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-Trainer- Code

===<div class = "center"><font size="3" face="calibri"><p>Project

Teacher</p></font></div>===
<table width = "60%" align = "center">
<tr bgcolor="#184376">
<th text-align = "left" width="220" height = "40"><font color = "#E1E5ED">
Name </font></th>
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Position </font></th>
<th text-align = "left" width="220" height = "40"><font color = "#E1E5ED">
Email </font></th>
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<tr bgcolor="#ffffff" >
<th text-align = "left" width="220" height = "40"><font color = " #000000">
Manuel L. Calimlim, Jr. </font></th>
<th text-align = "left" width="220" height = "40"><font color = " #000000">
SHS Bootcamp Trainer </font></th>
<th text-align = "left" width="220" height = "40"><font color = " #000000">
manuelc@apc.edu.ph </font></th>
</tr>
<br>
</table>

BELOW PROJECT TEAM:

-Introduction- Code

==<b>Introduction</b>==
<p> Buko Games is a casual indie RPG development team that aims to deliver volume
in their
works for the sake of the wide consumer ranges that this game will offer. We had
options in making a game or a paperless environment for the hospital system
giving them efficiency not only for the patients but for the staff as well.
After careful deliberation we chose to continue our passion in game development
thus Buko Games was born.
We will be making Ram:Life(An APC Based RPG), the mentioned game will aim to
promote the student life within the school,
the health of the community, school environment and opportunities that it offers.
Players are to follow the story of
two characters on how they will tackle certain dilemmas and consequences made by
their actions.</p>
<br>

-Background of the study- Code

==<b>Background of the study</b>==

<p> Background Of The Study.
We are a group of students trying to promote the APC by making a role-playing game.
Our target player are the students, future students and their parents. Our goal is
to promote APC. As a student, we know how hard for a student like us to choose a
good college/school that will help them achieve their dreams. It is really a
struggle for a student if they are enrolling on a school, they don’t have
background about. They say, if you want to know more about something, you should
come and see it or put yourself into it. Same to schools. But that is not necessary
if you want to know more about APC or if you want to be a part of APC community.
How? Our game could help you. You don’t need to set a date/time to visit APC
because our game could make you feel like you are already a part of it. You can
engage yourself to the school by just playing our game. How? Since our goal is to
promote APC, we are going to showcase APC’s facility, culture, programs,
environment and activities using our game.
Since the group hasn’t started on developing and producing the game yet, what you
are reading here is the plans and possibilities that the group is already
discussing. Some ideas about the game will be coming from the students that the
group have interviewed
The group decided to make it a Role-Playing Game (RPG). Why? because it is the
best genre of game that a player would feel like they are really a part of it. How?
By playing it in your own decision/risk which RPG is really about. The player is a
student of APC. Since we are showcasing APC’s environment, we are going to use
APC’s facility itself so it could be more realistic/believable to the player that
they are really a part of APC community.

We have also came up with a SWOT analysis for our game so that we could adapt for
future development
Strengths:
-Gamification as means of marketing is unique and interesting
-Simple, straightforward, and relatable content.
-Old school 2D graphics which encourages nostalgic events.
-Playable on both PC and Mobile, which are the most abundant devices available.
Weaknesses:
-Might have bugs, glitches, or exploits upon initial release.
-Device compatibility such as resolution might not be fully optimized for mobile
phones.
-Some content in the story might be offensive.

Opportunities
-The game could be a deciding factor for a student to enroll in APC
-Future updates keep the game relevant

Threats
-Although gamification for advertising is not very usual, we are not immune from
future competitors who want to take advantage of it.
-Updates are needed in order to keep up with the standards of technology.

