REVIEW OF RELATED LITERATURE

The chapter reviews related literature and studies that provide proper guidelines for

creating and formulating the project requirements. Furthermore, the chapter was intended to

identify related research to situate the current study within a conceptual and oriented context

that supports the current study.

Related Foreign Literature

Development of 3D-based Learning Modules for University Students

According to Farihah, Tanjung, S., Ampera, D. et.al(2023). In learning to be effective,

certain instructors require appropriate learning resources and techniques. Previously, the only

media that lecturers utilized were books, handouts, and whiteboards, and they only used media

for certain materials. It is also well known that there are still a lot of lecturers that lack the

computer technology skills necessary to create and use media, and as a result, learning

methodologies are used in a traditional manner. The main components of the learning system

include lectures, learning materials, and additional demonstrations of lecturers assigning

homework or activities to students. The purpose of this research is to determine whether or not

students at Universitas Negeri Medan's Department of Fashion Education would benefit from

using 3D-based learning modules with direct learning strategies in Pattern Construction

courses, as well as whether or not they would use these modules effectively.

Real Coding and Real Games: Design and Development of a Middle School Curriculum

Using Unity 3D.

According to Akcaoglu, M., Dogan, S. & Hodges, C.B.(2022). In this paper, we describe the

process of designing, developing, and implementing a computer science curriculum using Unity
3D, an industry-standard game-designing program. We also go over the theoretical foundations

of our instructional design process and the measures we took to keep students motivated while

adding complexity. We go over the implementation's difficulties and potential solutions, as well

as the extra measures pertaining to teacher professional development, which is crucial for the

success of fresh, cutting-edge curriculum implementations like ours.

Form Development from 2D to 3D: The Basic Design Courses for Higher Education.

According to Hsieh, Y., Chen, C., Chen, W. (2021) The primary goal of the foundational

design course is to instruct students in the two areas of graphic figure and three-dimensional

form development. But in terms of form development, it's not just about creating a particular

form at random; it's also about using that form to communicate the creator's objective. It will be

exceedingly challenging for students who are not familiar with design to express their own views

through artistic forms. Therefore, in order to create a new teaching technique that integrates two

components of graphic figure and three-dimensional form and separates them into three stages:

abstract design, unit model, and combination model, this research combines abstract design

with three-dimensional composition. Apart from providing a thorough education, students can

also gain an understanding of how to create a form that effectively communicates their opinions

and establishes a solid basis for further design courses. The three phases have a favorable

effect on pupils after the training. The entire design process—including data collection, analysis,

ideation, and production—as well as the value of teamwork will be understood by the students,

who will also have a newfound grasp of design and exhibit increased interest and confidence in

it.
Code the Mime: A 3D Programmable Charades Game for Computational Thinking in

MaLT2.

According to Grizioti, M., Kynigos, C. (2021) In this study, we address the need for novel

ways to coding research in order to assist students in cultivating computational thinking skills in

multidisciplinary contexts, including abstraction and decomposition. We examine how students

use a tool that combines game-based learning, particularly game modifying, with constructionist

textual programming exercises. Using the computational framework MaLT2, we created a

programmable "design-to-play" game in this context. The purpose of MaLT2 is to provide

youngsters with access to sophisticated mathematical and computational principles through the

building of 3D animated models. MaLT2 offers the affordances of textual programming, dynamic

manipulation, and 3D navigation. In order to get insight into how kids learn about computational

processes, we conducted an empirical study using middle school students and the game "Code-

the-Mime." Players operate, program, and alter a digital human model to describe words to their

colleagues in this charades-based game. According to preliminary results, students were able to

express and develop important computational skills in a meaningful and multidisciplinary

environment, such as decomposition, pattern recognition, analysis, and abstraction, by utilizing

MaLT2's affordances in conjunction with the game context.

Code Adventure: An Educational Game for Learning JAVA Programming.

According to Uiphanit, T., Nititerapad, C., Chutosri, T. (2023). This project aims to: (1)

create an educational game for undergraduate students taking a Java programming course; (2)

compare the learning outcomes of educational games and lectures; and (3) gauge learners'

acceptability of learning through games. Fifty first-year undergraduate management information

systems students from S University in Thailand's Department of Information Science served as

the research sample. In order to encourage students to participate in learning through games,

the researcher designed and developed the game using the idea of game flow aspects, such as
challenges, story, fun, beauty, and so forth. The study included four main research instruments:

(1) performance evaluation forms for educational games; (2) learning accomplishment tests; (3)

educational games for JAVA programming principles; and (4) student satisfaction assessment

forms. The study's findings demonstrated that: (1) educational games were very effective at

teaching; (2) learning through games produced higher academic accomplishment than learning

through lectures; and (3) students' acceptance of computer games as a teaching tool was

outstanding. Additionally, pupils were able to assimilate the material more easily and learn more

efficiently when they learned through games. It has been found that teaching pupils through

games enhances their learning outcomes.

