

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapt er, the r eview of r elated liter ature and studies focused on
the Code Mastery Quest, an adventure game designed to enhance Java and
Python skills using a Q -learning algor ithm. The game was designed for
computer science students and sought to pr ovide them with a pleasant and
engaging manner to gain an in -depth knowledge of progr amming concepts and
algorithms.

The study of the lit erature looked at the current studies on game -based
lear ning and how well it could improve learning outcom es. The use of
Gamificat ion in education as well as the integration of the Q -learning algor ithm
into game design was also explored . The researcher examined the gameplay,
design, and effectiveness of the Code Mastery Quest game in enhancing
players' programming abilities. Addit ionally, it assessed how the gam e
affected players' levels of engagement and motivat ion as well as its potent ial
as a tool for instruct ing computer science fundament als learning theory known
as constructivism ar gues that individuals actively cr eate their knowledge and
understanding of the world through reflection and exper ience. This idea was
pertinent when considering Code Mastery Quest, an advent ure game that used
a Q-learning algor ithm to further develop Java and Python skills.
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Conceptual Literature

A learning theory known as construct ivism argues t hat individuals

actively create their knowledge and understanding of the world through
reflect ion and exper ience. This idea was pertinent when considering Code
Mastery Quest, an adventure game that used a Q -learning algorithm to further
develop Java and Python skills.

In Code Mastery Quest, the player learns and applies programming

concepts in a fun and engaging way while playing an advent ure -style game.
By giving the player lectures and tasks in the game to build their
understanding of programming ideas, this kind of a ctive lear ning encourages
construct ivism.

Players could experience the process of classifying through trial and

error by using the algorithm in the game. Through this approach, they were
able to develop their comprehension of the fundamental ideas behind the
algorithm and how t o use it in their coding tasks. Sim ilar to how learning
through repet ition could be used to educate comput ers to make judgments
based on prior exper iences, the Q -learning algorithm utilized in the game was
a reinforcement lear ning method. In Code Mastery Quest, the Q -learning
algorithm was used to provide players with a decision -making and
reinforcement learning experience.

By enabling players to create their understanding of how computers

make judgments and how to apply this technique to real -world issues, this
process supported constructivism. The term "Gamification" became popular;
however, ear ly exam ples could be found in 1980s user int erface studies. If we
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took a broader view of the Gamificat ion of labor, we might discover precedents
for comparable ideas from as far back as the Soviet Union's efforts with
employee motivation in the early half of the twent ieth century. The academic
management literature's ear ly 2000s "fun at work" movement in America was
likewise a type of G amification of the workplace. Gamif icat ion, according to
[3], was the art of taking the enjoyable and engaging components that ar e
often found in games and consciously incorporat ing them in t o real-world or
product ive tasks. He referred to this method as "human -focused design" since
it focused on how people would feel, act, and engage with the exper ience.

Overall, Code Mastery Quest was a great illustration of how

construct ivism could be used to improve learning outcomes in game -based
lear ning. The game fostered a great er understanding of programming
principles and practices by allowing players to actively develop their
understanding of programming topics through experience and reflect ion .

Research Literature

Machine learning techniques can be divided into three main categor ies
based on the many data tags: supervised lear ning, unsupervised lear ning, and
reinforcement learning. Based on bot h input data and output data wit h labels,
controlled learning constructs the data m odel. The data model is created using
unsupervised lear ning using only annotated input dat a and no output dat a.
Without any data or tags, the reinforcem ent learning system first learns how
to maximize a numer ical reward signal [11] .
 COLLEGE OF COMPUTING STUDIES 14

Gamification of school studies

Gamificat ion has gained a lot of inter est recently and has been used in
a variety of sectors to encourage and engage individuals in carrying out
specific tasks and solving various challenges [15]. It is used in education as
a method to enhance involvement, motivat ion, and engagement among
students, to incr ease inter action in lessons, and to inspire students to learn
more. Gamification is a potent tool for educators across all levels of the school
system that, when used appropr iately, may increase inner dr iv e and
involvement. According to [21], whether students play games by themselves
or with others, they all enjoy doing so. If people use this idea in educat ion,
even the most boring subjects may be made interesting by engaging in play -
based learning. It is p ossible to subst itut e something more enjoyable for the
tedious process of following a set of predeterm ined rules to arrive at a
solution. We frequently enter a "stat e of flow" while playing games. The
principle of Gamif ication is not a stat ic concept, and var ious game elements
and decisions about design might have diverse outcomes [23]; hence
exploring the application of games for educational pur poses is crucial .

Importance of learning Java and Python in the modern world

As programming has advanced so much, it is now present in every

aspect of human existence and is likely to become even more pervasive in the
coming years. The select ion of a programming language is the pr imary
criterion for training new developers [30].
 COLLEGE OF COMPUTING STUDIES 15

One of the program ming languages that are most widely used with a
variety of usability is undoubtedly Java. Python, on the other hand, is an older
programming language than Java, and because of its straightforward syntax,
it has grown in popular ity among n ewcomers recently. More seasoned users
who use it to handle important problems value its straightfor ward layout. Java
is platform -independent; upon the compilat ion process, a platform -
independent program is created, and all that is required to run it is th e proper
Java virtual machine (JVM). Java is often selected when a software solut ion
that can execute in various situations is required because of its capability
[18]. Java also has excellent robustness, multithreading, and a high level of
secur ity [9], which are beneficial to the dominant applicat ions of the modern
world, including Android, desktop, internet, cloud -based com puting, and big
data systems [30]. In contrast, python stands out for its user -friendliness and
simplicity [2], as well as being free and open source and easily accessible to
everyone [14], having a high - level language, being portable, and having code
that can be used wit hin pr ograms wr itten in other languages. The fields of AI,
data science, data r epresentation [10], game creat ion, web design, desktop
application development [12], and web scraping applications are examples of
how these things m ight be applied in the modern wor ld .
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Theoretical Background

Algorit hms can be used in a wide range of applicat ions, from

search engines to machine lear ning, and are essential for developing eff icient
software and systems. Without algorithms, much of the technology we use
today would not exist in its current form. It plays a crucial role in the
development of modern computing and has become an indispensable tool for
solving a vast array of problems [32]. The researcher uses Q -learning, which
is a model-free reinf orcement lear ning algorithm used in machine learning to
determine the best action to take in each state to maximize the reward. It
involves learning a Q -value funct ion, which estimates the expect ed total
reward for taking a particular act ion in a given state. The Q -value function is
updated iteratively based on the observed rewar ds and the next state, and t he
agent uses the updated Q -values to choose the best act ion to take in each
state.

Q-learning algorithm was used for reinfor cement learning on tasks that
are relevant to AI. Things such as generated/aut onomous driving, Open AI
Gym, robotics, image processing, decision/inner processing, ad tech, and
NLP. A back-propagation net work and a Q -learning algor ithm are combined in
[27] innovative appr oach to maxim izing load balancing across all computer
nodes while reducing workf low make -up times in the cloud. [ 25] the resear ch
was also based on stabilizing a cart -pole system in a simulat ed sett in g, a Q-
lear ning algorit hm -based adapt ive pr oportional - integral-derivat ive (PID)
controller which was presented. Their research illustrates the advantages of
an adaptive PID cont roller based on the Q -learning algor ithm in regulating the
cart-pole system gen erally from a variety of starting points as well as in
stabilizing the achievement of a decreased steady -state error. Even if small
 COLLEGE OF COMPUTING STUDIES 17

oscillat ions have been noticed and ther e is clear over extending and falling
short in the QPID controller's performance which could cause the system to
behave unpredictably, it can still be induced if future resear ch proposals in
adapt ing the Q -Learning Alg or ithm controller to a variety of diverse
applications, aside from increasing generality and validit y, the learning
efficiency in Shi and co -authors research has increased and is improved.

The usage of a Q -value function, which is frequent ly shown as a Q -table

or a Q-network, is the basic idea under pinning Q -learning. The approximate
amount of reward an agent can obtain by doing a certain act ion in a part icular
state is repr esented by the Q -values. Based on the observed r ewards and the
transit ion to the following stage, the algorithm cont inuously modif ies the Q -
values. Q-learning has been used in natural language pr ocessing (NLP)
applications such as the summarizat ion of texts, sent iment anal ysis, and
conversation systems. Applying Q -learning enables agents to develop
decision-making skills that maximize the intended output, such as producing
insightful overviews or precise sent iment classifications. Additionally,
optim izat ion issues like load balancing in cloud computing have found a use
for q-lear ning. Researchers have created novel methods to effectively
distr ibute wor kloads among computer nodes while minim izing workflow make -
up times by fusing Q -learning with other methodologies.

Q-learning was also utilized in control systems to govern and stabilize

dynam ic processes. The system as a whole could learn to alter its contro l
actions depending on the observed rewards and states by integrat ing Q -
lear ning wit h adapt ive control approache s, such as the PID controller
discussed in [24], leading to enhanced per formance and stabilit y. The capacity
of Q-learning to manage complex and dynamic situat ions was one of its main
 COLLEGE OF COMPUTING STUDIES 18

features. It has been effectively used in a var iety of applications, including

resource allocation, control systems, robotics, gaming, and autonomous
vehicle oper ation .

Conceptual Paradigm of the Study

The conceptual framework illustrated what the researchers expected to

find during the r esearch. It ident ified the study's key points and showed how
they were relat ed to one another. In most cases, a conceptual framework was
based on a survey of previous studies and theor ies on the subject. For the
conceptual framework of this study, the researchers employed the Input -
Output (IPO) model. The I nput -Output (IPO) model was a method for
systematically identifying inputs, outputs, and the necessary processing
activities for converting inputs to out puts. The input was the external
represent ation of dat a and material f lowing i nt o the operat ion. Process, on the
other hand, ref erred to the actions that must be t aken to avoid the change of
the inputs. Finally, outputs wer e the final data and materials t hat the
transformation process had left out.
 COLLEGE OF COMPUTING STUDIES 19

INPUT PROCESS OUTPUT

Knowledge Rapid Application
Requirements Development
• 2D asset • Requirements
creation and
Modeling planning
• Programming • User design /
skills in C++,
C#, Java, and Prototype Cycle Code Mastery
Python • Rapid construction Quest: An
• Q-Learning
Algorit hm • Testing and Cutover Adventure Game
Software for Enhancing
Requirements
• Unity Java and Python
• Visual Studio Skills with Q -
Code
• Blender Learning
• Photoshop Algorithm
Hardware
Requirements
• Laptop 2.30
GHz processor,
12GB RAM

Evaluat ion

Figure 1: The Conceptual Paradigm of the Study

In Figur e one shows that knowledge about the creation and designing
of assets was essential to keep the accuracy and realist ic features of every
object that could be seen in the gam e based on the concept that the
researchers followed using Adobe Photoshop and such. Unit y was ut ilized as
 COLLEGE OF COMPUTING STUDIES 20

the game engine plat form to create an immersive gam ified learning exper ience
for Java and Python programming concepts in an online and hybrid learning
environment. Visual Studio was used as the progr amming environment to
develop the game’s logic and mechan ics. The choice of Unity and Visual
Studio was based on their user -friendliness and compatibilit y with multiple
platforms, making them ideal tools for creating a gam ified lear ning experience
that could be accessed by a wide range of learners. The use of th ese tools
enabled the creation of a dynamic and interactive lear ning environment that
incorporated game mechanics and adventure -based learning to enhance
student engagement, motivation, and retention.

This research aimed to explore the effectiveness of Gamification and

advent ure-based learning in improving student outcomes and to provide
insights into the design and implementat ion of gamif ied learning exper iences
in online and hybrid learning environmen ts. For the backbone of the software,
the C++ programming language was used to code the game, Q -Learning
algorithm using Unity Code as the IDE. To make it a reality, the researcher s
used a laptop with an Intel processor and a video car d wit h 8 gigabytes of
Random Access Memory (RAM) inside t o avoid hardware pr oblems and make
the game development stage as smoot h as possible.

The researchers used rapid applicat ion development (RAD) in

developing the game. This methodology involved several distinct phases to
ensure eff icient and timely progress. The first phase was requir ements
gather ing, wher e the desired features, gameplay mec hanics, target audience,
and overall vision of the game were identified through collaborative efforts
and requirements analysis.
 COLLEGE OF COMPUTING STUDIES 21

Once the requirements were established, the prototyping phase began,

allowing developers to create functional versions of the game t hat showcased
core gameplay mechanics, visual style, and user interface. This enabled early
validation and feedback gat herin g before proceeding with full -scale
development.

The subsequent phase was iterat ive development, where development

cycles were divided into short iterat ions or sprints. Each iterat ion focused on
specific game features or components, allowing for regular feedback and
collaborat ion among team members. Cont inuous testing was a critical phase
in RAD, wher e qualit y assurance engineers and testers worked to identify and
resolve bugs, perfor mance issues, and gameplay imbalances throughout the
development process. Integration and deployment followed, where var iou s
game components such as art assets, audio, animat ions, and user interfaces
were integrat ed to cr eate a cohesive game exper ience.

Finally, user feedback and the iter ation phase are crucial for continuous
improvement. User f eedback is collected through analyt ics, surveys, reviews,
and forums, which inform updates and pat ches to addr ess issues and enhance
the overall gaming experience. By following these phases, game developers
can effect ively leverage RAD to create high -quality games within shorter
development cycles [ 32].

