Scratch Quiz Game Development using AppsGeyser

Main Article Content

Syarifuddin
Fauzan Putraga Albahri

Abstract

The aim of the research is to develop a Scratch Quiz Game using AppsGeyser. The method used in this research is Design and Creation, which is a research method that describes and creates a new product. The steps in this method are Awareness, Suggestion, Development, Evaluation and Conclusion. It is known that the research results have succeeded in designing a Scratch Quiz game using AppsGeyser. The stages carried out from the initial stages of research, development by applying the GDLC (Game Development Life Cycle) development method starting from the initiation, pre-production, production, testing, beta, and release stages until testing has been carried out. The test results show that 57% can understand the meaning of the game being tested without the need for direction by the game maker, 82% agree that the display is attractive, 64% of every game question has the correct answer, 71% of students agree that the application can replace class exams conventional, but on the question of whether students can make applications similar to AppsGeyser, they answered % stating that students still do not understand in making similar game applications.

Article Details

How to Cite
Syarifuddin, & Albahri, F. P. (2022). Scratch Quiz Game Development using AppsGeyser. International Journal Software Engineering and Computer Science (IJSECS), 2(2), 39–45. https://doi.org/10.35870/ijsecs.v2i2.797
Section
Articles
Author Biographies

Syarifuddin, STMIK Indonesia Banda Aceh

Assistant Professor, Informatics Management Study Program, STMIK Indonesia Banda Aceh

Fauzan Putraga Albahri, STMIK Indonesia Banda Aceh

Assistant Professor, Informatics Management Study Program, STMIK Indonesia Banda Aceh

References

Wahyuningtyas, S.A. and Setyawati, S.P., 2021. Pembentukan pendidikan karakter siswa smp Melalui permainan “Obak Sodor”. Prosiding Konseling Kearifan Nusantara (KKN), 1, pp.75-82.

Hanifah, U., 2016. Penerapan model PAIKEM dengan menggunakan media permainan bahasa dalam pembelajaran bahasa Arab. At-Tajdid: Jurnal Ilmu Tarbiyah, 5(2), pp.301-330.

Hromek, R. and Roffey, S., 2009. Promoting Social and Emotional Learning With Games: “It’s Fun and We Learn Things”. Simulation & gaming, 40(5), pp.626-644. DOI: https://doi.org/10.1177/1046878109333793.

Sweetser, P. and Wyeth, P., 2005. GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), pp.3-3. DOI: https://doi.org/10.1145/1077246.1077253.

Hsu, C.L. and Lu, H.P., 2004. Why do people play on-line games? An extended TAM with social influences and flow experience. Information & management, 41(7), pp.853-868. DOI: https://doi.org/10.1016/j.im.2003.08.014.

Wali, M. 2022. Teori Game. Riset Operasi. 131-144. Indie Press.

Guttenbrunner, M., Becker, C. and Rauber, A., 2010. Keeping the game alive: Evaluating strategies for the preservation of console video games. DOI: https://doi.org/10.2218/ijdc.v5i1.144.

Usman, M., 2015. Perkembangan Bahasa dalam Bermain dan Permainan:: Untuk Pendidikan Anak Usia Dini. Deepublish.

Sudono, A., 2000. Sumber belajar dan alat permainan untuk pendidikan anak usia dini. Grasindo.

Chen, J.C. and Kent, S., 2020. Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world. System, 88, p.102168. DOI: https://doi.org/10.1016/j.system.2019.102168.

Kiryakova, G., Angelova, N. and Yordanova, L., 2014. Gamification in education. Proceedings of 9th International Balkan Education and Science Conference.

Wolf, T., Weiger, W.H. and Hammerschmidt, M., 2020. Experiences that matter? The motivational experiences and business outcomes of gamified services. Journal of Business Research, 106, pp.353-364. DOI: https://doi.org/10.1016/j.jbusres.2018.12.058.

Sailer, M., Hense, J.U., Mayr, S.K. and Mandl, H., 2017. How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in human behavior, 69, pp.371-380. DOI: https://doi.org/10.1016/j.chb.2016.12.033.

Shavab, O.A.K., 2018. Gamification in history learning as an effort to answer the challenges in facing industrial revolution 4.0. In H. Sa'diyah, D. Mustika, & F. Alfala (cur.) The 3rd International Seminar on Social Studies and History Education (ISSSHE) (pp. 371-376).

Papadakis, S., Kalogiannakis, M., Zaranis, N. and Orfanakis, V., 2016. Using Scratch and App Inventor for teaching introductory programming in secondary education. A case study. International Journal of Technology Enhanced Learning, 8(3-4), pp.217-233.

Noone, M. and Mooney, A., 2018. Visual and textual programming languages: a systematic review of the literature. Journal of Computers in Education, 5(2), pp.149-174. DOI: https://doi.org/10.1007/s40692-018-0101-5.

Kaplancali, U.T. and Demirkol, Z., 2017. Teaching coding to children: A methodology for kids 5+. International Journal of Elementary Education, 6(4), pp.32-37.

Tóth, T., 2017. Current trends in teaching of introductory programming: A literature review and research directions. ICERI2017 Proceedings, pp.4852-4862. DOI: https://doi.org/10.21125/iceri.2017.1290.

Kuhail, M.A., Farooq, S., Hammad, R. and Bahja, M., 2021. Characterizing visual programming approaches for end-user developers: A systematic review. IEEE Access, 9, pp.14181-14202. DOI: https://doi.org/10.1109/ACCESS.2021.3051043.

Ariyani, D., 2022. Pengembangan Appsgeyser Sebagai Instrumen Evaluasi Formatif Bentuk Kuis Berbasis Aplikasi Untuk Materi Interaksi Makhluk Hidup Dengan Lingkungan Untuk Siswa SMP (Doctoral dissertation, UIN Fatmawati Sukarno Bengkulu).

Mavropoulou, E., 2021. Platforms for mobile application development for educational purposes. In ICERI2021 Proceedings (pp. 9881-9889). IATED. DOI: https://doi.org/10.21125/iceri.2021.2333.