Mandaue City Comprehensive National High School

TVL CSS

PC Building Simulator: Its effectiveness for CHS/CSS students in MCCNHS

Group 1

Marc Christian Lising

JorryDagle

Fritzie Comoso

RachelynDelposo

Jester Genosa

Paul Fugata

Carl Jay Labiste

Submitted to: Mr. Kier Libradilla

Introduction

Over the course of the video game history, educational games were known to change

learning styles from the traditional practice to the digital ways. Educational games were not

much of thing for educators before, since they do not know the potential and the ability to use

games for educational purposes (Becker, 2007), and only focused on the social consequences of

the game (Squire, 2003). In contrast to that, a triad of student teachers, led by Don Rewitsch,

managed to make an educational video game for their students back in 1971. The game was

called “Oregon Trail,” and it gained positive criticism from both educators and students. Its

purpose was to teach their students about the history and geography of the America during

1800s. Students would find video games preferable for learning, for its rich visual that looks

exciting awe and pleasure (Poole 2000); they can be motivated by fun (Bisson and Luckner

1996) and its instant feedback to a certain challenge, where the ambience of information

makes an immersive experience for students who focus on completing the tasks.

On January 29, 2019, a game company called The Irregular Corporation, together with

an independent developer Claudiu Kiss released a game called PC Building Simulator.The game

is focused around owning and running a workshop that builds and maintains PCs like

assembly/disassembly of the system unit, installing antivirus, and so on. It refers reality

components from brands like ZOTAC, Corsair, Intel, and NVIDIA among varied alternative

makers.
 Since the game simulates on how you own a PC workshop and fixing PCs, we would like

to test if the game would have improvements to CHS/CSS students who played it. We would

only focus on the part where you build a PC and test it if any such ways are applicable in real life

situations. The goal of this study is to determine the effectiveness of PC Building Simulator to

CSS/CHS Students

Statement of the problem

This study aims to determine the effectiveness of PC Building Simulator to CSS/CHS

Students of MCCNHS. Specifically, it aims to answer the following questions:

1. Does playing PC Building Simulator affects these factors of the CSS/CHS students:

i) Hands-on performance

ii) Speed

iii) Knowledge

2. What is the feeling of the students towards to the app itself?

Significance of the Study

This study can be favorable to the following:

CSS/CHS Students– Students will be able to explore their vocational skill by immersing

themselves in virtual world, without the expense of real materials.

Teachers – With the result of the study, they will able to track and assess the students’

performance and knowledge about computers.

Simulator. This will be a great help for them to understand their study and use the result of the

research as a reference.

Scope and Limitation

In this study, we will focus on PC Building Simulator and its ability to improve students

performance. Specifically, it only covers the part where you assemble and disassemble

computer parts, and installing software OS, and the essential programs like Antivirus. Students

will also test their PCs if its functioning or not. It doesn't include the performance of the PC

itself.

Chapter 2

Review on Related Literature and Studies

This chapter presents the related literature and studies given by computer researchers which

were relevant to this study.

Related Literatures

Mitchell and Smith (2004) found that computer games appear to be firmly entrenched in youth

culture (e.g. Randel et al. 1992; Griffiths 1996, 1999; Anderson and Bushman 2001; Bensley and

Van Eenwyk 2001) and are also increasingly used by people into their late twenties and

beyond–no doubt as the gaming generation matures. Computer games engage. They are
seductive, deploying rich visual and spatial aesthetics that draw players into fantasy worlds that

seem very real on their own terms, exciting awe and pleasure (Poole 2000). They motivate via

fun (‘part of the natural learning process in human development’, Bisson and Luckner 1996,

page 112), via challenge and via instant, visual feedback within a complete, interactive virtual

playing environment, whereby ambience information creates an immersive experience,

sustaining interest in the game. They are fast and responsive, and can be played against real

people anywhere in the world, or against a computer. They handle huge amounts of content

and can be instantly updated and customised by individual players (Prensky 2001). They

indicated that producing educational games that are true games is a worthwhile activity.

Indeed, it is a necessary development if they are to reach out to current and future generations

in ways that cater for their needs and expectations. Educators and industry experts must work

together to research the computer culture, to ensure that innovations are capable of engaging

and sustaining interest. Designers should not only explore ways of combining new technologies

such as mobile networking, context-aware computing and sensor-based computing but should

also ensure the new generation of edugames builds on the principles of successful commercial

games such as risk–reward structures.