In the output phase, the role -playing game is based on the principles of
Gamificat ion theory and reinf orcement learning, setting one’s sights on
educat ing the player about how fun to learn Java and Python programming
languages in the game .
 COLLEGE OF COMPUTING STUDIES 22

Synthesis

The researchers developed an educational game called Code Mastery

Quest to enhance programming abilities using game -based lear ning and
Gamificat ion in education. The study r eviewed current research on game -
based learning, Q -learning algor ithm, and construc t ivism theory. The game
encour aged active learning through trial and error and incor por ated enjoyable
and engaging game elements to improve learning outcom es. The study also
discussed Gamificat ion in education and how it could make r eal - wor ld tasks
more enjoyable and engaging for learner s.

This research discussed the integration of a back -propagation network

and Q-learning algor ithm for load balancing, Gamification of school studies,
and the importance of learning Java and Python in the moder n world. Tong et
al. proposed a back -propagation network and Q -learning algorithm to reduce
workflow makeup t imes in the cloud. Shi et al. suggested an adaptive PI D
controller based on the Q -learning algor ithm to stabilize a cart -pole sy stem.
The st udy showed t hat further research should focus on adapting the Q -
lear ning algor ithm -based controller to diverse applications to increase its
validity, generality, and learning eff iciency.

Gamificat ion was widely used in dif ferent sectors to motivate

individuals to perfor m specif ic tasks and solve challenges. In educat ion, it
enhanced involvement, motivation, and engagement am ong students,
increased interaction in lessons, and inspired them to learn m ore. Educators
could use Gamif ication as a powerful tool to increase inner drive and
involvement among students. Java and Python were t he most widely used
programming languages, with Java strengths including platform
 COLLEGE OF COMPUTING STUDIES 23

independence and security and Python being known for user -friendliness and
compatibility. Both languages wer e used in modern applicat ions such as AI,
big data systems, and game creat ion. Int egrating innovative approaches like
back-propagation networks, Q -learning algor ithms, and Gamification could
improve load balancing, stabilize systems, and enhance lear ning outcomes.
Learning Java and Python equipped developers wit h the necessary tools for
creating modern applications. Future r esearch and education shoul d focus
on maxim izing the potential benef its of these approaches.

Definition of Terms

Operational Terms

For the purpose of t his study, the following terms are oper ationally defined:

Core A hardware-based processing unit that

performs operat ions at a certain instant.
and a CPU may cont ain one or more of them.

Processor The term "pr ocessor" typically ref ers t o a

central processing unit (CPU), which is a
crucial component of a computer system. The
processor is r esponsible for executing
instruct ions, perfor ming calculations, and
controlling the overall operation of the
computer.
 COLLEGE OF COMPUTING STUDIES 24

Unity Unity is a powerful and widely used game

development engine and platform.

Technical Terms

Artificial intelligence A system or machine that imitates

human intelligence.
Adventure- style game An adventure-style game is a type of
video game that typically involves
explorat ion, puzzle -solving, and
narrative-driven gameplay.
Constructivism Constructivism is a learning theory that
suggests that people act ively construct
their understanding and knowledge of
the world through their exper iences and
interact ions with it.
Gamification Gamificat ion is the process of
incorporat ing game design elements and
mechanics into non - game contexts, such
as education, marketing, or work, to
make them more engaging and
motivat ing.
Platform-independent refers to software or applications that
can run on multiple operating systems or
hardware architectur es without requir ing
modif icat ion.
Robustness An ability of a system or process to
 COLLEGE OF COMPUTING STUDIES 25

continue funct ioning or performing

effectively even in the presence of
difficult or unexpect ed conditions, such
as errors, variations, or disturbances.
State of flow "Being in the zone" is a mental state of
complete absor ption and focused
concentration in an activity, often
result ing in a feeling of enjoyment and
fulfillment.
 `

COLLEGE OF COMPUTING STUDIES

CHAPTER III

METHODS AND PROCEDURES

The research methodology and procedures are to be employed

throughout the study. It discusses the research locale where the survey will
take place, as well as the part icipants who will contr ibut e to achieving the
study's objectives and validating t he effect iveness of its findings.
Additionally, it cover s the data -gather ing tools and procedures to be utilized.
Ethical considerat ions and the statist ical Treatment of dat a will also be
addressed within this section.

Research Desi gn

The researchers aimed to develop an int eractive game that served as

a tool to thoroughly examine and demonstrate the effectiveness of utilizing
the Q-Learning algorithm. Their goal was to create a 2D side - scrolling role -
playing game for educat ional purpose s, catering to students studying
computer-related courses and individuals interested in learning or enhancing
their skills in Java and Python programming. Within the game, players wer e
presented with Java and Python problem s to solve, as well as random sid e
quests to complete as they progressed. This study intended to boost users'
confidence in their Java and Python skills, which were valuable in various
industries.
 COLLEGE OF COMPUTING STUDIES 27

The researchers obt ained primary data using interviews and surveys
as part of their data -gather ing strategy. Survey questionnair es were utilized
because they provided a quick, efficient, and low -cost way of acquir ing a
signif icant quant ity of information. It was a highly valuable sur vey technique
that allowed for the assessment of enormous populat ions with reasonable
simplicity. Despite popular belief, surveys were not ea sy to perform. To get
signif icant findings, a survey required substant ial organizat ion, time, and
effort. Secondary data was acquired through t he examination of relat ed
lit erature and the use of the Internet. In this investigation, data were gat hered
through the use of a survey.

Through their email, they provided, it was used to receive the accurat e
results of the study, including the tabulat ions, and summary of findings,
conclusions, and recommendat ions, for transparency between the
proponents and t he participants of this study. Surveys served as valuable
tools for understanding people's thoughts, behaviors, and patterns. They
were part icular ly beneficial for organizations seeking to gain insights int o
their current or prospective clients.

Research Locale

The research took place around the City of Cabuyao, located in the
province of Laguna. The part icipants in t he study were college students and
SHS students enrolled in computer -related courses. The researchers
selected this particular location for the stud y's implementat ion because it
offered access to relevant information from students who were direct ly
relevant to the chosen research topic. Additionally, since t he researchers
 COLLEGE OF COMPUTING STUDIES 28

themselves resided in the City of Cabuyao, conducting the study in this

setting was convenient for them.

Respondents of the Study

The researchers used purposive sampling to determ ine the number of

respondents who reviewed the game. Pur posive sampling is a non -probability
sampling strategy t hat uses the r esearchers' judgment to select the
respondents. This sampling strategy was most effective in identifying the
respondents who were qualified to take part in and contribute to the current
study.

The respondents of this research were categor ized as students and

programming experts. Students were individuals who were curr ently enrolled
in Senior high school to college and taking computer studies courses, who
had an interest in programming, and who w ere considered as future
programmers. The programming experts must have had at least three ( 3)
years of coding experience, or they could be individuals with a degree in any
computer-related pr ogram and have a background in program ming .

Table 1. Respondents of the Study

CATEGORY NO. OF RESPONDENTS

St u de n ts 35
Pr ogr a m m in g Ex p erts 5
Tot a l 40
 COLLEGE OF COMPUTING STUDIES 29

In Table one shows the type of respondents and the number of

respondents of each type that evaluated the output of the study. Thirty -five
(35) students who were currently enrolled in senior high school to college,
pursuing computer studies courses, demonstrating an interest in
programming, and being regarded as aspir ing progr ammers, evaluated the
game. Additionally, five (5) Progr amming Experts, who had at least three (3)
years of coding experience or could be indiv iduals with a degree in any
computer-related program and had a background in programming,
participated in the evaluat ion. Forty (40) respondents wer e expected to
participate in this st udy .

Data Gathering Procedures

The researchers conducted an in-person survey to collect data from

respondents. The survey's quest ions wer e based on the study's goals, and
because ther e were more responses in person, an in -person survey was
employed. After the testing of the game, the responders filled out the surve y
forms. To ensure the absence of any issues, researcher s conducted a
thorough check of the game's functionality befor e the survey. The survey
quest ionnaire had been developed in advance, and all quest ions were
formulated effectively. The target audience f or the survey included students
and programming experts, who were selected based on predeterm ined
criteria.
 COLLEGE OF COMPUTING STUDIES 30

Discussion of Algorithm

Q-learning is a reinforcement learning algorithm used in machine

lear ning to teach agents how to make decisions in an environm ent. It involves
lear ning an act ion - value funct ion that estimates the value of taking a
particular action in each state. The algor ithm iteratively updat es the act ion -
value funct ion using the Bellman equat ion, which relates the value of a st ate
to the values of its neighboring states. Q -learning is part icular ly useful in
situat ions wher e there is no prior knowledge of the optimal policy or rewar d
function, and the agent must learn through trial and error. The algor ithm has
been succes sfully applied to a wide range of problems, including game -
playing, robot ics, and autonomous vehicle control (see in Figure 2) .

Figure 2: Q-Learning Algorithm

 COLLEGE OF COMPUTING STUDIES 31

In Figure two Q-learning is a popular algor ithm in reinforcement

lear ning used to find an opt imal act ion -selection policy for any given problem.
The algorithm works by assigning a value to each act ion -st ate pair, which
represents the expected future r ewar d if the agent takes a particular action
in a particular state. The value assigned to each pair is called the Q -value.
Initially, all the Q -values are set to zer o.

As the agent interacts wit h the environment, it updates the Q -values

based on the rewards it receives and the new states it enters. The agent uses
an iter ative process to update the Q -values, which is called the Q -updat e
rule. The Q -update r ule updates th e Q-value of a state -action pair by taking
the current Q -value and adding the reward received from the action taken
and the maximum Q -value of the next state. In simple terms, Q -learning
allows the agent to learn which act ions to take in which stat es to ma xim ize
its long-term reward. It does this by lear ning the expected future reward of
taking a particular action in a particular state. By continuously updat ing the
Q-values, the agent can eventually learn the optimal policy for the problem
at hand [34].

Instrumentation and Validation

The game, called Code Mastery Quest, aims to assist learners in

reinforcing their knowledge of Java and Python programming languages by
implement ing t he Q -learning Algor ithm. Through the utilization of
Gamificat ion elements such as achievements, rewar ds, a nd badges, t he
game enhances lear ner motivation and engagement. The game focuses on
problem-solving, wit h non -playable characters (NPCs) offering tutor ials and
 COLLEGE OF COMPUTING STUDIES 32

partial code snippet s to guide players t hrough each challenge. In order to

progress to the next level, players must successfully overcome all obstacles
on each floor. However, for incorrect solut ions, the f loor is reset,
transforming the problem into a new challenge.

Sample Di alogue
Java
NPC: "Hello Dangal Greetings! explorer, have you studied Java
variables?"
Participant: "No, I haven't."
NPC: You can use this var iable throughout your code to refer to its
value and change it as necessary. NPC: "Variables are containers
that carry values. Let me give you an example: int health = 100;
Here, 'health' is the name of the var iable and '100' is th e value it
carries.
NPC: " Dangal Greet ings! Have you hear d about comments in Java?"
Player: "No, what ar e they?"
NPC: "Comments ar e notes that you can leave in your code to explain
what it does. Here's an example: // This is a comment. It doesn't
affect the code, but it helps you understand it. You can also use /* */
to make multiline comments."
Python:
NPC: " Dangal Greet ings adventurer! Have you learned about
variables in Python?"
Player: "No, I haven' t."
NPC: "Variables ar e containers that hold values. Let me show you an
example: health = 100 Here, 'health' is the name of the var iable and
 COLLEGE OF COMPUTING STUDIES 33

'100' is the value it holds. You can use this var iable throughout your
code to reference its value and manipulat e it as needed."
NPC: " Dangal Greet ings! Have you hear d about comments in
Python?"
Player: "No, what ar e they?"
NPC: "Comments ar e notes that you can leave in your code to explain
what it does. Here's an example: # This is a comment. It doesn't
affect the code, but it helps you understand it. You can also use ''' '''
to make multiline comments."
Java
NPC: " Dangal Greet ings adventurer! Do you know how to get user
input in Java?"
Player: "No, I don't."
NPC: "To get user input in Java, you can use the Scanner class.
Here's an example: Scanner scanner = new Scanner(System. in);
System.out.pr intln("Enter your name:"); String name =
scanner.nextLine(); Here, we create a new Scanner object and use its
nextLine() method to read the user's input from the console. The
input is then stored in the 'name' var iable."

