Romani

anJour
nal
ofAppliedSci
encesandTechnol
ogy
ISSN:
2668-778X

vol
.17/2023

The7t
hInt
ernat
ional
Conf
erenceonSci
enceTechnol
ogy

organi
zedby
FacultyofSocialScienceand
Law Universit
asNeger i
Manadoand
Consort
ium ofInternat
ionalConfer
ence
onScienceandTechnol ogy
 Technium: Romanian Journal of
Applied Sciences and Technology
Vol. 17, 138-144, November, 2023
ISSN: 2668-778X
www.techniumscience.com

Dungeon Code: Educational Game For Algorithm and Data

Structure Courses by Applying The Game Development Life
Cycle Method
Fakhri Amin1*, Muhammad Fhadli2, Assaf Arief3, Yasir Muin4
1,2,3,4
Informatics Department, Faculty of Engineering, Khairun University, Ternate, Indonesia

Abstract. Algorithm and Data Structure is a basic course in Informatics Study Program, at Khairun
University. This subject needs to be mastered because it becomes the foundation that can support the
learning process in the future. However, from the results of a survey conducted, as many as 40% of
students felt bored with the teaching methods used by Algorithm and Data Structure lecturers in class. In
addition, there were also 73.33% of students that even though they paid attention to the material presented
in class, they still found it difficult to understand the material. To overcome this problem, new learning
media is needed in the classroom, such as games. This study aims to design educational games that teach
algorithms and data structures using the Game Development Life Cycle (GDLC) method. The GDLC is a
game development method that is widely used to create educational games. The GDLC method has several
development stages, namely initiation, pre-production, production, testing, beta, and release. Alpha test
results show that all functionality is appropriate. While the results of beta testing show the number 3.43 of
the total respondents' answers to the questionnaire related to game evaluation so they are included in the
very good criteria.

Keywords: Educational Game, GDLC, Algorithm, Data Structure.

* Corresponding author: [email protected]

138
 Technium: Romanian Journal of
Applied Sciences and Technology
Vol. 17, 138-144, November, 2023
ISSN: 2668-778X
www.techniumscience.com

