ANDROID-BASED EDUCATIONAL

MATHEMATICS LEARNING APP

FOR PRIMARY 4

LAI SHWU HUOY

FACULTY OF COMPUTING AND INFORMATICS

UNIVERSITY MALAYSIA SABAH

2015

ANDROID-BASED EDUCATIONAL

MATHEMATICS LEARNING APP

FOR PRIMARY 4

LAI SHWU HUOY

THESIS SUBMITTED IN PARTIAL

FULFILLMENT FOR THE DEGREE OF BACHELOR

OF COMPUTER SCIENCE

FACULTY OF COMPUTING AND INFORMATICS

UNIVERSITY MALAYSIA SABAH

2015

ii

SUPERVISOR’S DECLARATION

NAME : LAI SHWU HUOY

MATRIK NO. : BK11110132

TITLE : ANDROID-BASED EDUCATIONAL MATHEMATICS

LEARNING APP FOR PRIMARY 4

DEGREE : BACHELOR OF COMPUTER SCIENCE

(SOFTWARE ENGINEERING)

VIVA DATE : 24 JUNE 2015

CERTIFIED BY

1. SUPERVISOR

Dr. Lau Hui Keng

Signature

_________________

iii

DECLARATION

I hereby declare that the material in this thesis is my own except for quotations,

summaries and references, which have been duly acknowledged.

14 June 2015 ..............................

Lai Shwu Huoy

BK11110132

iv

ACKNOWLEDGEMENTS

"Reflect upon your present blessings, of which every man has plenty; not on your past

misfortunes, of which all men have some." --- Charles Dickens

This final year project would not have been success without the support of many

people. Here, I would like to express my deepest gratitude and appreciation to all

those who had provided me the possibility to complete this report. First and foremost,

I would like to thank God for His blessing, companion, wisdom and guidance all along

the journey in my life. Second, I would like to thank the dean of Faculty of Computing

and Informatics, for giving me the permission to conduct study and testing in three

primary schools in town. I would like to thank my supervisor, Dr. Lau Hui Keng, for his

guidance and support throughout the whole project, examiner, Dr. Norazlina Khamis,

provided many insightful comments and constructive criticism, and panel, Mr.

Norhisham Razali. Besides, I would like to express my gratitude to other lecturers who

had taught me this four years. Greatest thanks for the knowledge and skills I learnt

which added merit to my project and life. Third, I would like to thank all of the primary

school committees from SK Kelombong, SJK(C) Yick Nam and SK Darau, for the

cooperation and participation in questionnaires and user acceptance testing session for

this project. Special thanks to Wong Yeang Chiong, who had spent his precious time in

reviewing the work and provided many insightful comments. Without his enthusiasm,

advice and guidance, especially in software testing field, this project work would never

had become a reality. Furthermore, I would like to thank my family for the financial

and moral support. Lastly thanks to my friends, Mok Hui Juan, Siti Aisya, Raymond

Chan, Kwek Ser Hao, Edward and Veronica Martin.

Lai Shwu Huoy

14 June 2015

v

ABSTRACT

Using smartphones and tablets to learn is becoming a growing trend. However, there are not many educational apps on the market. In addition, the target demographic is not clear or focused to a specific group. In GooglePlay Store, it is found that only nine Mathematics learning apps are based on Malaysian school syllabus. Therefore, the objectives of this work are (1) to design an educational Mathematics learning app for primary 4 students based on Malaysia primary school syllabus KSSR model, (2) to develop the educational Mathematics learning app on android platform and (3) to evaluate whether the developed app is effective to help students on Mathematical skills. The methodology uses to develop the app is agile extreme programming development. For software testing, functionality testing is performed in unit testing level whereas user acceptance testing and compatibility testing is performed in acceptance testing level. The advantages of the developed app are more interactive and attractive graphical views. However, limitations are it consists limited questions and large app size.