NPC: " Dangal Greet ings! Have you learned how to get user input in
Java?"
Player: "Not yet."
NPC: "You can also use the BufferedReader class to get user input in
Java. Her e's an example: Buffer edReader reader = new
BufferedReader(new InputStreamReader(System.in));
System.out.pr intln("Enter your age:"); int age =
Integer.parseInt(reader.readLine()) ; Her e, we create a new
 COLLEGE OF COMPUTING STUDIES 34

BufferedReader object and use its readLine() method to read the

user's input from the console as a String. We then use the
Integer.parseInt() method to convert the String to an int and store it
in the 'age' var iable. "
Python
NPC: " Dangal Greet ings adventurer! Do you know how to get user
input in Python?"
Player: "No, I don't."
NPC: "To get user input in Python, you can use the input() function.
Here's an example: name = input('Enter your name: ') Here, we use
the input() function t o read the user's input from the console and
store it in the 'name' variable."
NPC: " Dangal Greet ings! Have you learned how to get user input in
Python?"
Player: "Not yet."
NPC: "You can also use the sys module to get user input in Python.
Here's an example: import sys print('Enter your age:', end='') age =
int(sys.stdin.readline()) Here, we use the sys.stdin.readline() method
to read the user's input from the console as a St ring. We then use the
int() function to convert the String to an int and store it in the 'age'
variable."
Java
NPC: "Hello adventurer Dangal Greet ings! Have you learned about
primit ive operators in Java?"
Player: "No, I haven' t."
NPC: "Primit ive oper ators are symbols that perform mathematical or
logical operat ions on variables or values. Here are some examples:
+, -, *, /, %, ==, !=, <, >, <=, >=. For instance, int x = 10 + 5; Here,
 COLLEGE OF COMPUTING STUDIES 35

we use the '+' operat or to add 10 and 5 and then assign the r esult to
the 'x' variable."
NPC: " Dangal Greet ings! Have you learned about the modulo
operator in Java?"
Player: "No, what is it?"
NPC: "The modulo operator (%) returns the remainder of a division
operat ion. Here's an example: int x = 10 % 3; Here, the modulo
operator will divide 10 by 3 and ret urn the remainder, which is 1. So,
the 'x' variable will hold the value of 1."

Python
NPC: "Hello adventurer Dangal Greet ings! Have you learned about
primit ive operators in Python?"
Player: "No, I haven' t."
NPC: "Primit ive oper ators are symbols that perform mathematical or
logical operat ions on variables or values. Here are some examples:
+, -, *, /, %, ==, !=, <, >, <=,>=. For instance, x = 10 + 5; Her e, we
use the '+' operator t o add 10 and 5 and t hen assign the result to the
'x' variable."
NPC: " Dangal Greet ings! Have you learned about the modulo
operator in Pyt hon?"
Player: "No, what is it?"
NPC: "The modulo operator (%) returns the remainder of a division
operat ion. Here's an example: x = 10 % 3; Here, the modulo operator
will divide 10 by 3 and return the remainder, which is 1. So, t he 'x'
variable will hold the value of 1."
 COLLEGE OF COMPUTING STUDIES 36

Game Elements:

The game will contain a q - learning algor ithm that will takes place for
the rewar ds, high scores, and also for the achievement list. It may also apply
to the boss challenge, by taking all the actions of the player s on how they
will answer the following ques t ions. By using Q -learning, agents can learn to
play games at a level that is often beyond human capability and can be used
to develop AI that can pass the NPC. The game will contain the main objective
of finishing the problems that are given by the NPCs.

Player: Single-player

Technical Specs

Technical Form: 2D Side Scrolling Game

View: Side Camera
Platform: Android
Language: C++
Device: Laptop

Game Play

Get ready to embar k on an immersive gamif ied exper ience in this

captivating 2D side- scrolling adventure set wit hin a vibrant campus. As you
step into this virtual wor ld, you'll f ind yourself f ully immersed in a gamif ied
lear ning environment designed to make educat ion both engaging and
excit ing.
 COLLEGE OF COMPUTING STUDIES 37

Imagine enter ing a wor ld where lear ning Java and Python is
transformed into an exhilarating game. The NPCs you encounter take on the
role of teachers, but instead of tradit ional lectures, they pr esent you with
interact ive challenges, quizzes, and exams. By successf ully complet ing
these tasks, you will earn stars to unlock the next chapter.

But here's where t he game truly shines: the dynam ic adaptation

system. If you happen to answer a question incorrectly, the game swift ly
adjusts its approach. It employs an ingenious mechanism that adapts to your
lear ning style and presents you wit h a diff erent quest ion, ensuring you're
constant ly engaged and challenged. This innovat ive feat ure maximizes your
lear ning potential by providing personalized learning experiences tailored to
your progress and understanding.

The Gamif icat ion elements extend beyond quizzes and exams. Each
level r epresents a floor of a towering building, symbolizing your educat ional
journey. As you ascend from one floor to another, you' ll explore diverse
environments mirror ing the excitement an d diversity of a real college campus.
Navigate bustling lecture halls, serene st udy nooks, and inter active lear ning
spaces, all while experiencing the joy of educat ional Gamification.
By integrating game mechanics, badges, and progr ession syst ems, this
game transforms the process of learning Java and Python into an addictive
and immersive adventure. As you master programming concepts, level up
your character, and overcome challenges, y ou'll feel a genuine sense of
accomplishment and progress.

Prepare yourself for an extraordinar y fusion of education and

entertainment as you delve into this gamified learning experience. Embrace
 COLLEGE OF COMPUTING STUDIES 38

the thrill of unlocking knowledge, conquering challenges, and emerging as a

confident and skilled programmer within t he enchanting virtual world of this
game. Let the Gamification elements inspire your learning jour ney and make
educat ion an excit ing and re warding endeavor.

Game Play Outline

• Opening the game application: In opening the game application the

game home screen will appear with the following: Load Recent Chapt er, New
Chapt er, Audio Settings, and Exit.
• Game options: In -game options, we have the audio setting. Which
consists of Sound ef fects volume, backgr ound music volume, save, and exit
options.
• Story synopsis: the character in the game must travel and pass the
professors (NPC) t o answer the given programming pr oblems after the
professor ’s state how it will be done.
• Has a lim ited amount of tries
• Game Elements: was a free -to-play, two-dimensional side -scrolling
single player and developed as a machine learning that will help the students
for studying a JAVA and Pyt hon program ming language.
• Game levels: it has a different chapt er according to the learning
sequence of the said programming language.
• Player ’s controls: A, D, and Left and Right arrow keys for character
movement, and just walk to NPC it will auto accept the challenge, and
Keyboard for typing t he answers.
• Winning. When the players answered the given problem correctly
without wasting the f ive lives and underst anding the given problem.
 COLLEGE OF COMPUTING STUDIES 39

• Resett ing: when the player wasted the given tries, by answering the
problem wrong.
• End: when the players finish all the chapters and problems.
• Why is all this fun? it will become fun because the players will gain
knowledge and will improve their pr ogramming knowledge by practicing and
giving so much tim e in playing t his game. Also, the game will have an
achievement menu. At the same time the pla yers will see all their
accomplishments while they are playing.

Key Features

Key features are a list of game elements that are attractive to the
player.
• An inter active game that allows players to travel and pass NPCs and
answer their pr ogramming questions.
• This side-scrolling role -playing game is f illed with surpr ising obstacles
at every turn.
• The game helps learners to reinf orce t heir knowledge of Java and
Python programming languages by using gaming elements like achievements,
rewards, and badges that will enhance their motivation and engagement.
• The game provides an analysis of player weaknesses and strengths in
programming.
• Sound effects and music volumes
• Engaging Gamified Learning: The game seamlessly integrates
educat ion with gameplay, making the pr ocess of learning Java and Pyt hon
enjoyable and immersive. Transforming lessons, quizzes, and exams into
interact ive challenges, keeps players engaged and mo tivated t o progress.
 COLLEGE OF COMPUTING STUDIES 40

• Varied Envir onment s: As players progr ess through the levels, they
encounter diver se environments wit hin t he virtual campus. From bust ling
lecture halls to peaceful study areas, each set reflects the authent ic
atmosphere of a college campus, enhancing imm ersion and creat ing a
captivating backdrop for the gameplay.
• Gamified Achievem ent: The game incorporates achievements and
milestones that celebrate players' accomplishments. These achievements act
as both recognition f or their hard work and as additional incentives to strive
for success.
• Real-World Relevance: By focusing on t eaching Java and Python, the
game imparts valuable programming skills that have practical applications in
the real wor ld. Players can direct ly apply their newfound knowledge to tackle
real- world coding challenges.
• Educational Pr ogression: The game m imics the progr ession of a
college education, where players advance through different levels
symbolizing floors in a building. This progression provides a sense of
accomplishment and mirrors the journey of academ ic achi evement.
• Immersive Virtual World: The game's captivat ing 2D side -scrolling
visuals and attent ion to detail creat e an immersive virtual world. Fr om the
bustling campus atmospher e to the lively interact ions with NPCs, players are
transported into a r ich and engagin g envir onment.
• Intellectual St imulat ion: The game offers a stimulat ing int ellectual
exper ience by challenging players with quizzes and exams that test their
understanding of Java and Python. This mental engagem ent fosters cr itical
thinking and problem -solving skills.
• With these standout features, the game creates an enjoyable,
immersive, and rewarding lear ning experience that combines the thr ill of
gaming with the acquisition of valuable programming knowledge.
 COLLEGE OF COMPUTING STUDIES 41

Game Design Defini tions

Gamificat ion involves the use of game elements, such as points,

number of tries, Badge, and personal high -score records (star s), in non -game
contexts to motivat e and engage lear ners. Adventure -based learning, on the
other hand, involves the use of narratives and challenges to create a sen se
of adventur e and excitement in the learning process.

The components of Gamificat ion and adventure -based learning can

include the following:
• Limit ed Tr ies: A device that measures the number of mistakes it takes
to complet e a task or reach a goal.
• Personal high scor e records: A record of a lear ner's personal best
scores or achievements in a game or lear ning activity. Gather ing stars are
the key elements for this game.
• Character progression: A system where learners can advance t heir
skills or abilit ies over time through completing tasks or achieving goals.
• Game story structure: A narrative framework that provides context
and motivation for learning act ivities.
• Problem-solving: Challenges that require learners to use cr itical
thinking and problem -solving skills to complete tasks or achieve goals.
• Explorat ion: Opportunit ies for learners to explore and discover new
informat ion, concept s, or ideas through interactive and immer sive learning
exper iences.
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Player Definition

The player in this gamified lear ning experience is a student who is

interest ed in lear ning Java and Python programming. They ar e motivated to
lear n and are looking for a more engaging and excit ing way to approach their
studies. The player is someone who enjoys gaming and is familiar with side -
scrolling adventure games. They are willing to explore different environments
and engage with NPCs to progress through the game.
Player Properties

The player's proper ties include their level. These proper ties are
affected by their successful completion of inter active challenges, quizzes,
and exams. Additionally, they may receive hints or tips t hat help them
progress t hrough the game. The player' s pro gress and understanding are
continuously evaluat ed by the dynam ic adaptat ion system, which adjusts the
game's diff iculty level in every chapt er.

Player Rewards

Here is a list of player rewards that can affect the player in a posit ive
way:

1. Unlockable Content: The player can unlock new content, such as new
levels or areas of the campus, by successfully complet ing challenges
and exams.
2. Achievements: The player can ear n achievements for completing the
challenges the player will receive a stars and badge. These
 COLLEGE OF COMPUTING STUDIES 43

achievements may provide addit ional experience points or unlock new

chapter.
3. Personalized Learning: The game's dynamic adaptation
system provides per sonalized lear ning experiences tailored to the
player's progress and underst anding. This can help the player stay
engaged and motivat ed while learning.

These player rewards can help mot ivat e and engage the player while t hey
lear n Java and Python programming concepts in a gam ified learning
environment

Sample User Interface (UI)

Start screen
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Main Menu

Chapter List
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Option

In-game Story

About Us
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In-game Story
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In-game Tutorials

Sample Dialogue
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Sample achievement
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Figure 3: Use case diagram for home screen

In Figure three, the player can load recent chapter progress, create a
new chapter including a select chapter . The player can also change the
game’s music volume and sound effects volume. Furthermore, the exit game
component can be used to close the gam e.
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Figure 4: Use case diagram for pause menu

As shown in Figur e four, the player can access the in -game

settings/Pause menu. The player can save their game progress and change
sound effects and music volume. Also, the player can exit the game to the
main menu.
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Figure 5: Activity diagram for change music volume

As shown in Figure f ive, the player can manipulate the gam e’s music
volume by setting its value. When the player selects the positive (+) button,
it will incr ease the music volume, and when the player selects the negative
(-) button, the game' s music volume will decrease.
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Figure 6: Activity diagram for change SFX volume

As shown in Figure six, the player can manipulate the SFX volume of
the game by setting its value. When the player selects the positive (+) button,
it will increase the volume of the SFX, and when the player chooses the
negat ive ( -) button, t he SFX volume of the game will decrease.
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Figure 7: Use case diagram for sel ecti on in game of the lecture/course

As shown in Figure seven, when the player bumped into the NPC the
NPC dialogue will appear, the NPC dialogue have the lesson of JAVA and
Phyton. When t he NPC is done on its lecture a quest ion will appear with 3
choices, if the player selects the wrong answer the NPC will project another
quest ion, if the player answered it correctly pyt hon lect ure will project and
like to the f irst lecture/quest ion it will loop back if they didn’t answer it
correctly.
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Figure 8: Cl ass diagram of the charact er and savesystem

As shown in Figure eight, since we have different NPCs in the game,

we created a base class charact er that will inher it or overr ide by the player
and NPC class. For the Player Class, it has an Achievements, which contains
one or more t itles sticker that the player can get by taking asse ssments for
 COLLEGE OF COMPUTING STUDIES 56

each course of the game. And the NPC has a dialogue class which is also
important because it is the one who is assigned to give infor mation to the
player. There is also a SaveSystem class which consists of PlayerProf ile,
that holds the import ant data that the user has for the game, such as list of
Course, yearLevel, and Player data.