1 Introduction benefits of using games as learning media have also

been proven in several other studies [5-7]. The results
Programming is part of the basic curriculum in of these studies show an increase in understanding,
Informatics. The ability to understand and implement learning outcomes, learning motivation, and continuity
programming languages is important for students to to play the game increase learning potential.
master. The Informatics Study Program at Khairun The design of a game requires a rule or flow that is
University has an Algorithm and Data Structure course used to explain the design stages. Games are not purely
that teaches algorithms and algorithm representation in system design and are also not purely about art,
programming, namely the understanding of algorithms, creativity, and imagination, but rather a combination of
the form of presenting algorithms both in the form of these elements [8]. Therefore, game design requires
pseudocode and flowcharts, and their use. In this specific guidelines that are more specific than
Algorithm and Data Structure course, students are designing a system called the Software Development
required to think systematically in solving a problem Life Cycle (SDLC). Game design has also undergone
such as problems in computing that students must several changes because game design is not entirely
develop in the course. This course is important to system design, creativity, or imagination, but rather a
master as a basis or basis so that it can support the combination of these things [9]. Therefore, the term
learning process for courses in the following semester. Game Development Life Cycle (GDLC) appeared.
In addition, he is also required to be taught by students GDLC is a game development process that applies an
as a condition to be able to take conditional courses in iterative approach in which there are 6 stages of
the following semester. development, starting from the initiation, pre-
However, students showed complaints and production, production, testing, beta, and release stages
difficulties in learning Algorithms and Data Structures [10].
courses. Based on the results of a survey conducted Based on this background, to achieve optimal
using a questionnaire to Informatics study program learning objectives, it is necessary to design a game
students at Khairun University with a total of 30 with an educational concept. Based on the survey
respondents, as many as 40% of students felt bored results, 100% of respondents out of 30 agreed to use
with the teaching methods used by Algorithm and Data games as learning media in Algorithm and Data
Structure lecturers in class. In addition, there were Structure courses in class. Therefore, by designing an
73.33% of students, even though they paid attention to educational game, it is hoped that it can become a
the material presented in class, still found it difficult to learning support tool for lecturers and also make it
understand the material. easier for students to understand the material presented.
Apart from that, teachers must also be more
creative in conveying material by way of examples or
associating lecture material with everyday life which is 2 Literature Review
easy to understand for students who are new to
algorithms, and what students can fully rely on is their 2.1 Educational Game
imagination in capturing the examples presented by the
teacher. As a result, students fail to discover A game uses electronic media, which functions as
programming potential and lose interest in further entertainment in the form of multimedia, which is
learning [1]. Therefore, we need learning media or made as attractive as possible so that players can get
tools that can support the learning process to overcome something with inner satisfaction [11]. Games also
these problems. have their charm because they can have a certain
Currently, the game began to be used as one of the influence, depending on the players [10].
learning media or teaching and learning process aids. According to [2], educational games are an
Of the many existing game genres, one that is suitable educational medium that is widely used to convey
to be used as a learning medium is educational games. material, with interesting visual aspects, material that
Educational games are an educational medium that is can be complex, in a fun way, so that people can easily
widely used to convey material, with interesting visual find out the information they want to convey.
aspects, material that can be complex, in a fun way, so Educational games are very useful for reducing and
that people can easily find out the information they eliminating student boredom when participating in the
want to convey [2]. learning process because the characteristics of games
According to [3], the use of games in teaching can are fun, motivating, and entertaining.
help increase student participation, encourage social
and emotional learning, and motivate students to take
2.2 Game Design Document
risks. With participation, students can become more
active in learning which is expected to eliminate According to [12], a game design document (GDD) is a
feelings of boredom and drowsiness. In addition, the document that contains detailed information about the
process that can be carried out with the concept of game to be developed. This document was created to
learning while playing can be an advantage for use as facilitate collaboration between game developer
an interactive learning medium. Based on [4], a members, starting from game designers, game artists,
popular multiple-choice quiz game called Kahoot has sound engineers, game testers, and software engineers.
been shown to develop students' attitudes toward
learning and increase their academic scores. Other
139
 Technium: Romanian Journal of
Applied Sciences and Technology
Vol. 17, 138-144, November, 2023
ISSN: 2668-778X
www.techniumscience.com

3 Research Method criteria is through the playtesting feature. When testers

encounter a gap, bug, error, or deadlock during
The Game Development Life Cycle is a game playtesting, the causes and scenarios for making the
development approach derived from the Software error need to be documented and analyzed.
Development Life Cycle (SDLC) [13]. Starting from During testing, the fun aspect of the game is tested
the stage of developing ideas and concepts about the through playtests and direct feedback from fellow
game to be made, to the final stage, namely the game developers, whether it feels boring, frustrating,
being released [14]. Game Development Life Cycle challenging, etc. The outputs from testing are bug
(GDLC) is a game development process that applies an reports, change requests, and development decisions.
iterative approach consisting of 6 phases, namely The results will determine whether it's time to advance
Initiation, Pre-Production, Production, Testing, Beta, to the next phase (beta) or repeat the production cycle.
and Release [14]. The stages of the GDLC method can
be seen in more detail in Figure 1.
3.5 Beta
Beta is the phase for testing by third parties or external
parties which is called beta testing or beta testing.
There are two types of tester selection methods: closed
beta and open beta. Closed Beta only allows people
who are invited to become testing participants, while
open beta allows anyone who registers to become a
testing participant.
The output of beta testing is bug reports and user
Fig. 1. GDLC Method
feedback. From this stage, it can lead back into the
production cycle again to refine the product or move
3.1 Initiation on to releasing the game if the results are satisfactory.
The first step that must be taken in making a game is to
make a rough concept of what the game will be made 3.6 Release
of. The output of this step is the game concept and a
This is the phase where game development has reached
simple description of the game.
its final stage and is ready to be released to the public.
Release involves product launch, project
3.2 Pre-Production documentation, knowledge sharing, post-mortem, and
planning for game maintenance and expansion.
This stage is one of the initial stages in the production
cycle. The pre-production stage involves the creation
and revision of game designs and the creation of game 4 Result and Discussion
prototypes. The game design focuses on determining
the genre, gameplay, mechanics, storyline, characters,
4.1 Initiation
challenges, fun factors, technical aspects, and the
elements documented in the game design document Game Dungeon Code is a strategy and puzzle game
(GDD). Once the GDD is created, a prototype is that aims to introduce programming concepts using
created to assess the game design and the overall idea. interesting coding exercises to provide basic materials
such as Algorithms and Data Structures. Pre-
3.3 Production Production
The following elements are the elements in the game
Production is the core process that revolves around design document (GDD):
creating assets, creating source code, and integrating
these two elements. Formal details are enhanced
4.1.1 Game Title
structures with complete mechanics and assets.
Production activities related to creating and refining The title of the game to be made is “Dungeon Code”.
formal details are balancing, adding new features,
improving performance, and fixing bugs (related to
functional and completion of internal quality criteria). 4.1.2 Project Overview
Refinement is a complete prototype that is the subject This game is an educational game where players can
of game polishing. The quality criteria at this stage train their understanding of algorithms as well as
regarding play should be fun and accessible. provide an initial introduction to programming using
problem-solving strategies (pseudocode). Players
3.4 Testing strategize by designing an algorithm to complete the
level using the available command blocks.
Testing in this context means internal tests conducted
to test operational functionality and gaming
capabilities. The method for testing functional quality
140
 Technium: Romanian Journal of
Applied Sciences and Technology
Vol. 17, 138-144, November, 2023
ISSN: 2668-778X
www.techniumscience.com