vi

ABSTRAK

Android-Based Educational Mathematics Learning App for Primary 4

Menggunakan telefon pintar dan tablet untuk belajar menjadi satu trend yang semakin meningkat. Walau bagaimanapun, tidak banyak aplikasi pendidikan terdapat di pasaran. Di samping itu, demografi sasaran tidak jelas atau memberi tumpuan kepada kumpulan tertentu. Dalam GooglePlay Store, didapati bahawa hanya sembilan Matematik aplikasi pembelajaran berdasarkan sukatan pelajaran sekolah Malaysia. Oleh itu, objektif kajian ini ialah (1) untuk mereka bentuk sebuah Matematik pendidikan aplikasi pembelajaran untuk sekolah rendah 4 pelajar berdasarkan sukatan pelajaran sekolah rendah Malaysia model KSSR, (2) untuk membangunkan pendidikan aplikasi Matematik pada platform android dan (3) untuk menilai sama ada aplikasi ini berkesan untuk membantu pelajar dalam kemahiran Matematik. Metodologi yang digunakan untuk membangunkan aplikasi ialah agile extreme programming development. Untuk ujian perisian, ujian fungsi dilakukan dalam tahap pengujian unit manakala ujian penerimaan pengguna dan ujian keserasian dilakukan dalam tahap ujian penerimaan. Kelebihan aplikasi ini ialah paparan grafik lebih interaktif dan menarik. Walau bagaimanapun, batasan ialah mengandungi soalan yang terhad dan saiz app besar.

vii

TABLE OF CONTENTS

Page

TITLE i

SUPERVISOR’S DECLARATION ii

CANDIDATE’S DECLARATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES x

LIST OF FIGURES xii

LIST OF APPENDIX xvii

CHAPTER 1: INTRODUCTION 1

1.1 Introduction 1

1.2 Problem Background 1

1.3 Problem Statement 3

1.4 Objectives 4

1.5 Project Scope 5

1.6 Organization of the Report 6

CHAPTER 2: LITERATURE REVIEW 9

2.1 Introduction 9

2.2 Review on Types of Mobile Application 9

2.3 Review on Mobile Educational Learning Apps 12

2.4 Comparison of Existing Apps 16

2.4 Conclusion 18

CHAPTER 3: METHODOLOGY 19

3.1 Introduction 19

3.2 Selection of Development Methodology 19

3.3 The Agile Extreme Programming Development Methodology 20

viii

3.4 Hardware and Software for Development 25

3.4.1 Hardware used to build the game 25

3.4.2 Development Tools Descriptions 25

3.5 Conclusion 27

CHAPTER 4: SYSTEM ANALYSIS AND DESIGN 28

4.1 Introduction 28

4.2 System Analysis 29

4.2.1 Requirements Structuring - Analysis of Objectives and

Structure of Curriculum Specification for Primary 4

Mathematics by Ministry of Education

29

4.2.2 Requirements Structuring - Analysis of Questionnaires

Results

31

4.2.3 Use Cases 40

4.2.4 Flow of Events 44

4.2.5 Conceptual Data Modeling (Class Diagram) 45

4.2.6 Analysis Classes (Sequence Diagram, Activity Diagram) 46

4.3 System Design 50

4.3.1 Physical Database Design 50

4.3.2 Application Architecture Design 52

4.3.3 Storyboard and GUI Layout Design of the Game 53

4.4 Conclusion 55

CHAPTER 5: IMPLEMENTATION 56

5.1 Introduction 56

5.2 Server Side 56

5.2.1 Hosting Server and Database 56

5.2.2 Server Side Coding 58

5.3 Client Side 60

5.3.1 Project Files and LocalStorage 60

5.3.2 GamePlay 60

5.3.3 Game Setting 62

5.3.4 Global High Score Table 63

ix

5.3.5 Audios 63

5.3.6 Game Update 64

5.4 Prototype 65

5.5 Conclusion 84

CHAPTER 6: TESTING AND EVALUATION 85

6.1 Introduction 85

6.2 Unit Testing Level 85

6.3 Acceptance Testing Level 91

6.3.1 User Acceptance Testing (by Independent Tester) 91

6.3.2 User Acceptance Testing (by Potential Users) – Usability

Evaluation and Results

111

6.3.3 Compatibility Testing 116

6.3 Conclusion 118

CHAPTER 7: CONCLUSION 119

7.1 Introduction 119

7.2 Future Works 119

7.3 Conclusion 119

REFERENCES 121

APPENDIX 125

A Authorization Letter from UMS 125

B Questionnaires 126

C Usability Evaluation Questionnaires 134

D Pre-Test Question 136

E Post-Test Question 138

x

LIST OF TABLES

Page

Table 2.1: Opportunities and Challenges in Mobile Learning 13

Table 2.2: Comparison of the Existing Android-Based

Mathematics Learning Apps Found in Googlestore

Based On the Criteria to Evaluate an Effective

Educational Learning App (Walker, 2011; Vincent,

2012)