Ethical Considerati ons

The aim of this research is to design and develop a gamif ied learning
exper ience that educates players about Java and Python programming
languages. The pr ogram is designed to engage and mot ivat e learners who
are pursuing ICT, I T, and CS courses around Cab uyao to reinforce their
knowledge and acquire advanced skills in programming. Dur ing the progress
of the study, here ar e some ethical considerations to ensure the protect ion
of the participant ’s rights and welfare:

Informed consent, the researcher is informing a consent t o every

participant bef ore conduct ing any kind of data -gather ing pr ocedur es. The
informed Consent must include the study’s pur pose, benefits, and
Conf identiality, procedures, and the right to withdr aw from the study at any
time.

Anonymity and confidentiality, the researcher will ensure the

confident iality of the participant’s ident ities and their per sonal informat ion is
protected. The data that is collected to t he part icipants will be anonym ized
to prevent the identif icat ion of the individuals.
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Voluntary part icipat ion, the participants of the study will be entirely
voluntary, and the participants will not f eel any pressure. Participants can
withdraw any time without consequences.

Data Management and Storage, the dat a that is collected f orm the
participants will be managed and stor ed in a secure manner to prevent dat a
leakage or unauthor ized access.

Statistical Treatment of data

After the collection of data, it had to be examined to ensure that it

supported the over all research aims. The researchers used the Likert Scale
to measure respondents’ agreement and contentment with a certain argument
by allowing them to express their tho ughts and how much they agr eed or
disagreed with it.

Popul ation and Sampling

Populat ion and sampling are fundament al concepts in stat istics and
research methodology. The populat ion r efers to the entire group that is the
subject of a study. Proper sampling methods are essent ial to minim ize bias
and enhance the reliability and validi ty of research results.

This study wit h the title of CODE MASTERY QUEST: AN ADVENTURE

GAME FOR ENHANCING JAVA AND PYTHON SKILLS WITH Q -LEARNING
ALGORITHM used purposive sampling to determine the number of
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respondents who reviewed the game. Pur posive sampling is a non -probability
sampling strategy t hat uses the r esearchers' judgment to select the
respondents. This sampling strategy was most effective in identifying the
respondents, a non - probability method b ased on researchers' judgment. This
strategy ensured the identif icat ion of qualified part icipants who could actively
contribute to the study.

The respondents of this research were categor ized as students and

programming expert s around the City of Cabuyao, located in the province of
Laguna. Students were individuals who were current ly enr olled in Senior high
school to college and taking com puter studies courses, having an interest in
programming, and considered as fut ure programmers. For the programm ing
experts, they must have had at least three (3) years of coding exper ience, or
they could be individuals with a degree in any computer -related prog ram and
have a backgr ound in programming and coding. The researchers select ed
this part icular locat ion for the study's implementat ion because it offered
access to relevant information from students who were directly relevant to
the chosen research topic. A dditionally, since the researchers themselves
resided in the City of Cabuyao, Laguna, conducting the study in this setting
was convenient for them.

In this study, 35 students who were curr ently enrolled in senior high
school to college, pursuing computer studies courses, demonstrating an
interest in progr amming, and being regarded as aspiring programmers,
evaluated the game. Additionally, five program ming experts, who had at least
three years of coding exper ience or could be individuals with a degree in any
computer-related program and had a background in programming,
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participated in the evaluation. 40 r espondents were expected to participate

in this study.

Evaluation and Scoring

Table 2. Scoring Range of the Li kert Scale of the Survey

OPTION CODE

Str o n gly Ag re e (S A) 4
A gr e e ( A) 3
Dis a gr ee (D) 2
Str o n gly D is a gre e ( SD ) 1

In Table two shows the scor ing range of t he Likert scale of the survey.
The Likert scale is categorized int o Strongly Agree, Agree, Undecided,
Disagree, and Strongly Disagr ee. Each option is arranged from positive t o
negat ive. Code for r epresents strongly agree, three repr esents agree, two
represents disagree, and one represents strongly disagree.

For the software review quest ionnaire, the researchers used a Likert
Scale as a survey scale. The researchers utilized the weighted mean as
statistical tools. To assess and categor ize information from t he Likert Scale
in a simple numerical or graphical format, the researchers will use the mean
as the statistical tool. It's the same as identifying the middle of a line of
individuals. It is commonly used by researchers in analyzing the data that
has been gathered by their studies.
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System Devel opment

Figure 9. Rapid Application Development

Rapid Application Development (RAD) in game development is an

iterat ive and collaborative appr oach t hat focuses on accelerating the
development process while maintaining high - quality results [32]. In the
context of game development, RAD aims to quickly pro totype, iterate, and
deliver playable game experiences. The RAD methodology involves br eaking
down the development process into smaller, manageable phases to ensure
efficiency and f lexibility.

The fir st phase of RAD in game development is the requirements

gather ing and analysis st age. This involves identifying the game's concept,
target audience, gameplay mechanics, and desired features. Clear
communication and collaboration bet ween the develop ment team, designers,
and stakeholders are essential dur ing this phase to establish a shared vision
and understanding.
 COLLEGE OF COMPUTING STUDIES 61

Next, the development team proceeds to the rapid prototyping phase.

Here, quick and functional prototypes of the game are created to test and
validate gameplay m echanics, user experience, and visual aesthetics. This
allows for early feedback and iterat ion , ensuring that the game's core
elements align with t he int ended design and vision.

Once the prototype is refined and approved, the development enters

the it erative development phase. This involves creating incremental versions
of the game, adding features, ref ining mechanics, and int egrating assets.
Regular playtest ing and user feedback play a crucial role in dr iving the
iterat ive process, allowing for continuous improvement and adj ustment based
on player exper iences.

Throughout the development cycle, RAD in game development

encour ages close collabor ation and com munication bet ween team members,
including designers, artists, progr ammers, and testers. This enables r apid
decision-making, pr oblem -solving, and adaptation as the game evolves.

The final phase of RAD in game development is the test ing, polishing,
and release stage. Rigor ous test ing is conducted to identify and addr ess any
technical issues, gameplay imbalances, or usability concerns. Once the game
meets the desired quality standa rds and the team is satisf ied wit h the final
product, it is pr epared for release. Post -release, the RAD appr oach facilitates
ongoing updates, improvements, and community engagement based on
player feedback.

Overall, Rapid Applicat ion Developm ent in game development

embraces an iterat ive and collabor ative process that enables quick
 COLLEGE OF COMPUTING STUDIES 62

prototyping, cont inuous refinement, and efficient delivery of engaging and

high-quality games. It emphasizes f lexibility, adaptability, and active
involvement of stakeholders and end -users to ensure the development aligns
with the evolving needs and prefer ences of the players.
 `

COLLEGE OF COMPUTING STUDIES

CHAPTER IV

RESULTS AND DISCUSSION

This chapter pr esent s the informat ion related to the problem statement
from Chapter One comprehensively. This chapter discussed what is the
signif icant impact of the game on the students who are taking up programming
courses using Java and Pyt hon and its r esults.

The significant impact of the Game for the Students who are taking up
Programming courses using Java and Python

In today's digital age, the significance and impact of games, especially

among students, cannot be overstat ed [35]. Beyond mere entertainment,
games have becom e powerful tools that shape the way students learn,
interact, and develop essential skills. One o f the m ost signif icant impacts of
games on students is in the realm of education. Educational games, designed
to be both engaging and inf ormative, provide a dynamic learning experience.
They transform complex subjects into interactive challenges, making le arning
more enjoyable and accessible. Through educat ional games, students can
grasp intricate concepts, enhance problem -solving skills, and improve their
critical thinking abilit ies.

It is a r evolut ionary tool in the r ealm of computer science educat ion,

offering a transf ormative learning exper ience for aspiring programmers [7]. Its
 COLLEGE OF COMPUTING STUDIES 64

signif icance resonat es in mult iple dimensions. Firstly, it delivers an engaging

and interact ive learning environment, weaving educat ion seamlessly into an
advent ure. This gamified approach ensur es that learning becomes a thrilling
journey, captivating the interest of lear ners and sustaining their mot ivat ion.
Through its challenges, quests, and rewards, lear ners swiftly grasp intr icate
programming concepts, facilitating a quicker and more practical understanding
of Java and Pyt hon [ 21]. The game's adaptive a lgorit hms add another layer of
signif icance by tailoring the lear ning experience. All player ’s strengths and
weaknesses are meticulously ident ified, enabling personalized exercises and
challenges that cater to individual learning needs. This customized tou ch not
only maximizes lear ning eff iciency but also boosts lear ner s' conf idence in
their coding abilit ies [23].

Table 3. Student s’ evaluation of Gamification Learning

QUESTIONS MEAN INTERPRETATION

Q u es t i on 1 3. 8 7 Strongly Agree
Q u es t i on 2 3. 8 7 Strongly Agree
Q u es t i on 3 3. 8 7 Strongly Agree
Q u es t i on 4 3. 9 3 Strongly Agree
Q u es t i on 5 3. 8 Strongly Agree
Q u es t i on 6 3. 6 7 Strongly Agree
Q u es t i on 7 3. 8 7 Strongly Agree
Q u es t i on 8 3. 8 7 Strongly Agree
Q u es t i on 9 3. 8 7 Strongly Agree
Q u es t i on 1 0 3. 9 3 Strongly Agree
Tot a l Av er ag e : 3. 8 6 Strongly Agree
 COLLEGE OF COMPUTING STUDIES 65

Where:
Q1 - The user ’s favor approaches to teaching that include
elements (points, levels, challenges, etc.) of
gamif icat ion.
Q2 - The user is familiar with the programming languages
Java and Python.
Q3 - Learning Java and Python is essential for students
enrolled in program ming courses.
Q4 - The Java and Python pract ical uses (syntax, funct ions,
methods, etc.) descr ibed are relevant.
Q5 - Java and Python are useful in a var iety of present
day sit uations (education, game development, web
development, etc.).
Q6 - Gamificat ion im proves my involvem ent and motivates m e to study
in programming classes.
Q7 - The user is interested in gamifying programming
courses that use Java and Python.
Q8 - Game-based methods of instruct ion in progr amming
classes have been f ound to be stimulat ing for me.
Q9 - Adding a var iet y of gaming aspects (points,
progression, challenges, etc.) to instruct ional content
improves my lear ning
Q10 - Gamificat ion can make typically challenging
programming concepts in classes more engaging.
 COLLEGE OF COMPUTING STUDIES 66

In Table three shows average mean values of 3.86 and an inter pretation
of strongly agree for all the develop system indicator s. This suggests the
results of the survey clear ly show that the game has a big influence on
students learning Python and Java progr amming. Every participant adm itted
that the game made a signif icant difference in their familiarity and skill level
with t he Python and Java programming languages. This broad endorsement
implies that the game, with its customized methodology and interact ive
elements, is essent ial in favor ably inf luencing students' learning experiences
in these progr amming fields. The r esults highlight the game' s potent ial as a
transformative tool t hat can improve students' technical proficiency while also
increasing their over all educat ional experience while they st udy Python and
Java programming.

The game immerses players in real - world coding scenar ios [29]. By
solving problems within the cont ext of the game, lear ners gain practical,
hands- on experience —a crucial element in mastering programming
languages. Moreover, the challenges within the game enhance problem -
solving skills, teaching players to approach c omplex coding issues logically
and systemat ically. These programming languages are fundam ental in today's
tech-driven wor ld, opening pathways to diverse and promising career
opportunit ies. More t han just a learning tool, it inspires a lifelong passion for
programming and continuous educat ion [10]. By turning education into an
enjoyable adventure, the game inst ills a love for learning, making it a
signif icant catalyst in nurturing the next generat ion of skilled and enthusiastic
programmers. The fields of AI, data science, and data repr esentat ion [13],
game creat ion, web design, desktop application development [12], and web
scraping applicat ions are examples of how these things might be a pplied in
the modern world
 COLLEGE OF COMPUTING STUDIES 67

Implementation of t he Reinf orcement Learning Algorithm i n the Game

Devel opment

Implement ing Reinforcement learning in games represents a signif icant

leap in the realm of game development and art ificial intelligence [36]. They
were integrat ing this reinforcement learning algorithm, cr eating a more
immersive and challenging exper ience. Significant advant ages lie in t he
adapt ive nature of these algorithm s. Game charact ers employing
reinforcement continually learn from players’ actions, adjusting their
strategies and behaviors accor dingly. This adaptability leads to gameplay that
is not only challenging but also tailored to individual players’ skills and styles.
Consequently, games become more engaging, as players are constant ly
presented with evolving c hallenges that match their abilit ies, ensur ing a
satisfying exper ience regardless of expertise [23].

Figure 1: Q-Learning Algorithm

 COLLEGE OF COMPUTING STUDIES 68

In Figur e one Show that Reinforcement learning algorit hm like Q -

lear ning in the game involves a systemat ic process [34]. First , it will need to
define the game environment, specifying the states ( different game
scenar ios), actions (coding moves), and rewards (points gained or lost). This
adaptability also translates int o personalized gaming experiences, as Q -
lear ning algor ithms can tailor challenges to individual players' skills,
enhancing sat isfact ion and player retent ion. With these def ined, you create a
Q-table, essent ially a chart that tracks the expected r ewar ds f or each possible
action in every game state. The co re of the implementation lies in the Q -
lear ning algor ithm it self, a mathemat ical formula that updates these Q -values
based on the rewards received and the new states achieved during gameplay.