4.1.3 Genres 4.1.11 Storyboards

The game genres that will be made are education and

puzzles.

4.1.4 Goals
Broadly speaking, the goal in this goal is to help the
knight to escape the dungeon. Specifically, the goals
that need to be completed are compiling algorithm
instructions, completing level objectives, and
advancing to the next level.
Fig. 2. In-Game Design
4.1.5 Control This is the design of the in-game page. Blocks of
command are available on the left of the screen, along
The player needs to arrange the available command
with an area to organize them. The player must arrange
blocks into an instruction for the player to execute.
the block codes to form an instruction to fulfill a
Players can move the command blocks by drag-and-
mission at that level.
drop using the mouse.

4.1.12 Screen Flowchart

4.1.6 Losing
A screen flowchart is a direction or diagram of the
In this game, there are no defeat conditions. Players
movement of scenes or pages that occur in the game.
will advance to the next level when they have
More details can be seen in Figure 3.
completed the level. But if not, then the player will not
advance to the next level.

4.1.7 Music and Sounds

The music in this game is casual, calm, and relaxing
when the game is running. For every action taken,
there will be direct feedback in the form of a sound
effect (SFX).
Fig. 3. Screen Flowchart

4.1.8 Competition Modes

4.2 Production
This game is played single-player or played
individually and is not online.

4.1.9 Progression Challenge

As the level is completed by the player, the next levels
will open with a higher level of difficulty and more
programming commands.

4.1.10 Target Audience

The target of this game application is students who are Fig. 4. Algorithm Level 1
teaching Algorithms and Data Structure courses in the
Informatics study program at the Faculty of
Engineering, Khairun University.

Fig. 5. Algorithm Level 4

141
 Technium: Romanian Journal of
Applied Sciences and Technology
Vol. 17, 138-144, November, 2023
ISSN: 2668-778X
www.techniumscience.com

9 The player The number is Success

character hit the added to the list
numbers of numbers
10 The player Character dies Success
character hit the
wooden boxes
11 The player Character dies Success
character hit the
fence
12 Pressing the ok Close the guide Success
button window
Fig. 6. Algorithm Level 8
4.4 Beta
The beta testing method is carried out using the closed
beta with a total of 30 students from the class of 2022.
Table 2. List of Questions

No Questions

This game helps me to understand programming

1.
concepts
This game helps me to learn problem-solving
Fig. 7. Data Structure Level 2 2.
skills

3. This game helps me to understand the algorithm

This game helps me to understand the data

4.
structure
I feel the level of difficulty in this game is
5. appropriate (the level of difficulty according to
the level)