17

Table 2.3: Comparison of the Existing Android-Based

Mathematics Learning Apps Found in Googlestore

Based On the Functionalities and Features

18

Table 3.1: Criteria for selecting a Methodology 20

Table 4.1: Use Case Description of Play Quiz Use Case 41

Table 4.2: Use Case Description of Choose Setting Use Case 42

Table 4.3: Use Case Description of View High Score Use Case 43

Table 6.1: PlayQuiz Module Test Table 86

Table 6.2: Setting Module Test Table 88

Table 6.3: High Score Module Test Table 90

Table 6.4: Main Menu Test Table 92

Table 6.5: Play Quiz (Easy Level) Test Table 93

Table 6.6: Play Quiz (Medium Level) Test Table 97

xi

Table 6.7: Play Quiz (Hard Level) Test Table 101

Table 6.8: App Setting Test Table 105

Table 6.9: Global High Score Test Table 106

Table 6.10: App About Test Table 109

Table 6.11: Quit App Test Table 110

Table 6.12: Result of Usability Evaluation 112

Table 6.13: List of Tested Android Devices 116

Table 6.14: Compatibility Testing Checklist Summary 117

xii

LIST OF FIGURES

Page

Figure 3.1: An agile development life cycle. 21

Figure 4.1: Students’ interest in mobile game. 31

Figure 4.2: Time spent by students on mobile game per week. 32

Figure 4.3: Mobile game frequently played by students

according to game genres.

33

Figure 4.4: Game features preferred by students. 33

Figure 4.5: Mobile game interface preferred by students. 34

Figure 4.6: Student’s interest in Mathematics subject based on

students’ preferences.

35

Figure 4.7: Students’ performance on their latest Mathematics

examination.

35

Figure 4.8: Whether playing Mathematics themed mobile game

can improve Mathematics skills and understanding

based on students’ believes.

36

Figure 4.9: Effect of languages on students learning

Mathematics.

37

Figure 4.10: Most suitable teaching method to aid students in

learning Mathematics.

38

Figure 4.11: Type of game content which is easier for students 39

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to learn and understand Mathematics more

efficiently.

Figure 4.12: Use case diagram of Mat-tack. 40

Figure 4.13: Flowchart of Mat-tack. 44

Figure 4.14: Class diagram of Mat-tack. 45

Figure 4.15: Sequence diagram of Mat-tack. 46

Figure 4.16: Activity diagram for Start Quiz use case. 47

Figure 4.17: Activity diagram for Choose Setting use case. 48

Figure 4.18: Activity diagram for View High Score use case. 49

Figure 4.19: Structure of global_high_score table. 50

Figure 4.20: Always-offline architecture of mobile application. 52

Figure 4.21: Storyboard and layout design of the app using

wireframe.

53

Figure 4.22: Storyboard and layout design of the app setting

using wireframe.

54

Figure 4.23: Storyboard and layout design of the app about

using wireframe.

55

Figure 5.1: Database and user creation. 57

Figure 5.2: Table creation. 57

Figure 5.3: Structure of the table. 57

Figure 5.4: Screenshot of Mat-tack in smartphone. 65

xiv

Figure 5.5: Loading screen of Mat-tack. 66

Figure 5.6: Home page of Mat-tack in English, Chinese and

Malay.

67

Figure 5.7: Confirmation message to quit the app in English,

Chinese and Malay.

68

Figure 5.8: Select difficulty level layout in English, Chinese and

Malay.

69

Figure 5.9: Screenshot of easy level question in English,

Chinese and Malay when the player answered

correctly.

70

Figure 5.10: Screenshot of easy level question in English,

Chinese and Malay when the player answered

wrongly.