Balancing explorat ion and exploitation ar e crucial; dur ing lear ning, the
game agent must explore various actions to understand their r ewar ds.
Through this car efully managed process, the Q -learning algorithm enhanc es
the educational journey for users as they navigate the realms of Java and
Python. This exploration - exploitation dilemma is often managed using
strategies like epsilon -greedy, ensuring the agent lear ns from both new
exper iences and existing knowledge.

Presentation of Theoretical Proof

Reinforcement Learning (RL) is a br anch of machine learning where an

agent learns to make decisions through interactions wit h its environment [ 36].
The choice of reinforcement lear ning algorithms used in gam e development
has a significant impact on an agent's capacity for learning and decision -
making in a dynamic and frequently complex environment [ 39]. Actor-Cr it ic
 COLLEGE OF COMPUTING STUDIES 69

and Q-Learning are t wo well -known techniques that provide different methods
for teaching agents. Every strategy has a unique set of advantages and
disadvantages [37].

Figure 10: Actor-Critic Algorithm

In Figure 10 shows that the Actor-crit ic techniques, which combine

aspects of policy -based and value -based techniques, provide signif icant
benef its in game development contexts [39]. Different elements play crucial
roles in the Actor -Critic architectur e of reinf orcement lear ning, which
facilit ates eff icient learning in a given setting. As the decision -maker, the
actor chooses the policy or the tact ical relat ionship bet ween states and acts.
This policy, which is essential t o learning, balances explorat ion and
exploitation by directing the agent ’s behavior in response to var ious
environmental situat ions [41]. Conversely, the environment represents the
external syst em with which the agent communicates, sending and receiving
states and rewards, and returning new states. The learning loop starts with
this exchange.
 COLLEGE OF COMPUTING STUDIES 70

The difference bet ween the expected and observed values is

represent ed by the Temporal Difference (TD) error, which serves as a critica l
measure and dir ects modif icat ions to the value function, which is an essent ial
component linked to the critic in the Ac tor -Critic model [40]. By estimating the
expected cumulative rewards from a particular state, the value function helps
the actor make decisions by providing information about which states are
desirable [36]. These elements work in concert to produce a dyna mic feedback
loop that allows the agent ’s policy and decision -making skills to adapt
continuously to the environment [39].

Figure 11: Actor-Critic sample

In Figure 11 shows t hat StarCr aft II is a r eal -t ime strategy video game,
it shows the difference bet ween untrained vs trained w her e the untrained
forces attack the enemy with guidance, while the trained for ces know what
they will do [ 38]. This means t o win a player must continually make strategic
decisions that are better than their adversary [41]. Given that the game is
 COLLEGE OF COMPUTING STUDIES 71

real-t ime, a player must constant ly make all the decisions, oft en multiple times
per second. Number of decisions a player makes is measured by Act ions Per
Minute (APM) [ 40].

They are particularly good at managing continuous action spaces, which

are a popular gam ing element [39]. The Actor -Cr itic methods are well -suited
for sample-intensive gaming contexts because of the natural balance bet ween
explorat ion and exploitat ion in the actor's policy updat es, which are dir ected
by the cr itic's judgm ents [38]. Furthermore, their parallelizability f its perfectly
with dynam ic games' requir ement for quick decisions.

Figure 1 2: Q-Learni ng theoretical

In Figure 12. Shows that the agent plays a crucial role in t he Q -learning
paradigm as the learning ent ity that aims to make the best judgments possible
in a part icular environment [27]. The agent is designed to evolve its strategy
 COLLEGE OF COMPUTING STUDIES 72

for making decisions; the creat ion of a policy, denoted by Q - values, defines
the agent's role. These f igures approximate the total benefits linked to
behaviors in var ious states [34]. The agent's decisions, or actions, play a vital
role in direct ing how it inter acts with the envir onment. Q -lear ning iter atively
updates Q -values to find the best rewar ding act ions in different states [37]
Through the use of incor porat ing game elements and algorithms like Q -
Learning, learners can be motivated to progress throug h increasingly
challenging levels while gaining a deep understanding of the key programming
concepts [39] .
Learning is greatly aided by the environment, which stands for the
external system [34] . Its functions include giving the agent st ates, accept ing
actions, and returning new st ates and rewards in response to the agent's
choices. The agent becomes used to the dynam ics of the world through
explorat ion and int eraction, learning t o navigat e and make ch oices that
maximize cumulat ive rewards [42].

An interpr eter could be help the agent and the environment

communicate in the context of Q -learning [39]. The interpr eter's job is to
interpr et the rewards and states that come from the agent 's activities by
translat ing them into changes in the envir onment [44]. To help the agent grasp
the effects of its act ions within the given environment, this technique helps to
ensure a coher ent exchange of information dur ing the learning process.
 COLLEGE OF COMPUTING STUDIES 73

Figure 13: A Figure 13 : B

Figure 1 3: Q-Learni ng sample

In Figure 13 shows to get a better understanding of the definit ions

descr ibed above concerning games, let's look at a short example. The
researcher game , player direct the character through a predetermined ser ies
of activit ies to reach goals. The character must navigate the game
environment to achieve the final goal [39], completing the task . This entails
gather ing star and other passed the pr ofessor examination , which advances
the player's journey. On the other hand, there are obstacles that, if they are
failed to complete , they couldn’t advance in next level. The concepts of
reinforcement learning —where the character learns from its experiences with
rewards and penalties —become clearer in this dynamic and interactive game
scenar io [39].

The Q-learning process is essentially defined by the interact ion of the

agent, actions, environment, and interpr eter [37]. The interpreter facilitates a
seamless information flow between the agent and the external system,
allowing the agent to lear n from its interact ions wit h the environment and make
decisions based on Q -values [34].
 COLLEGE OF COMPUTING STUDIES 74

Prominent reinforcement learning algor ithm Q -learning excels in its

theoretical foundat ion, explorat ion efficiency, and ease of use [42]. Q-learning
stands out as a r einforcement learning algorithm that oper ates without the
imposition of t ime pressure, enabling it to adapt and learn at its own pace
[44]. One key factor contribut ing to this flexibility is its of f -policy nature,
allowing the algor ithm to learn from exper iences generat ed by different
policies [45].

It is perfect for applications needing transparency and for inst ructional

reasons because of its simplicity and ease of installation. Q -learning's
memory efficiency and offline learning capacity make it particularly useful in
scenar ios with discr ete action spaces [ 34]. Q-learning is a method that is
particularly dependable and effective in reinforcement learning sett ings
because of its wide applicability and compliance with tabular representat ions
[39].

Verification of Evidence

Assessment of the Users

This section cont ained the presentation, analysis, and interpr etation of
data obtained from user’s evaluations of the game using the following criter ia:
functionality, usability, performance, and satisfact ion. Effective research is
facilit ated by four int erconnected pillars: f unctionality, usabilit y, performance,
and user pleasur e. A software solution that excels in these areas not only
makes studies run m ore smoothly but also improves the qualit y, accuracy, and
 COLLEGE OF COMPUTING STUDIES 75

effectiveness of research findings, making a substantial contribut ion to

knowledge expansion and the advancement of scientif ic discoveries as a
result.

Table 4. Student s’ evaluation in terms of Functionality

FUNCTIONALITY MEAN INTERPRETATION

Q u es t i on 1 3. 3 Strongly Agree
Q u es t i on 2 3. 5 Strongly Agree
Q u es t i on 3 3. 6 Strongly Agree
Q u es t i on 4 3. 6 5 Strongly Agree
Q u es t i on 5 3. 5 5 Strongly Agree
Tot a l Av er ag e : 3. 5 2 Strongly Agree

Where:
Q1 - The game provides all the required f eature (auto
saving, achievement s, unlockable contents, etc.) for
programming.
Q2 - The game allowed me to complete a programming task
efficient ly.
Q3 - The game's features align dir ectly with the
programming student's specif ic requirem ents (use of
java and python in -game, achievements, etc.).
Q4 - The game provides the requir ed functionality (perform
an educational role) for programming.
Q5 - The game's functionalit ies precisely match the
programming student's expectat ions (performance, level of user
engagement and enj oyment, etc.).
 COLLEGE OF COMPUTING STUDIES 76

In Table four shows that 3.52 was the average mean score wit h strongly
agreed inter pretation across all Funct ionality quest ions. This indicates survey
revealed that participants were in strong agreement about how well t he game's
functionalit ies performed. Most respondents believed that the game's
numerous features and funct ions wer e executed quite effect ively. This general
feeling supports the idea that the way the game's functionalit y was designed
and implemented was well -received by the audience that was surveyed. This
consistent agreement indicates a high level of user satisfact ion and shows
how well the game satisfies the needs and expectat ions of the demographic it
is intended for.

Table 5. Student s’ evaluation in terms of Usability

USABILITY MEAN INTERPRETATION

Q u es t i on 1 3. 4 Strongly Agree
Q u es t i on 2 3. 5 Strongly Agree
Q u es t i on 3 3. 5 5 Strongly Agree
Q u es t i on 4 3. 5 5 Strongly Agree
Q u es t i on 5 3. 4 Strongly Agree
Tot a l Av er ag e : 3. 4 8 Strongly Agree

Where:
Q1. The user interface of the game is clear also easy to
navigate.
Q2. The game is appropriat e to use.
Q3. The game is easy to operate (the game is
 COLLEGE OF COMPUTING STUDIES 77

straightfor ward and user -friendly).

Q4. The game is easy to control (the gam e's characters or
actions are intuitive and responsive).
Q5. The user interface enables sat isfying interaction for
the user.

In Table five shows that the average mean score for all quest ions
related to focused Usability was 3.48 wit h the interpr etation of strongly agr ee .
This suggests t hat St udents Taking a Programming Course expressed a strong
consensus, agreeing that the game The results of the sur vey indicate an
overall agr eement among respondents about the game's clear effectiveness,
which is especially with regard to student usability. The game's user -friendly
design and functionality were commended by a sizable portion of respondents,
suggesting that it is highly effect ive at meeting the needs of student users.
The fact t hat usability features are posit ively acknowle dged shows that the
game has met the practical and navigat ional needs of the target audience.
The unanimous agr eement on the game's ability to improve student usability
not only conf irms the design pr inciples of the game but also points to a tool
that has great potent ial for improving students' progr amming educat ion.
 COLLEGE OF COMPUTING STUDIES 78

Table 6. Student s’ evaluation in terms of Performance

PERFORMANCE MEAN INTERPRETATION

Q u es t i on 1 3. 5 Strongly Agree
Q u es t i on 2 3. 1 5 Strongly Agree
Q u es t i on 3 3. 6 Strongly Agree
Q u es t i on 4 3. 6 5 Strongly Agree
Q u es t i on 5 3. 4 5 Strongly Agree
Tot a l Av er ag e : 3. 4 7 Strongly Agree

Where:
Q1. The game efficiently follows my coding commands.
Q2. The game efficiently responds to my coding inputs.
Q3. The game did not cause any crashes or interrupt ions
during gameplay.
Q4. The game did not introduce any noticeable delays or
lags dur ing gameplay.
Q5. The game effect ively handled the coding tasks.

In Table six. shows that every question related to Performance received

an aver age mean score of 3.47 with an interpretation of strongly agree . The
survey's f indings show that the most of participants said that the game worked
proper ly. The vast majority of those who took part agreed that the game
functions consistent ly and without interruption. This general opinion highlights
how well the game performs and points to a favorable effect on the user
exper ience as a whole. The results sugges t that the game's technical features
and design meet user expectat ions well, resulting in a seam less and enjoyable
exper ience. Part icipants' agreement with one another suppor ts the idea that
the game exhibits excellent performance quality.
 COLLEGE OF COMPUTING STUDIES 79

Table 7. Student s’ evaluation in terms of Satisfaction

SATISFACTION MEAN INTERPRETATION

Q u es t i on 1 3. 7 Strongly Agree
Q u es t i on 2 3. 6 Strongly Agree
Q u es t i on 3 3. 6 5 Strongly Agree
Q u es t i on 4 3. 7 Strongly Agree
Tot a l Av er ag e : 3. 6 6 Strongly Agree

Where:
Q1. The respondent expresses sat isfact ion with the
accomplishment of t heir realist ic object ives
(complet ing in - game challenges, achieving a reward).
Q2. The user finds pleasure in complet ing the game's
challenges.
Q3. The respondent expresses sat isfact ion with the
consequences of their choices ( a result of the players
choices).
Q4. The challenges in the game provide an enjoyable
exper ience for the user

In Table seven shows average mean values of 3.66 with the

interpr etation of strongly agree for all Sat isfact ion indicators. This
effectiveness of the game in fulf illing their educational requirements in the
area of programming. An overwhelm ing majority of respondents agreed that
the game is a useful teaching tool that signif icant ly improves their ability to
program. The gener al over all view indicates how well the game's design fits
the participants' educational needs and implies that it skillfully completes a
critical role in their learning pr ocess. These results validate the game's ability
 COLLEGE OF COMPUTING STUDIES 80

to meet a variety of lear ning requirements, establishing it as a useful tool to

supplement and enhance the surveyed individuals' programming education.

They also unanimously agreed that the game offers thorough gameplay
and is simple to learn, particular ly when it comes to the lesson material
presented effectively.

