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An Interactive Mathematics Game Using
Scratch Programming
Nurul Syuhada Joini¹, Nurfauza Jali², Syahrul Nizam Junaini3
Faculty of Computer Science and Information Technology,
Universiti Malaysia Sarawak,
Kota Samarahan, Sarawak, MALAYSIA
¹nshujoini@gmail.com, ²jnurfauza@fit.unimas.my,
3syahruln@fit.unimas.my
ABSTRACT
This paper reports a new approach to teach children in learning mathematics through
an interactive Mathematics game using Scratch programming. Previous studies
showed that there are few factors which caused Mathematics achievements among
Malaysian students are not satisfactory enough as compared to other countries. These
are because of the used of tools and methods, language used and perspective held by
parents, teachers and children itself about the nature of mathematics learning and
teaching. Besides difficulties in perceiving mathematics, children in Malaysia are less
likely to be exposed in development of the information technology (IT) field. It is true
that they are more exposed to only using the technology instead of developing the
technology. The main purpose of this work is provides a platform in learning basic
mathematics skills under game based learning environment. This in turn makes the
mathematics subject into fun subject to learn through an interactive application using
scratch programming tool. Hence, increase children fundamental skills in information
technology (IT) fields by engaging children with interactive application tool. The
target group will be the children from the age of 5 to 9 years old. In addition, the
scratch programming will be use in order to develop new skills in children and
capture their interests in exploring information technology (IT) skills and fields.
KEYWORDS
Mathematics, Game-Based Learning, Scratch Programming, e-Learning, Children,
information technology;
1. INTRODUCTION
In our daily routines, we use and utilise the numbers without even noticed it. In other
words, numbers are important to us in life to give us limitations and set our
capabilities and limitation. The processes of number manipulation will lead us in the
development of mathematical skills. However, the achievements in mathematics are
not satisfactory among the students in schools. Competencies of basic numbers are
formed at the early age (Jordan & Levine as cited in Kelanang & Zakaria, 2012, p.
1086).
Student perceived mathematics as one of the most difficult subject to learn. Studies
showed that the learning environment are not exciting and not even capturing the
student interests in the learning environment (Stigler & Perry as cited in Lim, 2003,
p.111). Thus, it is essential to come up with a new approach to teaching the student by
developing interactive learning games. Aside having fun through the games, children
can acquire knowledge from them. To imply the new learning environment in children
are not a difficult task to do because studies showed that games are positively
accepted by children and teenagers (Mat Zin, Jaafar, & Wong, 2009, p. 322). Latif
studied that majority (92.1%) of student in 16 schools involved shown that they are
experienced in playing computer or video games (as cited in Mat Zin, Jaafar, &
Wong, 2009, p. 322-23). Overall, the development of games can benefit via creating a
new learning environment. The next section provides an overview of the literature
review of the project.
2. LITERATURE REVIEW
2.1 Mathematics Learning in Malaysia
In recent years, Ministry of Education in Malaysia has exposed and encouraged
student to be more focus on Science and Mathematics subject in parallel with
globalization in modern technologies. However, according to Malaysian Examination
Board reported that the primary student failed the subject at more than 35%
(Mahamad, Ibrahim & Mohd Taib, 2010). Although mathematics is fun to study,
however, it is said that Mathematics is difficult to learn (Aziz as cited in Nordin,
2005). The research found that students faced difficulties in learning Mathematics
because of the lack of ability in understanding of subject matters involving
calculation, the relationship of mathematics with other subject and instruction
language (Nordin, 2005).
There are few factors that might cause the problems of understanding in mathematics.
Psychological attitudes toward mathematics might cause students to be less interest in
the subject. In addition, teachers have no effort to help the student to achieve a good
result in Mathematics and do not utilise a suitable learning tools.-. Moreover, the
heavy backpacks full of textbooks used in learning are caused and burden to the
student (Mahamad, Ibrahim & Mohd Taib, 2010). Along with reducing backaches, the
shift to e-textbooks holds bright promise for decreasing education costs and
improving learning. These challenges scenarios involving mathematics learning are
not only occurs in Malaysia but also worldwide in the concept of delivery methods
and student’s involvement (Chong, Horani & Daniel, 2005).