</p>
<br>

Ikaw na bahala kung pano mo icocode ung SWOT. <b></b> for boldface. <i></i> for
italic. * for star :)

-Background of the study- Code

==<b>Objectives</b>==
<p>
<b>General</b>
*A game to promote schools, in our case, Asia Pacific College..
<b>Specific</b>
*Creating an understanding on how “Culture” works in Asia Pacific College.
*A fresh new way in advertising schools.
*Persuade future Senior High School or College students to enroll Asia
Pacific College.
 *Bring back the nostalgic feel from old gaming.
*Contain testimonies or stories from students and former students.
</p>
<br>

Review of related literature c0de

==<b>Review of Related Literature</b>==

<b> I. Related Studies </b>

1.<b> Character design fundamentals for Role Playing Games </b>

<p> Summary by Brian Dofitas</p>
<br>
<p> With the sudden rise of MMORPG everyday every day millions of people interact,
collaborate, and form
relationships with each other through avatars and in online environments. MMORPGs
are the only existing
gaming platform designed in a Virtual Reality(VR) setting where millions of users
immerse themselves
inside the game and interact with other players like a daily basis. Unlike offline
Role playing games, these
type of games revolve around a story where you alone must progress, just like
playing a story or being
immersed in reading a book, what makes a role playing game good? The characters and
the story.
A detailed character design is a way to strengthen a role playing game experience.
Characters that are well
defined and is consistently communicated to players is always an important
ingredient and every possible
element that makes immersion is important. Delight in pretending diversions, be
that as it may, has twofold
rationale. From one viewpoint, it requires character inundation yet then again it
generally requires
concurrent information that one is playing a game. Control of the circumstances (as
a player of the game)
also, information that situations in the game has no genuine outcomes can make even
unpleasant results and
disappointments of a character pleasurable for a player. The player's activities,
in any case, make it
conceivable to break a diversion and ruin the deception for both oneself and
different players; a player can
play a diversion as they like or even decide not to play. Along these lines, it is
obvious that submersion is
in danger when players act. How at that point, should games be planned, so as to
help going about as a
character, or character
Emotions, then, mark the junctures in our actions. Something has happened that is
important to us.
Emotions then are the processes that allow us to focus on any problem that has
arisen, and to change
course if necessary. And if we ask what the readiness is about, or what the plans
are about, for most part
they concern other people. (ibid, 106)
Emotions has always been a key in role playing games. For understanding gaming
experience always
understand how a player interprets the story of the game, one important part of an
experience is emotions,
which many previous games consider relation with having goals especially in role
playing games.
Objectives and goals are the foundation of character immersion and emotional
experience. As the player
evaluates the character’s goals meaningfully and takes them as hers in the game,
she is able to experience
“shared emotions” - to know what the character would feel during that situation.
How the player
willingly accepts the character’s goals depends on the reason they seem in light of
the character. Simply
saying accepting the character’s goals are one of the failsafe ways for the player
to achieve meaningful
action in a game.
This study will help the design of the characters and will give us more insights
for our story
development and character designing. Another would be the conflicts of the story
where we can
emphasize on the story and the situations that will make our game more immersive,
relatable and a
meaningful experience to play. </>

2. <b>The Next Generation of Educational Engagement </b>

<p>Summary by John Christopher Langcaoun </p>
<br>
<p>
This research talks about the future generation of education and how games can be
an asset of education.
It starts with explaining the changes in the new generation (or NetGen’ers) in
which in this generation,
people are mostly exposed to the internet and technology, that because of the
accessibility the students get
from the internet, their access to information is wider, making them digitally
literate.
It then proceeds to the changes of students’ way of learning. That NetGen’ers tend
to be more immersed
on teamwork and experiential activities, and this is where video games are
introduced that because of this
way of thinking from the NetGen’ers and the growth of video games, large portion of
students in schools
are usually into playing video games.
It follows with the uses of video games, that video games aren’t all just pure
entertainment, that it also
makes players learn, it makes players learn by giving the players experiences in a
simulation in which
they adapt to, to beat and end. These experiences are not only fun but it also
enhances the adaptability
skill of the player to any situation. An example would be role-playing games, in
these types of game
everyone assumes a role, they act it out, and in the end they interact with one
another. This type of
interaction allows the player to understand the different roles, personalities, and
situations.
The research concludes with games are part of our social and cultural environment.
That even though that
video games were made to provide entertainment, it has its components and elements
in which makes it a
tool for learning, but with games being a learning tool it cannot be a complete
replacement to the standard
education system.
This research is relevant to our game because one of our game’s purposes is to
educate about the systems
of APC and we want to immerse the players in a simulation on what it’s like being a
student in APC
without having go through the experience
</p>
<br>