Assessment of programming experts

In the dynam ic and demanding f ield of game development,

programming exper ts play a pivotal role in shaping the success of a game.
Their assessments in terms of aesthetics, maintainability, reliability, and
portability ar e crucial fact ors that deter mine the quality and longevity of a
gaming product. programming experts in game development focus on
aesthet ics, maintainability, reliability, and portability to craft games that not
only captivate players visually but also stand the test of time in terms of
stability and f lexibilit y. Their expertise ensures that game rs r eceive n ot just a
product, but a met iculously crafted and endur ing gaming experience.

Table 8. Programming Experts evaluation in terms of Aesthetics

AESTHETICS MEAN INTERPRETATION

Q u es t i on 1 3. 8 Strongly Agree
Q u es t i on 2 4 Strongly Agree
Q u es t i on 3 3. 8 Strongly Agree
Q u es t i on 4 3. 8 Strongly Agree
Q u es t i on 5 3. 4 Strongly Agree
Tot a l Av er ag e : 3. 7 6 Strongly Agree
 COLLEGE OF COMPUTING STUDIES 81

Where:
Q1. The user interface and design of the game are visually
appealing.
Q2. The graphical elements (icons, images) used in the
software is suitably chosen and applied.
Q3. The graphical elements (icons, images) used in the
software makes a positive contr ibut ion to its aesthetics.
Q4. The user interface successfully meets the gamif ied
lear ning experience' s objectives.
Q5. The animations in the game are smooth and visually
engaging.

In Table eight shows the average m ean values of 3.76 and an

interpr etation of strongly agree for all Aesthet ics indicator s. This suggests
indicating a posit ive assessment of the game's visual appeal. Their combined
input highlights how well the game sat isfies rigorous aesthetic requirements,
which is an important component of its overall design. Programming Experts'
unanimity on this matter suggests that the visual components of the game not
only live up to but far beyond the expectations of those with an eye for
programming-related design. Positive reviews like this suppor t the idea that
the game has successfully attracted the inter est and endorsement of
professionals in the industry, which adds to its general success.
 COLLEGE OF COMPUTING STUDIES 82

Table 9. Programming Experts evaluation in terms of Maintainability

MAINTAINABILITY MEAN INTERPRETATION

Q u es t i on 1 3.4 Strongly Agree
Q u es t i on 2 3.2 Strongly Agree
Q u es t i on 3 3 Agree
Q u es t i on 4 3.4 Strongly Agree
Q u es t i on 5 3.2 Strongly Agree
Total Average: 3.24 Strongly Agree

Where:
Q1. The codebase of the game is well -str uctured and also
follows best pract ices for maintainable code.
Q2. The game includes extensive comments that aid in
understanding the code.
Q3. It is easy to identify and f ix issues or bugs in the game
due to the code's clarity.
Q4. The game's documentation comprehensively assists
in understanding the code.
Q5. The game incorporates descript ive variable s and
function names that facilit ate code compr ehension.

Table nine shows the average mean values of 3.24 with an inter pretation
of agree and strongly agree for all Maint ainability indicators. This suggests
that professionals in the programming sector have given the game's potential
to be easily maintained and custom ized high marks. The results show a
signif icant consistency the game's effectiveness and efficiency in terms of
 COLLEGE OF COMPUTING STUDIES 83

maintainability, as evidenced by the mean score of 3.24, which indicat es a

consistent and good trend. This outcome demonstrates the game's well -
thought-out and sustainable design, which satisf ies programming experts'
requirements and posit ions it as a long-lasting and easily maintainable
software solut ion.

Table 10. Programming Experts evaluation in terms of Reliability

RELIABILITY MEAN INTERPRETATION

Q u es t i on 1 3. 8 Strongly Agree
Q u es t i on 2 4 Strongly Agree
Q u es t i on 3 4 Strongly Agree
Q u es t i on 4 4 Strongly Agree
Tot a l Av er ag e : 3. 4 5 Strongly Agree

Where:
Q1. The game consistently demonstrates reliability (bug
free) during normal gameplay.
Q2. The game operates reliably when needed for use.
Q3. The game maint ains smooth gameplay without
glitches dur ing play.
Q4. The game is readily accessible when needed for use.

In Table 10 shows the average mean values of 3.45 wit h an

interpr etation of strongly agree for all Reliability indicators. The results of the
survey show that programming experts were generally in br oad agreement
about how reliable t he game is. This unanimous support among specialists
highlights their unwavering faith in the game's stability and dependability in
providing precise and stable performance. The substantial agr ee ment
 COLLEGE OF COMPUTING STUDIES 84

highlights the game' s potential as a reliable tool in t he f ield of programm ing

and shows that programming experts have a high degree of faith in its
dependability. This general opinion confirms the game's reputat ion as a
trustworthy platform based on the astute assessment of subject -matter
specialists.

Table 11. Programming Experts evaluation in terms of Portability

PORTABILITY MEAN INTERPRETATION
Q u es t i on 1 4 Strongly Agree
Q u es t i on 2 4 Strongly Agree
Q u es t i on 3 4 Strongly Agree
Q u es t i on 4 3. 6 Strongly Agree
Tot a l Av er ag e : 3. 0 9 Strongly Agree

Where:
Q1. The game perfor ms well on a variety of Android mobile
devices with different specif icat ions.
Q2. The game runs smoothly on a range of Android mobile
devices, accommodating varying screen sizes
effectively.
Q3. Installing and uninstalling the game on mobile devices
is a seamless process
Q4. The game adapt s to different screen resolutions also
orientations without issues.

In Table 11 shows the average mean values of 3.09 and an

interpr etation of strongly agree for all Portability indicator s. Programming
experts' survey results show a strong and clear agr eement regarding how
 COLLEGE OF COMPUTING STUDIES 85

portable the game is; most respondents agreed wholeheartedly. The result
represents a high degree of agreement among specialists about the game's
flexibility and ease of transferability bet ween various Android platforms. The
broad agreement indicates that programming experts think t he game is both
sturdy in terms of functionality and able to move between dif ferent Android
platforms with ease without sacr ificing performance. Programming experts'
good assessment of the game's portability highlights its adapta bility and
conforms to industry norms, enhancing it s reputat ion as a well - designed and
portable software solution.
 `

COLLEGE OF COMPUTING STUDIES

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

This chapter summar izes the research, findings, and conclusions drawn
from the results and recommendat ions on the research “Code Mastery Quest:
An Adventure Game for Enhancing Java and Python Skills With Q -Lear ning
Algorit hm – an act ion-packed, side-scrolling role - playing gam e”.

Summary of Si gnificant Findi ngs

The pr imary objective of the research is to create a t wo -dimensional

(2D) educational role -playing game that will educate those who are interested
in programming and may perhaps become programmers in the future.

Integrating game development into programming courses using Java

and Python yields a multitude of advant ages for students. The assessment
shows the average mean values of 3.86 and an interpr etation of strongly agr ee
for all the develop system indicators. This suggests the result s of the survey
clearly show that the game has a big influence on students lear ning Python
and Java programming. Instilling a positive attitude towards pr ogramming. The
practical applicat ion of theoretical concepts through game proj e cts enhances
understanding and provides a hands -on learning experience. St udents
develop crucial skills in problem -solving, and project management, mirroring
 COLLEGE OF COMPUTING STUDIES 87

the demands of real -world software development. The incorporation of game

development not only enriches the educational journey but also empowers
students with practical skills, creativity, and a positive per spective on the
world of programming. As technol ogy continues to advance, the ability to apply
programming knowledge in innovative and enjoyable ways becomes an
increasingly valuable skill, making game development a compelling and
impactful addit ion to programming courses

For the implementat ion of the Reinforcem ent Learning Algorithm, the Q-
lear ning Algorithm was utilized by the r esearcher s for specif ying the states,
actions, and rewards . It might also apply t o the boss challenge when all of the
players' decisions about how to respond to the following questions are t aken
into account. In this algorithm should enable the agent to observe the current
state, take actions, and receive feedback in the form of rewards . Complet ing
the tasks assigned by the NPCs will be the primary goal of the game.

The assessm ent for the students’ indicat ing that the assessm ent given
to the students has gotten posit ive feedback. In Table five shows that 3.52
was the average mean score wit h strongly agree d int erpret ation acr oss all
Funct ionality quest ions , table six shows t hat the average mean score f or all
quest ions related to focused Usability was 3.48 wit h the interpretation of
strongly agree, table seven . shows that every question related to
Performance received an average mean score of 3.47 with an interpretat io n
of strongly agree , table eight shows average mean values of 3.66 with the
interpr etation of strongly agree for all Satisfaction indicators . Because of the
excellent outcomes, the evaluat ion's data indicat es that the player had a
positive gaming experience. All of the students firmly concur that they enjoyed
playing the game and that it captured their attention. They were able to
 COLLEGE OF COMPUTING STUDIES 88

collaborate or comm unicate with their friends and classmates, and their fresh
problems that add ed to the interest. O verall, the game gave them greater
confidence, and since the information it taught is applicable, they are happy
with what they learned. Furthermore, it enhanced their comprehension of the
course and helped them study more.

According to the assessment of the programming expert in Table nine

that all Aesthetics indicators show a continuously high average mean value of
3.76, or "strongly agree,". Compar ably, Table 10 shows an average mean
value of 3.24 for all the Maintainability indicators, meaning that both "agree"
and "strongly agr ee" are indicate d. All Reliability indicators have an average
mean value of 3.45, which is considered to be "strongly agree," as shown in
Table 11. Furthermore, Table 12 displays an average mean va lue of 3.09 for
each Portability indicator, indicating "str ongly agr ee" once more. All things
considered, these assessments highlight how well the game satisf ies
aesthet ic, maintainability, reliability, and portability r equir ements, giving
players a fun and interest ing gaming experience . This combination of
reliability and portability not only adds to the game's enjoyment, but also
emphasizes the significance of these characteristics in providing a dynamic
and engaging gam ing environment for a broad player base. The programming
expert agreed that the four cr iteria based on the outcomes demonstrated that
the expert achieved what they desired for the game and will be benef icial for
those pursuing to be programmers.
 COLLEGE OF COMPUTING STUDIES 89

Conclusions

According to a study on "Code Mastery Quest," an advent ure game that

uses the Q -learning algor ithm to improve Java and Python skills, players
showed enhanced knowledge through problem -solving and quizzes. This
result was corroborated by r esponses from students and programm ing
experts.

The st udy reveals playing a game signif icant ly improves students'

knowledge in Python and Java programming. The game successfully raised
players' proficiency and familiarity levels in both languages by utilizing the Q -
lear ning algor ithm. In order to further encourage pleasure and ongoing
lear ning in program ming, a reward system that included both positive and
negat ive incentives was introduced.

Researchers can enhance a game char acter's decision -making with

reinforcement learning. The character learns the best course of action based
on rewar ds and penalt ies through iter ative pr ocedures, with the goal of
developing an intelligent and self -sufficient in- game agent that improves it s
performance over time. Through this learning process, the character can
effectively accomplish predeterm ined goals.

The game funct ioned smoothly, meet ing usability needs and user
expectat ions. Perfor mance aligned with expectat ions, and a satisfaction
survey highlight ed it s value in enhancing programming skills and foster ing a
support ive lear ning environment.
 COLLEGE OF COMPUTING STUDIES 90

The visually appealing interface met and even beyond expectations.

The design pertaining to programming was robust, simple to m aintain, and had
potent ial as a stable and reliable tool. The game proved to be a highly portable
and dependable t eaching tool f or comput er education, as it ran smoothly on a
variety of Android devices.

Recommendations

With regards to the conclusion made, t he researchers would like to

recommend the following:

Introduce advanced appearance cust omizat ion features allowing

players to modify in -game elements, such as charact ers or environments.
Implement a diverse range of predef ined themes to facilitate quick and
cohesive adjustment s to the game's visual aesthet ic s.

Convert static user interface elements, such as buttons, into interactive

components wit h visual feedback. Incorporate specif ic animations for each
button click to enhance user understanding of functionality. Ensure button
placements are cust omizable and r esizable to accommodate players with color
blindness or varying levels of visual impairment.

Improve the voice -over in the entire game to provide players wit h a more
captivating and immersive exper ience. By adding vivid and engaging narration
to the game, players will be more em otionally invested in the plot and
characters. Improving the voice -over in your game makes a big difference in
terms of player engagement and over all attractiveness. It turns the virtual
 COLLEGE OF COMPUTING STUDIES 91

environment into a multisensory adventure that players will find more

engaging, realistic, and ent ertaining.

Integrate additional in -game effects, such as particle animations or

dynam ic lighting, to enhance visual appeal. Include a var iety of 3D models to
diversify assets and create a more immer sive gameplay envir onment.

Introduce new in -game tasks that challenge players wit h unique

scenar ios. Implement dynamic modifications to the game's f low to keep the
exper ience fresh and engaging.
Establish a reward system tied to specif ic in -game accomplishments, such as
completing chapt ers or achieving high scores. Offer a variety of meaningful
in-game rewards to provide a sense of achievement and incentivize cont inued
engagement.