2.2 Game Based Learning in Mathematics
As the modern world evolved, numerous studies have undergone to explain the
potential benefits of games based learning in education. Learning mathematics
required the understanding of facts and acquisition of skills, where student learn to
solve problems according to procedures and relate it to real world problems (Tall &
Razali, 1993). Since mathematics is difficult to learn, teachers and parents need to
have fascinating techniques to tackle student’s interests at their early age. Children are
more likely to show interests in games, where games can create ideal environments
for practising skills especially where mathematics required lots of practice in learning
the process (Williamson, 2009). Studies also found that although games do not fully
improved the skills in Mathematics, games may improved the attitudes towards
mathematics compared to the used of traditional method in learning process (Perrotta,
Featherstone, Aston & Houghton, 2013). In addition, many games have been
integrated with mobile devices, thus games can be enhanced more such as can be used
anywhere and anytime and the availability of games source are increased (Epper,
Derryberry & Jackson, 2012).
Although children are synonym with games, it cannot be presumed that all children
have an interest in games. Boys are more dominant in playing games compared to
girls. The pattern of games also differently capture children interests, for instance,
boys more likely to play adventurous games compare to girls. Thus, it is essential to
create a suitable environment and pattern of games to attract and capture both
genders’ interest and different level of ages.
2.3 Development of Scratch Programming in Developing Interest in Children
Scratch programming was launched in the year 2007 through its official website
(http://scratch.mit.edu). This website attracts many developers of games especially
young generations or commonly known as Scratchers. The project uploaded to the site
does not only limited to game-based application only, it also provides interactive
newsletters, virtual tours, interactive tutorials and many more (Resnick, Maloney,
Hernandez, Rusk, Eastmond, Brennan, Millner, Rosenbaum, Silver, Silverman &
Kafai, 2009). In developing software, children will be able to understand basic
mechanisms and important of Mathematical and computational concepts hence
developed their skills creatively, systematically and work collaboratively (Resnick et
al., 2009; Slany, 2012).
What makes Scratch programming differs from another programming? Scratch
programming is a visual programming that integrate interactive elements such as
graphical images, colourful text, interactive console and so forth, compared to
conventional higher level of programming which only required text (Slany, 2012).
The nature of scratch programming is specially designed for the children to ease of
their learning in computer programming. Scratch provides the skill in programming
by snapping together colourful command blocks to control the objects. This technique
is called sprite move on the background called stage (Maloney, Resnick, Rusk,
Silverman & Eastmond, 2010). In addition, Scratch targets younger users compared to
other programming such as Alice and Greenfoot which are more focused on older
student and emphasized on class-based object-oriented programming and Java
concepts (Maloney, Resnick, Rusk, Silverman & Eastmond, 2010). Craig and Horton
stated that children have been proved to practice using the Scratch programming more
than two million times (as cited in Slany, 2012, p. 1). Although Scratch programming
looks simple and easy to develop, it does not mean to lower the perspective of
programming, instead Scratch helps to motivate and nurture the children interests in
programming (Resnick et al., 2009; Slany, 2012).
3. METHODOLOGY
The Mat Zin, Jaafar and Wong Digital Game Based Learning – Instructional Design
(DGBL – ID) Model (Mat Zin et al, 2009), is an educational game design and
development. The model is developed based on Instructional Design (ID) and game
development methodology. The DGBL – ID model consists of five phases, which are
analysis phase, design phase, development phase, quality assurance phase as well as
implementation and evaluation phase. Figure 1.0 illustrates the DGBL-ID.
Figure 1: Digital Game Based Learning - Instructional Design (DGBL-ID)
(Source: Mat Zin, Jaafar & Wong, 2009)
Analysis phase:
Based on DGBL–ID, the statement of learning the objective and the children
characteristics which is the target users of the proposed game are defined earlier.
After the requirement and problem analysis occurred, the game idea is determined.
The idea of the game also determined based on the environment of the learning
process and the aspects that initiate student’s interest.
Design phase:
Before the design of the interface of proposed game, the framework of the game
process is captured and defined. The frameworks discussed here are the system
architecture, use case diagram, activity diagram and sequence diagrams. After the
implementation of all the frameworks, the graphical user interfaces are presented.
Development phase:
The prototype of the game is developed by using scratch programming software that
can be downloaded from its official website (http://scratch.mit.edu). After the
downloading of the software, it can be installed on a personal computer or laptop.
Other software also have been used in the process of developed the game that are
Adobe Photoshop CS4 and Photoscape version 3.6.3 for the editing graphic purposes.