70

Figure 5.11: Setting option in English, Chinese and Malay. 72

Figure 5.12: Confirmation message to quit in English, Chinese

and Malay.

73

Figure 5.13: Response message when the time is finished in

English, Chinese and Malay.

74

Figure 5.14: End layout in English, Chinese and Malay. 74

Figure 5.15: Submit score layout in English, Chinese and Malay. 76

Figure 5.16: Global high score table in English, Chinese and

Malay.

77

Figure 5.17: Example of layout for medium level in English, 78

xv

Chinese and Malay.

Figure 5.18: Example of layout for hard level in English, Chinese

and Malay.

78

Figure 5.19: Example of setting layout in English and the audios

are in on state.

79

Figure 5.20: List of language options. 80

Figure 5.21: Example of setting layout in English, Chinese and

Malay.

80

Figure 5.22: Select difficulty level to view respective global high

score in English, Chinese and Malay.

82

Figure 5.23: About layout in English, Chinese and Malay. 83

Figure 6.1: Summary of the status of PlayQuiz module test. 87

Figure 6.2: Summary of the status of setting module test. 89

Figure 6.3: Summary of the status of high score module test. 90

Figure 6.4: Test status summary for Main Menu. 93

Figure 6.5: Test status summary for easy level quiz. 97

Figure 6.6: Test status summary for medium level quiz. 101

Figure 6.7: Test status summary for hard level quiz. 104

Figure 6.8: Test status summary for setting. 106

Figure 6.9: Test status summary for Global High Score. 108

Figure 6.10: Test status summary for app About. 109

xvi

Figure 6.11: Test status summary for quit app. 110

Figure 6.12: Respondents’ feedback on the app functionality. 113

Figure 6.13: Respondents’ feedback on the app interfaces. 114

Figure 6.14: Respondents’ feedback on the app user friendliness. 115

xvii

LIST OF APPENDIX

Page

Appendix A Authorization Letter from UMS 125

Appendix B Questionnaires 126

Appendix C Usability Evaluation Questionnaires 134

Appendix D Pre-Test Question 136

Appendix E Post-Test Question 138

1

CHAPTER 1

INTRODUCTION

1.1 Introduction

This chapter introduces on Android-based Educational Mathematics Learning App for

Primary 4. This mobile app will be referred to as Mat-tack throughout the thesis. The

name of this mobile app origins from the combination and simplification of the words

“Math Attack”. Beginning of this chapter presents a brief overview of the problem

background on the current mobile educational learning apps, the statistical analysis of

the mobile market in Malaysia (UNICEF Malaysia, 2014) and the number of similar

educational Mathematics learning apps in GooglePlay Store. Then, the problems are

summarized in the problem statement. Objectives of this project and scopes are

explained in this chapter. The last section is the organization of the project.

1.2 Problem Background

The development of mobile-based educational learning apps is not a new agenda in

this decade. With the availability of development tools and the game engines over the

internet, everyone can learn and build a simple learning app. However, to build a

successful or effective educational learning app is not easy. Based on the reviews by

Balefire Labs which handled by people who are trained on an evaluation system that

covers 14 criteria around two metrics, instruction design characteristics and usability,

only seven percent scored a grade of A or B among 1,200 educational apps reviewed

2

(Dian Schaffhauser, 2013). The Balefire Labs Founder and President, Karen Mahon,

who is also an educational psychologist, founded her company after becoming

frustrated with the thousands of educational apps lacking standards for evaluation and

failing to provide meaningful learning outcomes to the children. Research done by

Jennifer M. Zosh, Kathy Hirsh-Pasek and Roberta Golinkof on the caution of many apps

risk losing what truly educational (2015) also stated that although there are over

80,000 apps marketed as “educational” in the Apple App Store by January 2015, most

of these apps are actually not educational. There are currently no scientific standards

to guide the determination of a good educational apps. This has left parents and

teachers wondering how to differentiate the actual educational apps among all the

apps labelled as “educational”. Moreover, researchers caution that not using evidence-

based design concepts could lead to the development of apps which is good on the

surface but has little to no actual educational value.