De Aguilera (2003) deduced that, for learning, video games are of unquestionable importance,

and can be used, in fact have already begun to be used, at different academic levels. In addition

to stimulating motivation, video games are considered very useful in acquiring practical skills, as

well as increasing perception and stimulation and developing skills in problem-solving, strategy

assessment, media and tools organization and obtaining intelligent answers. Of all the games

available, simulators stand out for their enormous educational potential.

offered by a range of 'edu-tainment' software wholly or partly intended for home use. It

focuses on two key dimensions of interactivity – the extent of learner control, and the forms of

feedback – and traces these across three main software 'genres' – drill-and-practice packages,

exploration/reference works and educational games. The article concludes that, despite the

claims of publishers and marketers, the interactivity of most educational software remains

extremely limited.

Okan (2004) argues that what is essential is realizing that education is concerned with the

development of cognitive structures and that educational technology is a medium, not a

pedagogy that is useful in creating such learning environments. In this context, it may be time

to examine critically the educational potential of edutainment software together with the

advantages and disadvantages it might bring to the instructional process. The discussion begins,

after a brief definition of edutainment, with an understanding of what technology and

education entail. Then the discussion broadens to a critique of problems with edutainment

drawing on the findings of educational psychology.

Related Studies

Grantcharov (2004) examined the impact of virtual reality (VR) surgical simulation on

improvement of psychomotor skills relevant to the performance of laparoscopic

cholecystectomy. Surgeons who received VR simulator training showed significantly greater

improvement in performance in the ORthan those in the control group. VR surgical simulation is
therefore a valid tool for training of laparoscopic psychomotor skills and could be incorporated

into surgical training programs.

Amory (1999) initiated a research to identify the type most suitable to their teaching

environment and to identify game elements that students found interesting or useful within the

different game types. A group of twenty students played for commercial games ( SimIsle, Red

Alert, Zork Nemesis and Duke Nukem 3D). Results that students prefer 3D-adventure (Zork

Nemesis) and strategy games (Red Alert) to the others types (‘shoot-em-up’, simulation) with

Zork Nemesis ranked as the best. Students rated game elements such as logic, memory,

visualization and problem solving as the most important game elements. Such as elements are

integral to adventure games and are also required during the learning process. They present a

model that links pedagogical issues with game elements. The game space contain a number of

components, each encapsulates specific abstract or concrete interfaces. Understanding the

relationship between educational needs and game elements will allow us to develop

educational games that include visualization and problem solving skills. Such tools could

provide sufficient stimulation to engage learners in knowledge discovery, while at the same

time developing new skills.

Virvou (2005) explore several issues concerning the educational effectiveness, appeal and

scope of educational software games through an evaluation study of an Intelligent Tutoring

System (ITS) that operates as a virtual reality educational game. The results of the evaluation

show that educational virtual reality games can be very motivating while retaining or even

improving the educational effects on students. Moreover, one important finding of the study

was that the educational effectiveness of the game was particularly high for students who used
to have poor performance in the domain taught prior to their learning experience with the

game.

Squire (2011) examines the history of games in educational research, and argues that the

cognitive potential of games have been largely ignored by educators. Contemporary

developments in gaming, particularly interactive stories, digital authoring tools, and

collaborative worlds, suggest powerful new opportunities for educational media.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, the research environment, and the procedures used

to answer the problems identified in the study.

Research Design

This study used a Quasi-Experimental to examined the effectiveness of PC Building

Simulator to experienced CSS students of MCCNHS. Quasi-Experimental is a quantitative

method of research seeks to establish a cause-effect relationship between two or more

variables. The researcher does not assign groups and does not manipulate the independent

variable. Control groups are identified and exposed to the variable. Results are compared with

results from groups not exposed to the variable.

A purposive sample is a non-probability sample that is selected based on characteristics of a

population and the objective of the study. The respondent should be inexperienced in using PC

Building Simulator.

Research Respondents

The respondents of this study are the CSS Senior High School Students in Mandaue City

Comprehensive National High School who had experience of assemble and disassemble of PC

and have not played PC Building Simulator. We will choose at least 30-60 students and group

them with 1:1 ratio: Experimental Group and Control Group.

Research Instruments

The instrument used was a researcher made- questionnaire consisting of close-ended

questions to gather the needed data. This involves using a rating scale to measure and evaluate

the performance of the students, skills, knowledge, processes etc.

Research Environment

This study will be conducted at the Mandaue City Comprehensive National High School

located in Plaridel St. Reclamation Area, Mandaue City, Central District,Cebu. Below is the

geographical location of the research environment.

researchers are from Mandaue City.

Data Gathering and Procedure