Related Studies

Applying and Evaluating Functional Programming Paradigms and Techniques in

Developing Games.

According to Stuart Mathews (2023). Functional programming is said to provide code

that is less mentally taxing, more reliable, and predictable. We investigate this by applying new

functional programming paradigms and approaches to an imperative game that already exists

(based on C# and Mono Game). Our main focus is on the impact this has on code complexity.

The original game code is divided into two codebases: the modified functional codebase and the

original imperative game code. In order to evaluate the influence of these changes on

Cyclomatic Complexity, Maintainability Index, Class Coupling, and Lines of Code, a static code

analysis is performed on both codebases to determine the complexity metrics. Initial findings

show that the functional codebase is larger, more coupled, and more complex overall; however,

additional analysis reveals that existing game areas, as opposed to newly inserted code, which

is generally more complex, have improved in terms of cyclomatic complexity. These results also
imply that in function-heavy codebases, commonly reported cumulative measures like

Cyclomatic Complexity may be less objective in their representation of code complexity.

3 GAMES 4 CODING -DO GIRLS FEEL WELCOME?

According to Sällvin, L., Mozelius, P., Humble, N. (2023). Programming education is one

of the numerous educational situations where learning games have grown commonplace. There

are many different games available nowadays that teach players various programming topics.

Nevertheless, past studies indicate that not all of these games are appealing to female players.

Girls must feel accepted and included in the game design for game-based learning to fulfill its

promise as a highly inspiring learning environment. This study looks at three games in an after-

school Maker community that teach basic programming to a test group of girls alone. After

testing three games on computer programming, data were gathered through interviews with girls

in a makerspace, addressing the research question: "Which game design concepts do girls find

appealing?" CodeCombat, imagiLabs, and Minecraft Education Code Builder were the games

that were put to the test. The girl's opinions about the games and the programming were the

main topic of the interviews. The gathered data were analyzed using a six-phase coding

technique known as thematic analysis, which helped to group the codes into themes that aided

in addressing the study question and goal. According to the study, all three of the games were

thought to be entertaining and helpful in the development of programming abilities.

Research and Analysis of 3D games.

According to Jiaming Li (2023). As gaming technology has advanced, 3D games have

progressively taken center stage in the industry. The analytical and debate literature that is

pertinent, but, is insufficient. As a result, this essay addresses the pertinent content of 3D

games, beginning with an awareness of their development history and a step-by-step analysis

of 3D gaming technology. Analysis is done on the features of the Unreal Engine and Game

Engines. This publication also describes some of the first games that were thought to be three-
dimensional. comprising a number of production processes and 3D gaming applications. Pay

attention to the examination of the most well-liked virtual engine; it's a decent 3D gaming

program. On the Virtual Engine website, there are other tutorials that are comparable to this one

along with several product demos. Lastly, the future of 3D game production and the path for

developing analogous games are examined.

Challenges and Solutions of the Application of Data-Driven Technology in Network 3D

Game Design.

According to Wang, H., Li, X. (2023). In recent years, the development of online games

has been booming, heading toward 3D, exquisite graphics, and substantial appeal.

Nonetheless, creating 3D games that can operate consistently and are aimed at particular user

groups has a number of difficulties. In order to effectively complete frameworks, data-driven

technology can gather player preferences for games and uncover frequent technological flaws

and other challenges in game design. In order to address the challenge of acquiring data for 3D

games and the potential for framework design errors, After experimenting with the mathematical

model of 3D modeling for gaming, this article uses data-driven technology to descriptively

analyze the data received from website log files, web beacons, and JS page tags. It then builds

a network. A 3D gaming framework was effectively created for this reason. It was determined

that the average CPU occupancy rate of these three cases was below 50%, especially for the

majority of these players, after testing the server's data for three cases with 4,000, 8,000, and

12,000 players online at a given time. Each of these cases ran for three consecutive days.

Additionally, it can sustain roughly 10,000 concurrent online gamers for a substantial amount of

time. For game servers and character servers, the results are excellent and have the potential

to be adopted in future for 3D gaming industry.

Android.

According to Rachman, S., Efendy, B., Alfian, A. et.al (2022). It is currently recognized

that a large number of kids, particularly students, have used computers and mobile devices to

play games. Students believe that they can pass the time during games. Game play is one area

where the usage of technology-based media can impact student motivation and achievement.

The research's background is that textbook media is still used in classroom instruction, which

discourages students from participating in continuing education. To address this, educational

games that serve as both a learning tool and a source of motivation for students to study must

be created. The goal of creating 3D animation games that teach lontara script is to make the

language simply comprehensible and engaging for pupils. Waterfall system development is the

approach employed, with data collection, analysis, application design, testing, and

implementation coming first. black-box testing technique that concentrates on the software's

functional needs. Visual C is the programming language that is being used. It is envisaged that

by using a 3D animation game to teach students the Lontara script, knowledge will be imparted

and students will be motivated to learn the script.