miclab: an interactive virtual game on microbiology techniques using ...

MICLAB: AN INTERACTIVE VIRTUAL GAME ON
MICROBIOLOGY TECHNIQUES USING
MICROSOFT SILVERLIGHT TM
A Research Paper
Presented to
Curriculum <strong>an</strong>d Instruction Services Division
Philippine Science High School - Central Visayas Campus
Talaytay, Argao, Cebu
In Partial Fulfillment of the Requirements in Research II
LEOLAR MAY E. HORA
CYRIL MARIE J. LAMBOJON
FAITH THERESE F. PEÑA
March 2013
i

Republic of the Philippines
Department of Science <strong>an</strong>d Technology
PHILIPPINE SCIENCE HIGH SCHOOL – CENTRAL VISAYAS CAMPUS
Talaytay, Argao, Cebu
CERTIFICATE OF PANEL APPROVAL
The research attached hereto, entitled “MICLAB: AN INTERACTIVE
VIRTUAL GAME ON MICROBIOLOGY TECHNIQUES USING
MICROSOFT SILVERLIGHT TM ”, prepared <strong>an</strong>d submitted by
LEOLAR MAY E. HORA, CYRIL MARIE J. LAMBOJON <strong>an</strong>d
FAITH THERESE F. PEÑA is hereby recommended for approval.
REY GIOVANNI I. VILLAMORA __________
Research Adviser Date
ELEAZAR B. GUIA __________
P<strong>an</strong>el Member Date
ANTHONY A. TABAY __________
P<strong>an</strong>el Member Date
This research paper is approved in partial fulfillment of the requirements in
RESEARCH II.
NOTED BY:
SHERRY P. RAMAYLA JOSEPH P. HORTEZUELA
Unit Head, Research Unit CISD Chief
APPROVED:
FLORITA A. PONTILLAS ED. D.
Campus Director
ii

BIOGRAPHICAL DATA
Name : Leolar May Estoquia Hora
Date of Birth : May 1, 1996
Address : Doljo, P<strong>an</strong>glao, P<strong>an</strong>glao
Email : leolarhora@gmail.com
Contact No. : 09261601521
Father : Leonides Sarahina Hora
Mother : Hilaria Estoquia Hora
Siblings : Lea Luisa Estoquia Hora
Leodes Siemon Estoquia Hora
Lee Anthony Estoquia Hora
Name : Cyril Marie Jabinez Lambojon
Date of Birth : November 16, 1996
Address : Tiptip District, Tagbilar<strong>an</strong> City Bohol
Email : cyril.lambojon16@gmail.com
Contact No. : 09084992054
Father : Jose Lito Fuentes Lambojon
Mother : Cirila Jabinez Lambojon
Siblings : Jose Eusebio Jabinez Lambojon
Je<strong>an</strong> Marie Jabinez Lambojon
Jose Alfredo Jabinez Lambojon
Name : Faith Therese Flores Peña
Date of Birth : Date of Birth: J<strong>an</strong>uary 25, 1997
Address : 868 B1 G. Ou<strong>an</strong>o St., Cambaro, M<strong>an</strong>daue City
Email : faithpena@gmail.com
Contact No. : 09289024922
Father : Ju<strong>an</strong> Emm<strong>an</strong>uel Medel Peña
Mother : Christine Flores Peña
Sibling : Kathlynne Hope Flores Peña
iii

ACKNOWLEDGMENT
The researchers would like to express their sincere gratitude to the following
for the help they have done during the duration of this research:
To Mr. Rey Giov<strong>an</strong>ni Villamora for the guid<strong>an</strong>ce <strong>an</strong>d for the help whenever
there are problems <strong>an</strong>d questions on the research;
To Mr. Eleazar Guia for the Microbiology knowledge he has shared which had
been a guide to the researchers to decide which experiment to use on the simulation;
To Ms. Mary Joy Moncada, Research I Teacher, for the research topic she had
suggested <strong>an</strong>d for always checking the requirements;
To Mr. Jayfe Anthony Abrea, Research II Teacher, for always reminding them
to always utilize time in making the research;
this research;
To the p<strong>an</strong>elists for the corrections <strong>an</strong>d suggestions for the improvement of
To Mr. Ju<strong>an</strong> Emm<strong>an</strong>uel Peña for sharing his knowledge <strong>an</strong>d patiently teaches
them about Silverlight <strong>an</strong>d C# <strong>an</strong>d for accommodating them during the conduct of the
research;
To Mr. Romil Albiso <strong>an</strong>d their schoolmates for allotting time during the
testing of MicLab;
emotionally;
To their parents for being very supportive in every ways, fin<strong>an</strong>cially <strong>an</strong>d
And to God for the blessings He has bestowed to them <strong>an</strong>d for guiding them
from the start until the end. Without Him nothing of these would happen.
iv