3. <b>The use of computer games as an educational tool: identification of

appropriate game types and game elements </b>
<p> Summary by Austin Lopez De Leon</p>
<br>
<p>The research talks about what students identify as relevant teaching
material,what interests them
the most, and what their preferences are when it comes to beingeducated while
playing video
games. The study is relatively old, but the students were able to come up with
games when
brought up with the question "Does this even educate".
As part of the research, 20 biology students of mixed races were invited to
participate in playing
four games:Zork Nemesis, SimIsle, Duke Nukem, Red Alert.According to the conclusion
of the
experiment, it seems that the said students have high preference for 3D games that
had the
genres "shoot-em-up" and "adventure" (The games in study, Zork Nemesis, Duke Nukem,
and
Red Alert), which had a high satisfactory rating, and low preference for
"simulation"(The game
SimIsle), which had the lowest satisfactory rating.
In accordance to the rating of the games, the researchers were able to conclude
that the most
important elements for education in video games is the utilization of logic,
memory,
visualization, and problem solving.
This study is relevant and important to the development of our game because the
purpose of
our game is to educate future players about our school, Asia Pacific College. It is
our game's job
to immerse the player in content that they can relate to and at the same time,
entertain them. This
helps us realize what players want to experience and see when playing our game and
this helps
us improve the quality of the game by keeping our players interested in the game at
all times.
Rest assured, the game will have a lot of utilization of the said elements (logic,
memory,
visualization, and problem solving.) as it is a there are some puzzle elements in
the game. </p>
<br>

4. <b> Gamifying the University Library: Using RPG Maker to Re-Design Library
Induction
and Online Services</b>
<p> Summary by Austin Lopez De Leon </p>
<br>
<p>The study suggests that to emulate an experience and an environment where they
only have to
use their devices, specifically mobile phones and personal computers. This saves
the time of
having to physically go out and experience reality. The emulation in mind was the
use of RPG
MAKER, an easy to use program that’s widely popular among game developers. In this
case,
RPG MAKER was used to remake a library’s induction and online services.
“Game-based learning refers to the borrowing of gaming principles and applying them
to
nonentertainment purposes to engage users in fields such as, but not limited to
education,
business and health. (Trybus 2015). Game-based learning has been adapted to immerse
and
motivate users
(Garris, Ahlers and Driskell, 2002; Rooney, 2012; Arnab et al, 2013)”
The statements above made by cited researchers means that people are actually
already
utilizing game-based learning in order to bring the learning experience to a whole
new level,
meaning that instead of just casually reading boring text references or studying
physical books,
you can learn by actually immersing yourself in the experience of one environment.
For
example, I could create a game in which you’re an office broker, where the
“missions” you have
are the office requirements and deadlines that need submission. When your deadline
ends and
you have not accomplished your required missions, you lose the game. Having an
experience
like that emulates what it’s like to be an office worker. And since it’s just a
game, you don’t have
to go out of the way to apply and experience the job. That’s the very essence of
game-based
learning, creating an emulation of an environment and experience which saves you
time and
effort.
This is important for our study because like the research, we will be also using
the game
engine RPG MAKER, this study will help us prove that one of the most optimal and
interesting
way to educate people our school is through game-based learning. We will emulate
the school
life of various characters, their experiences, and the environment they are in,
through the game
engine RPG MAKER </p>
<br>

5. <b>How gamification motivates: An experimental study of the effects of specific