Develop specif ic in -game tutorials and challenges to reinforce Java and

Python programming fundamentals. Provide educational materials within the
game, such as coding tips and syntax guides, to support students in their
programming learning journey .
 COLLEGE OF COMPUTING STUDIES 92

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deepm ind starcraft II reinforcement lear ning benchmark with actor critic
methods, Ilya Kuzovkin. Available at:
 COLLEGE OF COMPUTING STUDIES 95

https://ikuz.eu/supervision/replicating -deepmind-starcraft-ii-
reinforcement -learning-benchmark-with-actor-critic-methods-by-roman-
ring/ (Accessed: 04 December 2023).
[39] AI, C. (2021) Reinf orcement learning in games and enter tainment,
Medium. Available at: https://cinnamonai.medium.com/reinf orcement -
lear ning-in-games- and-entertainment -47f fb22b9b9e (Accessed: 04
December 2023).
[40] [Playing Cartpole with the actor -crit ic method : Tensorflow Core (no
date) TensorFlow. Available at:
https://www.tensorf low.org/tutor ials/reinf orcement_lear ning/actor_crit i
c (Accessed: 12 December 2023).
[41] Reinforcement Learning - What is the logic behind actor -cr itic methods?
Why use a cr itic? (no dat e) Coding ninj as studio. Available at:
https://www.codingninjas.com/studio/libr ary/introduction -to-the-actor-
critic-model (Accessed: 12 December 2023).
[42] Kerner, S.M. (2023) What is Q -learning?, Enter prise AI. Available at:
https://www.techtarget.com/searchenterpriseai/definit ion/Q -
lear ning#:~:text=Q%2Dlearning%20is%20a%20machine,way%20animal
s%20or%20children%20learn. (Accessed: 12 December 2023).
[43] Banoula, M. (2023) What is Q -lear ning: Everything you need to know:
Simplilearn, Simplilear n.com. Available at:
https://www.simplilearn.com/tutorials/machine -learning-tutorial/what -
is-q- learning (Accessed: 12 December 2023).
[44] Playing Cartpole with the actor -critic method : Tensorflow Core (no
date) TensorFlow. Available at:
https://www.tensorf low.org/tutor ials/reinf orcement_lear ning/actor_crit i
c (Accessed: 12 December 2023).
[45] Lecture 13: Reinfor cement learning (no date) MLVU. Available at:
https://mlvu.github. io/lectur e13/ (Accessed: 12 December 2023).
COLLEGE OF COMPUTING STUDIES 96

Appendices: A. Letters
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B. Validated Research Instruments

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C. Informed Consent Form

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D. Hardware Specifications

Introduction

The initiat ive aims to revolutionize programming education by

introducing an interactive and gamif ied platform for Java and Python
programming. Tradit ional classr oom -based learning is insuff icient in foster ing
active engagement and retent ion of complex programming principles. The
gamif ied learning exper ience incorpor ates challenges, r ewards, and a
sophist icated Q - lear ning algor ithm, creating an immersive and effect ive
educat ional environment. The proje ct aims to empower students to master
Java and Python programming through an adventur e -filled and enjoyable
lear ning experience, inspir ing and motivating.

Purpose of the document

The " Code Mastery Quest: An Adventure Game for Enhancing Java and
Python Skills with Q -Learning Algorithm," project aims to transform
programming education by introducing a gamif ied lear ning platform that
incorporates game elements, rewards, and badges. The platform aims to
improve retent ion levels and enhance learning e ffect iveness by incorporating
a Q-learning algor ithm. The project also aims to provide an accessible, flexible
online platform that breaks down geographical and time constraints, enabling
students to lear n at their own pace. It also aims to foster interest in technology
and programming by showcasing practical applications of Java and Pyt hon in
real- world scenar ios. The project also aims to evaluate the effectiveness of
gamif icat ion in improving learning outcom es and support lifelong learning.
 COLLEGE OF COMPUTING STUDIES 131

Scope of the project

A study on "Code Mastery Quest," an advent ure game using the Q -

lear ning algorithm, found that playing the game significantly improved
students' knowledge in Python and Java programming. The game's rewar d
system, which includes bot h posit ive and negative in centives, encouraged
continuous learning. Reinforcement lear ning was used to enhance the game
character's decision - making, resulting in an intelligent and self -sufficient in -
game agent. The game's usability, visual appeal, and robust programming
design mad e it a reliable and portable teaching tool for computer education.

E. Software Specifi cations

Functional Requirements
List of features and f unctionalities
▪ Gamified Learning Modules
▪ Programming Challenges
▪ Progress Tracking
▪ Star Rewards

Technical Architecture

Hardware requirements
▪ Laptop 2.30 GHz processor,
▪ 12GB RAM
Software requirements
▪ Unity
▪ Visual Studio Code
▪ Blender
▪ Photoshop
 COLLEGE OF COMPUTING STUDIES 132

F. Actual testing result

Table 3. Student s Evaluation of Gamification Learning

QUESTIONS MEAN INTERPRETATION

Q ue st i on 1 3. 8 7 Strongly Agree
Q ue st i on 2 3. 8 7 Strongly Agree
Q ue st i on 3 3. 8 7 Strongly Agree
Q ue st i on 4 3. 9 3 Strongly Agree
Q ue st i on 5 3. 8 Strongly Agree
Q ue st i on 6 3. 6 7 Strongly Agree
Q ue st i on 7 3. 8 7 Strongly Agree
Q ue st i on 8 3. 8 7 Strongly Agree
Q ue st i on 9 3. 8 7 Strongly Agree
Q ue st i on 1 0 3. 9 3 Strongly Agree
Tot a l Av e r age : 3. 8 6 Strongly Agree

Table 4. Student s Evaluation in Terms of Functionality

FUNCTIONALITY MEAN INTERPRETATION

Q ue st i on 1 3. 3 Strongly Agree
Q ue st i on 2 3. 5 Strongly Agree
Q ue st i on 3 3. 6 Strongly Agree
Q ue st i on 4 3. 6 5 Strongly Agree
Q ue st i on 5 3. 5 5 Strongly Agree
Tot a l Av e r age : 3. 5 2 Strongly Agree
 COLLEGE OF COMPUTING STUDIES 133

Table 5. Student s Evaluation in Terms of Usability

USABILITY MEAN INTERPRETATION

Q ue st i on 1 3. 4 Strongly Agree
Q ue st i on 2 3. 5 Strongly Agree
Q ue st i on 3 3. 5 5 Strongly Agree
Q ue st i on 4 3. 5 5 Strongly Agree
Q ue st i on 5 3. 4 Strongly Agree
Tot a l Av e r age : 3. 4 8 Strongly Agree

Table 6. Student s Evaluation in Terms of Performance

PERFORMANCE MEAN INTERPRETATION

Q ue st i on 1 3. 5 Strongly Agree
Q ue st i on 2 3. 1 5 Strongly Agree
Q ue st i on 3 3. 6 Strongly Agree
Q ue st i on 4 3. 6 5 Strongly Agree
Q ue st i on 5 3. 4 5 Strongly Agree
Tot a l Av e r age : 3. 4 7 Strongly Agree

Table 7. Student s Evaluation in Terms of Satisfaction

SATISFACTION MEAN INTERPRETATION

Q ue st i on 1 3. 7 Strongly Agree
Q ue st i on 2 3. 6 Strongly Agree
Q ue st i on 3 3. 6 5 Strongly Agree
Q ue st i on 4 3. 7 Strongly Agree
Tot a l Av e r age : 3. 6 6 Strongly Agree
 COLLEGE OF COMPUTING STUDIES 134

Table 8. Programming Experts Evaluation in Terms of Aesthetics

AESTHETICS MEAN INTERPRETATION

Q ue st i on 1 3. 8 Strongly Agree
Q ue st i on 2 4 Strongly Agree
Q ue st i on 3 3. 8 Strongly Agree
Q ue st i on 4 3. 8 Strongly Agree
Q ue st i on 5 3. 4 Strongly Agree
Tot a l Av e r age : 3. 7 6 Strongly Agree

Table 9. Programming Experts Evaluation in Terms of Maintainability

MAINTAINABILITY MEAN INTERPRETATION

Q ue st i on 1 3.4 Strongly Agree
Q ue st i on 2 3.2 Strongly Agree
Q ue st i on 3 3 Agree
Q ue st i on 4 3.4 Strongly Agree
Q ue st i on 5 3.2 Strongly Agree
Total Average: 3.24 Strongly Agree
.
Table 10. Programming Experts Evaluation in Terms of Reliability

RELIABILITY MEAN INTERPRETATION

Q ue st i on 1 3. 8 Strongly Agree
Q ue st i on 2 4 Strongly Agree
Q ue st i on 3 4 Strongly Agree
Q ue st i on 4 4 Strongly Agree
Tot a l Av e r age : 3. 4 5 Strongly Agree
 COLLEGE OF COMPUTING STUDIES 135

Table 11. Programming Experts Evaluation in Terms of Portability

PORTABILITY MEAN INTERPRETATION
Q ue st i on 1 4 Strongly Agree
Q ue st i on 2 4 Strongly Agree
Q ue st i on 3 4 Strongly Agree
Q ue st i on 4 3. 6 Strongly Agree
Tot a l Av e r age : 3. 0 9 Strongly Agree
 COLLEGE OF COMPUTING STUDIES 136
G. Project Structure Assessment
 COLLEGE OF COMPUTING STUDIES 137

H. Source Code

Movement

using Syst em.Collect ions;

using Syst em.Collect ions.Generic;
using UnityEngine;

public class Movement : MonoBehaviour

{ private Rigidbody2D rb;
private bool moveLeft;
private bool moveRight;
private float horizontalMove;
public float speed = 5;

private Spr iteRenderer spr iteRender er ;

private void Start( )

{rb = GetComponent<Rigidbody2D>();
spriteRender er = GetComponent<SpriteRenderer>();
moveLeft = false;
moveRight = false; }

public void PointerDownLeft()

{moveLeft = true;}

public void PointerUpLeft()

{moveLeft = false; }

public void PointerDownRight()

{moveRight = true;}

public void PointerUpRight()

{moveRight = false; }

private void UpdateIsGrounded()

private void MovePlayer()

{if (DialogueManager.GetInstance().dialogueIsPlaying)
{return;}
 COLLEGE OF COMPUTING STUDIES 138

if (moveLeft)
{horizont alMove = -speed;
FlipCharact er(true); // Flip to the left }
else if (moveRight)
{horizont alMove = speed;
FlipCharact er(false); }
else
{horizont alMove = 0; } }

private void FlipCharacter(bool f lipLeft )

{spriteRenderer.f lipX = flipLeft; }

private void FixedUpdat e()

{if (DialogueManager.GetInstance().dialogueIsPlaying)
{return; }

UpdateIsGrounded();

MovePlayer();
rb.velocity = new Vector 2(hor izont alMove, rb.velocity.y); }

public float GetHorizontalMove()

{return horizont alMove; }}

Player animation

using Syst em.Collect ions;

using Syst em.Collect ions.Generic;
using UnityEngine;

public class PlayerAnimat ion : MonoBehaviour

{private Animator animator;
private Movement movementScr ipt
void Start()
{animator = GetComponent<Animator >();
movementScript = GetComponent<Movement>(); }

void Update()
{UpdateAnimat ion();}
 COLLEGE OF COMPUTING STUDIES 139

private void UpdateAnimation()

{float horizontalMove = movementScript.GetHorizontalMove();
Debug.Log("Setting Animator Parameters - Horizontal: " +
Mathf.Abs(hor izontalMove) + ", Speed: " + Mathf.Abs(horizont alMove));

animator.Set Float("Hor izont al", Mat hf.Abs(hor izontalMove));

animator.Set Float("Speed", Mathf.Abs(hor izontalMove));}}

Button code

using UnityEngine;
using UnityEngine.SceneManagement;

public class SceneChangeButton : MonoBehaviour

{public str ing sceneToLoad; // The name of the scene to load

public void ChangeScene()

{SceneManager.LoadScene(sceneToLoad); }}

Button manager

using Syst em.Collect ions;

using Syst em.Collect ions.Generic;
using UnityEngine;
using UnityEngine.SceneManagement;

public class ButtonManager : MonoBehaviour

{public void StartGame()
{SceneManager.LoadScene("levelselect");}

public void LoadChapter(string chapter Name)

{SceneManager.LoadScene(chapterName);}

public void ExitGame()

{Exit the applicat ion (works in standalone builds)
Applicat ion.Quit();}}
 COLLEGE OF COMPUTING STUDIES 140

I. Project Costing

Initial Final Problem/s Provided

Costing Costing Encountered Solution/s
System Specification
Costing (Hardware N/A N/A N/A N/A
used)
System Server N/A N/A
N/A N/A
Costing
Hosting N/A N/A N/A N/A
Subscriptions N/A N/A N/A N/A
Documentation ₱ 378 ₱ 600 N/A N/A
COLLEGE OF COMPUTING STUDIES 141

J. User Manual
COLLEGE OF COMPUTING STUDIES 142
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K. Short Report of Plagiarism Software

COLLEGE OF COMPUTING STUDIES 155
COLLEGE OF COMPUTING STUDIES 156

L. Report of Language Software

 COLLEGE OF COMPUTING STUDIES 157

M. Curriculum Vitae of Student Researcher

CURRICULUM VITAE

VINCE CHARL U CATANDA

170 Purok 2 National Highway Banlic
City of Cabuyao, Laguna
[email protected]
+63 965-344-1367
Education

Baccalaureate: Bachelor of Science in Information Technology

Pamantasan ng Cabuyao
Katapatan Homes, Banay-Banay, Cabuyao,
2020 -2024

Senior High: Asian Institute of Technology Science and the Arts

Brgy. Uno, City of Cabuyao, Laguna
2017-2019

Secondary: Pulo National High School

Pulo, City of Cabuyao Laguna
2012-2016

Elementary: Banlic Elementary School

Banlic, Cabuyao, Laguna
2007-2013
 COLLEGE OF COMPUTING STUDIES 158

Work Experience(S)
Warehouse staff

Lazada logistics

Pulo, Diezmo Road, Cabuyao, Laguna

November 2017 - December 2017

November 2018 - December 2018

Conference(s), Training(s), Seminar(s) Attended

Expert Service(s)
“Program Logic Formulation”

October 18, 2023 Zoom meeting – Pamantasan ng Cabuyao

Research Orientation for Research Instructors and Student Researchers

dubbed as Embarking on the Research Journey: Empowering Instructors
and Scholars

September 27, 2023 via Google Meet 27th day of September 2023 - University of
Cabuyao.