6. I don’t feel bored when playing this game to learn

7. I don’t feel sleepy when I play this game to study

Fig. 8. Data Structure Level 4

I can more easily understand Algorithms and

4.3 Testing 8. Data Structures material when playing this game
to learn
Table 1. Black Box Testing Result
Test I prefer using games to study over traditional
No Test Scenario Expected Results 9.
Result methods in class

Menu Page I would like to have the opportunity to learn using

10.
a game-based learning approach in the future.
1 Pressing the Enter the Success
start button material level
selection page Table 3. The Questionnaire Result
2 Pressing the Display the Success
setting button setting page Respondent's Answer
3 Pressing the Display the credit Success N Question Strongl Averag
credit button page o s (Q) Strongl Agre Disagre y e
4 Pressing the exit Display the exit Success y Agree e e Disagre
button window e
In-Game 1. Q1 14 16 0 0 3,47
5 Pressing the Display settings Success
settings button window 2. Q2 15 15 0 0 3,5
6 Pressing the Run the game Success
play button 3. Q3 16 14 0 0 3,53
7 Pressing the stop Stop the game Success
button
4. Q4 14 14 2 0 3,4
8 The player Display the win Success
character arrives window
at the
destination
142
 Technium: Romanian Journal of
Applied Sciences and Technology
Vol. 17, 138-144, November, 2023
ISSN: 2668-778X
www.techniumscience.com

Game Dungeon Code was successfully created with

5. Q5 18 10 2 0 3,53 training simulation content on Algorithms and Data
Structures material with material containing while
loops, for loops, if conditions, stacks, and queues with
6. Q6 14 15 0 1 3,4 a total of 13 levels.
Game Dungeon Code succeeded in educating users
7. Q7 14 16 0 0 3,47 about Algorithm and Data Structure material to users
as evidenced by a value of 3.53 in algorithm material
and a value of 3.4 in data structure material from
8. Q8 11 19 0 0 3,37 questionnaire results. So that both values are included
in the very good criteria.

9. Q9 6 19 5 0 3,03
References
10 [1] A. S. Hashim, R. Ahmad, M. S. S. Amar,
Q10 18 12 0 0 3,6
. “Difficulties in Learning Structured
Programming: A Case Study in UTP,” Proc. -
2017 7th World Eng. Educ. Forum, WEEF 2017-
The results of the questionnaire above show that the Conjunction with 7th Reg. Conf. Eng. Educ. Res.
Dungeon Code game has succeeded in educating users High. Educ. 2017, RCEE RHEd 2017, 1st Int.
about Algorithm and Data Structure material to users STEAM Educ. Conf. STEAMEC 201, pp. 210–
as evidenced by a value of 3.53 in algorithm material 215, (2018), doi: 10.1109/WEEF.2017.8467151.
and a score of 3.4 in data structure material. Both
values are included in the very good criteria. The [2] N. E. Pratama, “Article Review - Potensi Game
results of the questionnaire also showed that Game Edukasi Dalam Upaya Pelestarian Batik
Dungeon Code also succeeded in teaching Indonesia,” Aksa J. Desain Komun. Vis., vol. 3,
programming concepts and problem-solving well. In no. 1, pp. 370–378, (2020), doi:
addition, the results of the questionnaire also prove that 10.37505/aksa.v3i1.29.
the Dungeon Code game has a difficulty level that is
appropriate for the level indicated by the score of 3.53. [3] J. L. Plass, B. D. Homer, C. K. Kinzer,
The results of the questionnaire also show that by “Foundations of Game-Based Learning,” Educ.
playing the Dungeon Code game for learning, users Psychol., vol. 50, no. 4, pp. 258–283, (2015), doi:
don't feel sleepy and bored and it's easy to understand 10.1080/00461520.2015.1122533.
Algorithm and Data Structure material. Some
[4] A. Fuster-Guilló, M. L. Pertegal-Felices, A.
respondents indicated that they prefer to use games in
Jimeno-Morenilla, J. Azorín-López, M. L. Rico-
learning rather than traditional methods in class with a
Soliveres, F. Restrepo-Calle, “Evaluating Impact
score of 75.75% which is in the criteria of strongly
on Motivation and Academic Performance of a
agree. In addition, users also show interest in using the
Game-Based Learning Experience Using
Dungeon Code game to be used in the learning process
Kahoot,” Front. Psychol., vol. 10, no. December,
in future classes. Therefore, based on the processed
pp. 1–8, (2019), doi: 10.3389/fpsyg.2019.02843.
questionnaire data, an overall average score is 3.43 that
which is included in the very good criteria. [5] P. Fatoni, M. Rosalina, “Efektifitas Penggunaan
Games Edukasi untuk Meningkatkan Kemampuan
4.5 Release dan Hasil Belajar Siswa dengan Aplikasi Mobile
Learning pada Mata Kuliah Computer
Finally, the game is released on the Itch platform as it Programming,” Inf. (Jurnal Inform. dan Sist.
is figured in Figure 17. Informasi), vol. 13, no. 1, pp. 80–96, (2021), doi:
10.37424/informasi.v13i1.74.
[6] Y. Hartanto, “Pengaruh Game Berbasis Coding
Terhadap Keberlanjutan Minat Belajar
Programming Siswa di Batam, Indonesia,” J.
Teknol. Inf., vol. 6, no. 1, pp. 19–27, (2020), doi:
10.52643/jti.v6i1.845.
[7] A. Vahldick, P. R. Farah, M. J. Marcelino, A. J.
Mendes, “A blocks-based serious game to support
Fig. 9. Dungeon Code on Itch Platform introductory computer programming in
undergraduate education,” Comput. Hum. Behav.
Reports, vol. 2, no. September, (2020), doi:
5 Conclusions 10.1016/j.chbr.2020.100037.
This study succeeded in applying the concept of the [8] S. A. Fauzan, S. R. Pradana, M. Hikal, M. B.
GDLC method used in the game development process. Ashfiya, Y. I. Kurniawan, B. Wijayanto,
143
 Technium: Romanian Journal of
Applied Sciences and Technology
Vol. 17, 138-144, November, 2023
ISSN: 2668-778X
www.techniumscience.com