game design
elements on psychological need satisfaction </b>
<p> Summary by Austin Lopez De Leon </p>
<br>
<p>The term gamification emerged in the early 2000s (Marczewski, 2013), and has
been the focus of
increased attention since the beginning of the 2010s (Deterding et al., 2011,
Werbach and Hunter,
2012).
Gamification means introducing game related rules such as but not limited to scored
objectives, competition, points to an otherwise real world context that has no
existing
gamingpurpose. The purpose of the study was to study on how and why gamification
motivates
people and fulfills their psychological need satisfaction. The researchers were
able to initially
express that gamification gives human motivation and performance and they were able
to
think of existing research to support this claim. However, According to the
researches, some
studies treated gamification as a “generic construct”. But the researchers were
able to counter
those studies by explaining the diversity of applications made due to a wide
variety of video
game designs. The researchers then analyzed specific game designs and analyzed if
it fits a
psychological need, and then reached a conclusion.
The results were that badges, leaderboards and performance graphs affects the
competence need satisfaction of the player while social relatedness was affected by
stories,
avatars, teammates, as well as perceived tasks. With these findings, they were able
to conclude
that gamification was not too effective, but some specific game designs had
specific
psychological affects as mentioned in the results.
This study is important because we are to gamify the school Asia Pacific College.
The
research may suggest that gamification is not effective, but the psychological
effect we get is of
equal value. This study might help us design features that might give motivational
and
psychological effect that we desire. We will look more into studies of gamification
to come up
with better decisions on what we should implement on our games. </p>
<br>

6. <b> Harnessing the Power of Games in Education </b>

<p> Summary by Brian Dofitas</p>
<br>
<p> Players are experienced with more power in learning unlike in the classroom.
The video game's key in education is
not it's immersive graphics rather the levels that were designed in the game. Each
level revolves around the outer limits
of each player's abilities. Though some games were misunderstood, like the first
person shooters were termed as
"Murder Simulators" by Grossman, since the militaries uses such games to train
troops to kill, they define the same
pedagogical function in our everyday lives.
Games were their favored medium of entertainment yet, stayed suspicious of their
instructive use. As one understudy
clarified, "The greatest hesitation with instructive programming is the quality.
Most look like infomercials, appearing
low quality, poor altering, and low generation costs."
Games before were focused more on the early childhood rather than creating a more
sophisticated game for late
adolescents, who are the core game market. Then came along Civilization, SimCity,
Railroad Tycoon games that have
demonstrated and can model complex social, scientific and economic progresses.
These games are explicit to which
degree they will base the games on significant theories old or new, theories of how
cities work or how they evolved.
Games are not just issues or riddles; they are micro worlds, and in such conditions
students build up a much firmer
feeling of how explicit social procedures and rehearses are entwined, and how
unique assemblages of learning identify
with one another. In that sense, they take after great world issues, where students
are welcome to isolate the information
they need from a considerably more unpredictable field of data and after that apply
it toward explicit errands. In the
exemplary word issue, in any case, the majority of that extra data is viewed as
mess or diversion that throws
understudies off from their quest for what they have to react to an allotted issue.
Here, understudies can draw which
means from each component in their condition to take care of issues that develop
naturally from their very own
objectives and interests.
Orson Scott Card believed that games have so much potential in the use of
education. Being able to explore the virtual
world makes an educational game a good one, such as Civilization III allowing
students or the players to recreate or
replay history in big scales, while Revolution allows the players to play history
through the eyes of a colonial America.
Being able to learn through games is more than just getting a body of historical
facts, they are also able to solve
solutions and be able to master the fundamentals of the game. Games are one of a
kind in that they have decides that
oblige activity, compelling players to oversee assets and make exchange offs. Great
diversions are about decisions and
results, and great instructive diversions compel players to shape hypotheses and
test their thinking against recreated
results. Diversions energize pretending, which can, in the instance of Prospero's
Island, help understudies to more
readily comprehend the idea of showiness, furthermore, by and large, to embrace
distinctive social jobs or recorded
subjectivities.
With this study we are well aware how we can immerse our players through our game
on how we can use real life
incidents, stories and personal experiences that the players will be able to relate
to and be able to understand the
conflicts the game and how the player will effectively solve through puzzles and
levels designed by us. </p>
<br>