Cynthia Chiong and Carly Shuler (2010) in their paper stated that the learning

study conducted on Rockman et al, an evaluation firm, confirmed that interest in the

apps can be fleeting. In the learning study, the firm observed several factors in the

two PBS KIDS learning apps that affect playtime and engagement. The firm found that

if a younger child found the content of a particular mini-game to be too difficult, he

would move on to play a different game. Meanwhile, the older children easily

mastered the literacy content and often got bored and stopped playing. Parents also

commented on how the game mechanics employed by this app were appropriate for

younger children, but the content was not. In short, developmental of appropriate

content which fit and focus with the children learning age group is important as it can

increase the potential to demonstrate sizable learning gains and making the learning

more effective.

According to a report by market research company GfK, during the first three

quarters of 2013, the value of smartphone sales in Malaysia was RM7.4 million

(US$2.3 million)—which amounts to about 6.4 million smartphone devices purchased.

3

The most popular smartphone operating system in the country is Android, accounting

for 83% of smartphones sold. Apple’s iPhones are less popular in the region given

their higher prices. Malaysia has a huge potential to promote learning through mobile

apps, especially for Android platform due to the popularity of Android Smartphone

among Malaysians.

There are variety of similar learning apps developed in other country. However

it is lesser in Malaysia. Among all the educational Mathematics learning app found in

GooglePlay store, up to May 2015, it is found that only nine apps are designed for

primary school students in Malaysia. They are Wonder Bunny Math Race, Wonder

Bunny Math 1st Grade, Wonder Bunny Math 2nd Grade, Wonder Bunny Math 3rd

Grade, Kids Math Fun, Numbers Out Loud Malaysia, LatihTubi, UPSR and UPSR

Matematik 2013.

Hence, there come to the idea of creating an educational Mathematics learning

app for primary 4 students in Malaysia. In this project, the author also wish to see how

effective the created learning app in enhancing students learning a particular subject.

Basically, Mat-tack’s questions genre and hardness are based on Malaysian primary

school syllabus and KSSR model.

1.3 Problem Statement

1. Most of the apps categorized as educational found in markets are not

educational.

2. The app design target demographic is not clear or focusing enough. Those

similar apps found in GooglePlay store did not state clearly whether their apps

are designed for which age group.

3. Only nine Mathematics learning apps found in GooglePlay Store with Malaysian

school syllabus developed in Malaysia.

4

5

1.4 Objectives

1. To design an educational Mathematics learning app for primary 4 students.

2. To develop the educational Mathematics learning app on android platform.

3. To evaluate whether the educational Mathematics learning app is effective to

help students on their Mathematical skills.

Methods to achieve the objectives:

For objective 1,

Questions of the quiz are based on Malaysia primary school syllabus KSSR

model. Questions get from Praktis+PLUS Matematik Tahun 4 (Lee, 2015), 四年

级数学 KSSR 金榜新焦点(Tan, 2015) and Kertas Peperiksaan Sebenar UPSR

2007-2014 (Laman Klasik Resources, 2014).

For objective 2,

The app is developed using Adobe Dreamweaver CC 2014 and Construct 2.

Prototypes are tested using emulator with Android SDK and Samsung

Smartphone with Android version 4.1.2.

The app is exported into apk format and can be installed and playable in

Android smartphones and tablets.

For objective 3,

A pre-test and post-test will be set up. Player is required to take the pre-test

before starting the app and the post-test after the app. The scores of each test

are taken and compared to see the student’s improvement.

31 students selected students from SK Darau Kota Kinabalu are used as target

players in the experiment.

6

1.5 Project Scope

Supported operating system or platform of the app: Windows 7 with Android

emulator, Smartphone and tablet with Android operating system version 4.1

and above.

Genre: educational

Play:

o The app is designed for Malaysia primary 4 students. Quiz questions,

including the genres and difficulties are based on Malaysia’s education

system KSSR model. Please refer to Chapter 4 for detail explanation.

o The app has the audio functionality. Player can choose to turn on or off

the background music and sound audio before or during the gameplay.

o The displays are available in three languages. Player can select to view

the questions in either English, Chinese or Malay.

To evaluate students’ performance:

o A pre-test and a post-test is set up before and after playing the app.

Thus the scores are compared to evaluate the performance.

123

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