IEngage Webinar Series 2.0 – Session 3: Unlocking Next-Generation

Innovation and Technology with Artificial Intelligence and Machine Learning
with Engr, Aldrin J. Soriano

Title: Harnessing Artificial Intelligence and Machine Learning to Improve

Data Visibility and Decision Making

August 20, 2022 Zoom Meeting – Pamantasan ng Cabuyao

“ON-LINE BIBLE SHARING AND WEBINAR SERIES # 1 WEB FRAMEWORKS

AND OBJECT-ORIENTED DESIGN & DEVELOPMENT” To University and
Beyond, Pamantasan ng Cabuyao, Laguna Philippines, December 8, 2021
 COLLEGE OF COMPUTING STUDIES 159

Research Interest(s)
UX, UI, Front end development, Game development
Research(es) and Publication(s)
CODE MASTERY QUEST: AN ADVENTURE GAME FOR ENHANCING JAVA
AND PYTHON SKILLS WITH Q-LEARNING ALGORITHM
Skill(s)/Talent(s)
• Web Basic UX and UI design
• HTML
• CSS
• Microsoft Office such as Word, PowerPoint, Excel
• Graphic Design
• Java Se
• Computer Troubleshooting
• Graphic Design such us Photoshop, Lightroom, Adobe Premiere
• Photography

Organization(s)
N/A
References
Name: Asst. Prof. Arcelito Quiatchon
Position: Department Chairperson
Company: Pamantasan ng Cabuyao (University of Cabuyao)
Address: Katapatan Subd., Brgy Banay-banay City of Cabuyao, Laguna

Name: Lhea Del Mundo Profugo

Position: Teacher
Company: Cgc Cabuyao Laguna
Address: Poblacion Dos, Cabuyao, Laguna
 COLLEGE OF COMPUTING STUDIES 160

I hereby certify that the above information is true and correct. I understand
that any misinterpretation, falsification or omission of material facts of whatever
nature required by this application shall be considered sufficient cause for dismissal
at any time during my employment with Pamantasan ng Cabuyao.

I hereby bind myself to follow all the rules and regulations of Pamantasan ng
Cabuyao in the duration of my employment.

Vince Charl U. Catanda November 03, 2023

PRINTED NAME OVER SIGNATURE DATE
 COLLEGE OF COMPUTING STUDIES 161

CURRICULUM VITAE

2x2

LOUIE JOHN INTROSO SICAN

Blk 3 Lot 14 Ph2 Don Vicente Villas Brgy. Pulo, City of Cabuyao, Laguna
[email protected]
+63 912-915-3034
Education

Baccalaureate: Bachelor of Science in Computer Science

Pamantasan ng Cabuyao
Katapatan Homes, Banay-Banay, Cabuyao,
2019 -2024

Senior High: Asian Institute of Technology, Sciences and the Arts

(Information and Communication Technology)
Brgy. Uno, City Of Cabuyao, Laguna
2017-2019

Secondary: Pulo National High School

Brgy. Pulo, Santa Rosa, Laguna
2013 - 2017

Elementary: Infant Jesus Montessori Center School

Brgy. Mamatid, City of Cabuyao, Laguna
2007 – 2013

Conference(s), Training(s), Seminar(s) Attended

 COLLEGE OF COMPUTING STUDIES 162

Expert Service(s)
• Graduate of Advance Reserve Officers’ Training Course (2019-2020)
• Certificate of Completion in Cyber Security Awareness (2023)
• Certificate of Completion in Community Master Training Program (2020-
2022)
• Civil-Military Operation Training (2023)
• Jungle Fighter Training (2023)
• Warfighting Training (2022)
Research Interest(s)
UX, UI, Front end development
Research(es) and Publication(s)
WEB-BASED DOCUMENTATION SYSTEM FOCUSING ON MANAGING
APPOINTMENTS AND TRANSACTION OF COLLEGE OF COMPUTING
STUDIES
Skill(s)/Talent(s)
• Video Editing (Cyberlink, Adobe Premier, Adobe After Effects)
• Photo Editing (Photoshop, Lightroom)
• Microsoft Office such as Word, PowerPoint, Excel
• Graphic Design
• Basic Life Support

Organization(s)
PNC Chevalier – President
2022-2023
Pamantasan ng Cabuyao ROTC – Corps Commander
2021 – 2022
PNC Red Cross Youth – Member
2020 – 2022

References
Name: Engr. Florante M Andaya
Position: SASD Director
Company: Pamantasan ng Cabuyao (University of Cabuyao)
Address: Katapatan Subd., Brgy Banay-banay City of Cabuyao, Laguna

Name: MAJ MYVEN M PRIMA

Position: Director
Company: 403rd (Laguna) Community Defense Center
 COLLEGE OF COMPUTING STUDIES 163

Address: Camp General Macario Sakay, Los Baños, Laguna

I hereby certify that the above information is true and correct. I understand
that any misinterpretation, falsification or omission of material facts of whatever
nature required by this application shall be considered sufficient cause for dismissal
at any time during my employment with Pamantasan ng Cabuyao.

I hereby bind myself to follow all the rules and regulations of Pamantasan ng
Cabuyao in the duration of my employment.

Louie John I Sican October 18, 2023

PRINTED NAME OVER SIGNATURE DATE
 COLLEGE OF COMPUTING STUDIES 164

CURRICULUM VITAE

2x2

JOHN ROMEL R. TINASAS

Blk6 Lot3 Phase4 Don Vicente Villas, Brgy. Pulo
City of Cabuyao, Laguna 4025
[email protected]
+63 991-540-8409
Education

Baccalaureate: Bachelor of Science in Computer Science

Pamantasan ng Cabuyao
Katapatan Homes, Banay-Banay, Cabuyao,
2020 -2024

Senior High: Asian Institute of Science and the Arts

(Information Technology)
Brgy. Uno, Cabuyao, Laguna
2019-2020

Secondary: Pulo National High School

Pulo, Cabuyao, Laguna
2017 - 2018

Elementary: Pulo Elementary School

Pulo, Cabuyao, Laguna
2012 – 2013
 COLLEGE OF COMPUTING STUDIES 165

Work Experience(S)
Warehouse Man

Lazada
2018 – 2020

XDE Logistics
2018 – 2020
September - November 2021
Conference(s), Training(s), Seminar(s) Attended
Expert Service(s)
IEngage Webinar Series 2.0 Session 4: Forcasting Trends and Challenges
adapting to Economic Suppy and Demand

October 01, 2022 Zoom Meeting – Pamantasan ng Cabuyao

IEngage Webinar Series 2.0 Session 5: The Emergence of Data Analytics

and Algorithms in Real- World Application

November 12, 2022 Zoom Meeting – Pamantasan ng Cabuyao

Association of Computer Science Student: Navigating Parents, International

Paper Writing, and Research Ethics

October 12, 2023 Zoom Meeting – Pamantasan ng Cabuyao

Integrated Society of Information Technology Enthusiasts (iSITE): Program

Logic Formulation

October 18, 2023 Zoom Meeting – Pamantasan ng Cabuyao

Student Research Program Orientation - Embarking on the Research

Journey: Empowering Instructors and Scholars

September 27, 2023 via Google Meet

 COLLEGE OF COMPUTING STUDIES 166

Research Interest(s)
UX, UI, Front end development
Research(es) and Publication(s)
CODE MASTERY QUEST: AN ADVENTURE GAME FOR ENHANCING JAVA
AND PYTHON SKILLS WITH Q-LEARNING ALGORITHM
Skill(s)/Talent(s)
• Web Basic UX and UI design
• Microsoft Office
• Word
• PowerPoint
• Graphic Design
• Online Searching

Organization(s)

Association of Computer Science Students – Member

College of Computing Studies
2023-2024

References
Name: Asst. Prof. Arcelito Quiatchon
Position: Department Chairperson
Company: Pamantasan ng Cabuyao (University of Cabuyao)
Address: Katapatan Subd., Brgy Banay-banay City of Cabuyao, Laguna

Name: Gilianne Restor

Position: Customer Service Representative at PROBE Group
Company: Pamantasan ng Cabuyao (University of Cabuyao)
Address: 3A Nurrowin Drive Ingle Farm, SA 5098 Australia
 COLLEGE OF COMPUTING STUDIES 167

I hereby certify that the above information is true and correct. I understand
that any misinterpretation, falsification or omission of material facts of whatever
nature required by this application shall be considered sufficient cause for dismissal
at any time during my employment with Pamantasan ng Cabuyao.

I hereby bind myself to follow all the rules and regulations of Pamantasan ng
Cabuyao in the duration of my employment.

John Romel R. Tinasas November 07, 2023

PRINTED NAME OVER SIGNATURE DATE
 COLLEGE OF COMPUTING STUDIES 168

CURRICULUM VITAE

MHIKO P. VERCELES
1013 Purok 5, Butong, City of Cabuyao, Laguna
[email protected]
0991-956-4063
Education

Baccalaureate: Bachelor of Science in Information Technology

Pamantasan ng Cabuyao
Katapatan Homes, Banay-Banay, Cabuyao,
2020 -2024

Senior High: Asian Institute of Technology Science and the Arts

Brgy. Uno, City of Cabuyao, Laguna
2017-2019

Secondary: Bigaa National Highschool

Brgy. Bigaa, Cabuyao City, Laguna
2012-2016

Elementary: Butong Elementary School

Brgy. Butong, Cabuyao City, Laguna
2007-2013

Work Experience(S)
 COLLEGE OF COMPUTING STUDIES 169

N/A

Conference(s), Training(s), Seminar(s) Attended

Expert Service(s)
IEngage Webinar Series 2.0 – Session 3: Unlocking Next-Generation
Innovation and Technology with Artificial Intelligence and Machine Learning
with Engr, Aldrin J. Soriano

Title: Harnessing Artificial Intelligence and Machine Learning to Improve

Data Visibility and Decision Making

August 20, 2022 Zoom Meeting – Pamantasan ng Cabuyao

“ON-LINE BIBLE SHARING AND WEBINAR SERIES # 1 WEB FRAMEWORKS

AND OBJECT-ORIENTED DESIGN & DEVELOPMENT” To University and
Beyond, Pamantasan ng Cabuyao, Laguna Philippines, December 8, 2021

2nd Place DISTRICT (CAMPUS JOURNALISM) – Elementary Level

2nd Place DSPC CAMPUS JOURNALISM(CARTOONING) - Elementary Level

7th Place RSPC CAMPUS JOURNALISM (EDITORIAL CARTOONING) -

Elementary Level 1ST

PLACE- DSPC CAMPUS JOURNALISM (EDITORIAL CARTOONING) -

Highschool Level

1ST PLACE POSTER MAKING CONTEST - Highschool Level

1ST PLACE POSTER MAKING CONTEST – Senior Highschool

With Honor (GRADE 12 MOVING UP) - A.Y 2018-2019

Research Interest(s)
UX, UI, Front end development, Game development
Research(es) and Publication(s)
 COLLEGE OF COMPUTING STUDIES 170

CODE MASTERY QUEST: AN ADVENTURE GAME FOR ENHANCING JAVA

AND PYTHON SKILLS WITH Q-LEARNING ALGORITHM
Skill(s)/Talent(s)
• Graphic Design
• Microsoft Windows
• Internet
• Data Analysis
• Troubleshooting
• Excel File
• Microsoft Office
• Computer Proficient
• Problem-Solving
• PowerPoint Presentation
• Microsoft Word
• Adaptability
• Continuous Learning
• Teamwork and Leadership Skills
• Communication and Collaboration
• Responsible and Hard-working

Organization(s)
N/A
References
Name of Person: Neliza Umayam
Profession: Housewife
Contact Number: 0995-973-3652

Name of Person: Marlon Verceles

Profession: Foreman
Contact Number: 09162077975

Name: RC Khaye B. Suelo

Contact Number: 0951-134-0720
 COLLEGE OF COMPUTING STUDIES 171

I hereby certify that the above information is true and correct. I understand
that any misinterpretation, falsification or omission of material facts of whatever
nature required by this application shall be considered sufficient cause for dismissal
at any time during my employment with Pamantasan ng Cabuyao.

I hereby bind myself to follow all the rules and regulations of Pamantasan ng
Cabuyao in the duration of my employment.

MHIKO P. VERCELES November 03, 2023

PRINTED NAME OVER SIGNATURE DATE