7. <b> How gamification motivates: An experimental study of the effects of specific

game design
elements on psychological need satisfaction </b>
<p> Summary by Juriz Calma </p>
<br>
<p>The term gamification emerged in the early 2000s (Marczewski, 2013), and has
been the focus of
increased attention since the beginning of the 2010s (Deterding et al., 2011,
Werbach and Hunter,
2012).
Gamification means introducing game related rules such as but not limited to scored
objectives, competition, points to an otherwise real world context that has no
existing
gamingpurpose. The purpose of the study was to study on how and why gamification
motivates
people and fulfills their psychological need satisfaction. The researchers were
able to initially
express that gamification gives human motivation and performance and they were able
to
think of existing research to support this claim. However, According to the
researches, some
studies treated gamification as a “generic construct”. But the researchers were
able to counter
those studies by explaining the diversity of applications made due to a wide
variety of video
game designs. The researchers then analyzed specific game designs and analyzed if
it fits a
psychological need, and then reached a conclusion.
The results were that badges, leaderboards and performance graphs affects the
competence need satisfaction of the player while social relatedness was affected by
stories,
avatars, teammates, as well as perceived tasks. With these findings, they were able
to conclude
that gamification was not too effective, but some specific game designs had
specific
psychological affects as mentioned in the results.
This study is important because we are to gamify the school Asia Pacific College.
The
research may suggest that gamification is not effective, but the psychological
effect we get is of
equal value. This study might help us design features that might give motivational
and
psychological effect that we desire. We will look more into studies of gamification
to come up
with better decisions on what we should implement on our games. </p>
<br>

8. <b> RPG MAKER in the classrooom: Creativity, and logic to build games and
confidence</b>
<p> Summary by Austin Lopez De Leon</p>
<br>
<p>The blog talks about the experience of a college student, who was a computer
enthusiast, in
developing a game using the very popular RPG MAKER system. The writer continued to
express that she
had a lot of fun and learning experience from making the game.
The writer explained that she used RPG MAKER VX Ace, which is another older version
of
RPG MAKER MV, which she was excited about upon hearing about its release date. She
continued that
it’s one of the easiest game making systems to go onto because there’s little to no
coding and art
experience required, and that users with enough experience can still create very
high quality games that
sell a lot.
The writer then tells us that while you do have an idea about a game, and would
like to create it
as soon as possible, it’s not just simply an idea to game thing. There are a lot of
processes involved such
as the pre-production, production, and post production stages, which have several
categories in them.
The writer also tells us that RPG MAKER is a really nice tool for innovating
creativity and
promoting critical thinking its users, which is an important aspect. It promotes
creativity because it lets
students create areas using the game’s featured tile sets and textures or they can
expand their creativity
even further by downloading or creating their custom tile sets and textures. It
promotes critical thinking
because while there is little coding required, you have to create scripts for the
events in your game so
there will be a flow of the game.
Finally, while it seemed like there was a lot going on, that was not even basics.
There’s a lot of
depth in RPG MAKER and it’s the job of its learners to dive deep and explore the
possibilities and
capabilities of creating games with RPG MAKER.
This is very important and relevant for our game because most, if not, all, the
members of our group is to
learn about RPG MAKER. And with this blog, we’ll know the very basics and create
pathways and
guides for the development of our future game.
</p>
<br>

<b> I. Related Systems </b>

-Significance of study- Code

==<b>Significance of the Study</b>==

Since nasayo ung kay Natski and ikaw din nag pasa nung related systems, ikaw na
tumuloy.
Adieu

REFERENCES
IKAW NA MAG CITE NG MAAYOS LALAGAY KO NALANG UNG LINK YUNG IBA OK NA
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https://www.researchgate.net/profile/Petri_Lankoski2/publication/200010276_Characte
r_Design_Fundamentals_for_Role-Playing_Games/links/54eb0aa20cf27a6de115daae.pdf
2. Oblinger, D.G., 2004. The Next Generation of Educational Engagement. Journal of
Interactive Media in Education, 2004(1), p.Art. 10. DOI:
http://doi.org/10.5334/2004-8-oblinger
3. https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-8535.00121
4.Referencehttps://search.proquest.com/openview/3cdfe8e644783690d700196f9723ac03/1?
pqorigsite=gscholar&cbl=1796419
5.https://www.sciencedirect.com/science/article/pii/S074756321630855X
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nX3HQcASk%3D&response-content-disposition=inline%3B%20filename
%3DHarnessing_the_power_of_games_in_educati.pdf
7. https://www.sciencedirect.com/science/article/pii/S074756321630855X
8.http://blog.rpgmakerweb.com/education/rpg-maker-in-the-classroom/