“Implementasi Game Development Life Cycle

Model Pengembangan Arnold Hendrick’s Dalam
Pembuatan Game Puzzle-RPG Enigma’s
Dungeon,” J. Ilmu Komput. dan Inform., vol. 2,
no. 2, pp. 113–126, (2022), doi: 10.54082/jiki.26.
[9] A. Azis, R. Fauzi, “Penerapan BYL’s GDLC
Pada Perancangan Aplikasi Game Edukasi
Pengenalan Hewan,” Comasie, vol. 7, no. 2, pp.
21–30, (2022).
[10] R. A. Krisdiawan, Darsanto, “Penerapan Model
Pengembangan Gamegdlc (Game Development
Life Cycle )Dalam Membangun Game Platform
Berbasis Mobile,” Teknokom, vol. 2, no. 1, pp.
31–40, (2019), doi: 10.31943/teknokom.v2i1.33.
[11] A. Y. Lohige, D. J. Mamahit, A. Salmon, M.
Lumenta, “Design And Build Game To Prevent
The Transmission Of Covid-19,” J. Tek. Inform.,
vol. 17, no. 2, pp. 161–172, (2022).
[12] A. Z. K. Sa’dyah, Halimatus., Bagar, F. N.
Cahya., Putra, “Analisa Kebutuhan Pada
Pembuatan Template Game Game Design
Document,” Sentia, vol. 9, pp. 65–70, (2017).
[13] R. Roedavan, B. Pudjoatmodjo, Y. Siradj, S.
Salam, B. Q. D. Hardianti, “Serious Game
Development Model Based on the Game-Based
Learning Foundation,” J. ICT Res. Appl., vol. 15,
no. 3, pp. 291–305, (2021), doi:
10.5614/ITBJ.ICT.RES.APPL.2021.15.3.6.
[14] R. Ramadan, Y. Widyani, “Game development
life cycle guidelines,” 2013 Int. Conf. Adv.
Comput. Sci. Inf. Syst. ICACSIS 2013, no.
September 2013, pp. 95–100, (2013), doi:
10.1109/ICACSIS.2013.6761558.

144