Quality phase:
After the completion of developing the game prototype, it will be tested for quality
checking which essential determining the project are at which level. Besides the
quality of the game, the content of the game also is checked and tested before it
delivers to the target users. Although Scratch does not involve or occur any bug in the
code, there is still a concern with other errors. Hence, the most important testing to be
carried out is to ensure that the game fulfil all the requirements of the target users.
Implementation and Evaluation phase:
In implementation and evaluation phase, target users play a role here which they will
evaluate the effectiveness and usability of prototype.
4. RESULTS & ANALYSIS
The results of the paper are based on the development of the game. Before the
implementation and evaluation of the game carried out, the analysis of requirements
and the designs are done. The phases in the development are iterated to each other in
order to make the game development are proof to be successful. The implementation
of the game is based on the implementing the game functions and creating the game
as a whole. Furthermore, for each of the evaluation there will be a modification occur
if required to meet the all the requirements. In addition, introduction to scratch
programming also mentioned in this paper.
4.1 Introduction to Scratch 2 Offline Editor
Mathness game will be developed using Scratch 2 Offline Editor software that can be
downloaded from its official website. In this software, it uses the scratch
programming language.
Figure 2: Overview of Scratch 2 Offline Editor
The snapshot above shows the interface of the Scratch 2 Offline Editor. It has four
main panes on the windows. The large pane on the upper left is the stage, where all
the actions happen. The bottom left pane shows thumbnails of all sprites in the
project. The middle pane is the syntax palette with buttons to select the categories,
with folder tabs to view, edit the costumes and sounds owned by that sprite. The large
pane on the right is where all the scripts of commands are placed. For the ease of
writing or develop programming, there is a total of 8 syntax which are Motion, Looks,
Sound, Pen, Control, Sensing, Operators and Variables. Plus, all the command blocks
are categorized by colour-coded to help users find related blocks. Finally, to start
scripting, users only need to drag the command blocks to construct the code.
4.2 Mathness Game
Unlike any other games, Mathness game is not required to install into user’s
computer. The only thing that needs to be considered here is that as long as users have
the Scratch 2 Offline Editor in their computer, they can play it whenever and
wherever they want. They also can play the Mathness game online through the official
website by uploading the game to the website with their personal account. Once the
game launches, the first thing users might see the main interface of the Mathness.
Users do not require to enter any information on the main page because the only
things that appear are few buttons to allow users to go to other pages. The four buttons
at the main page shows are Take Quiz button, Play Game button, Learn Lesson button
and Setting button. For the Take Quiz button it will bring the users to Quiz page, as
for Play Game button, it will bring the users to Game page, as for Learn Lesson
button, it will bring the users to Lesson page and for Setting button, it will bring the
users to Setting page. Figure 3 illustrate the design of main page for Mathness game.
Figure 3: Main Page of Mathness Game
5.0 CONCLUSION
It is no doubt that our education in Malaysia has been improved throughout this recent
years. In accordance with the proposition of Ministry of Education which mentioned
that the contact hours in the learning process between the students and the computers
should be increase. Hence it is crucial to expose the children at the early stages of
their age to the IT environment especially in their education. The exposure to the IT
environment should not only limited on using it but including on the developing.
The advancement in the field of Computer Science (CS) and Information Technology
(IT) in the environment of education had been broadened in the advanced countries
such as United States, Germany, etc. Our country should take a lesson from these
advanced countries to increase our level of IT area and educational performance. An
introduction to scratch programming is one of the good ways to introduce the skills in
the IT area. This can be proofed through lots of initiatives taken by a group of non-
government or educators in those advanced countries by using scratch programming
as one of the platforms. The attractiveness of the Scratch software itself can capture
children interests and easy to be learned.
Therefore, through such research on the development of the IT area and education
improvement can be a good combination to enhance children skills and knowledge in
both areas in a more interesting way.
ACKNOWLEDGEMENTS
The author would like to acknowledge the support and contribution of this work to the
Faculty of Computer Science and Information Technology (FCSIT), Universiti
Malaysia Sarawak (UNIMAS). The appreciation also goes to the final year project
coordinator of the FCSIT, Professor Dr. Wang Yin Chai for providing the project
guidelines and also to Madam Nurfauza Jali and Tuan Haji Syahrul Nizam Junaini for
their guidance throughout the final year project and helping to proof read this paper.
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