The Researchers,
LEOLAR MAY E. HORA
CYRIL MARIE J. LAMBOJON
FAITH THERESE F. PEÑA
v

Hora, L.M.E., C.M.J. Lambojon <strong>an</strong>d F.T.F. Peña. 2013. MicLab: An Interactive
Virtual Game on Microbiology Techniques Using Microsoft Silverlight TM . Research
Paper. Philippine Science High School - Central Visayas Campus, Talaytay, Argao,
Cebu.
ABSTRACT
The main objective of this research was to make a program in which the users
c<strong>an</strong> learn the names of the laboratory apparatus <strong>an</strong>d experimental techniques in
Microbiology. It also aimed to demonstrate some of the experiments involved in basic
Microbiology. The developmental processes were pattered from the Iterative
Development Model (Pressm<strong>an</strong>, 1997). This method involved requirement <strong>an</strong>alysis,
design phase, development phase, testing <strong>an</strong>d implementation. Program development
was done using Silverlight 4 + Sketchflow. Microsoft Paint <strong>an</strong>d Adobe Photoshop
were also used for the enh<strong>an</strong>cement of some images. After coding, module,
integration <strong>an</strong>d system testing were done <strong>an</strong>d proved satisfactory. Results of the user
accept<strong>an</strong>ce testing showed that the program had 100% success rate <strong>an</strong>d <strong>an</strong> overall
rating of 4.6 out of 5, where a rating of 5 was the highest. It c<strong>an</strong> then be concluded
that the program was ready for implementation.
vi

TABLE OF CONTENTS
Title Page
TITLE PAGE i
i
CERTIFICATE OF PANEL APPROVAL ii
BIOGRAPHICAL DATA iii
ACKNOWLEDGEMENT iv
ABSTRACT vi
ii
TABLE OF CONTENTS vii iii
LIST OF TABLES viii iv
LIST OF FIGURES ix
v
CHAPTER I. INTRODUCTION 1
1.1 Background of the Study 1
1.2 Objectives of the Study 2
1.3 Signific<strong>an</strong>ce of the Study 2
1.4 Scope <strong>an</strong>d Limitation of the Study 2
1.5 Definition of Terms
3
CHAPTER II. REVIEW OF RELATED LITERATURE 5
2.1 Microbiology 4
5
2.2 Computer Simulation Game 5
6
2.3 Game Engine 6
7
2.4 Iterative Development Model 7
CHAPTER III. METHODOLOGY 10
3.1 Research Design 9
3.2 Requirements Analysis 9
10
3.3 Analysis <strong>an</strong>d Design Phase 10 10
3.4 Development Phase 10 11
3.5 Testing 10 11
3.6 Implementation 11 12
CHAPTER IV. RESULTS AND DISCUSSION 13
4.1 Requirements Analysis 12 13
4.2 Overall Design 12 13
4.2.1 The Title Area 13
4.2.2 The Working Area 14
4.2.3 The Toolbar Area 15
4.2.4 The Feedback Area 17
4.2.5 The Instruction Area 17
4.3 Coding 17 19
4.4 User Accept<strong>an</strong>ce Test Results 20 21
CHAPTER V. CONCLUSION AND RECOMMENDATIONS 23
5.1 Conclusion 22
5.2 Recommendations 22
BIBLIOGRAPHY 23
24
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APPENDICES 26
Appendix A. Sample Testing Form 25
Appendix B. Overall Test Results 39
Appendix C. C# Codes for MicLab Models 43
Appendix D. XAML Codes for the Layout of MicLab 70
Appendix E. C# Codes for the Layout of MicLab 75
Appendix F. XAML Codes for the Controls of MicLab 107
Appendix G. C# Codes for the Controls of MicLab 222
Appendix H. C# Codes for the Controllers of MicLab 348
Appendix I. C# Codes for the Utilities Used in MicLab 360
Appendix J. C# Codes for Web Services Used in MicLab 364
Appendix K. MLS Files for the Storyboards of MicLab 368
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LIST OF TABLE
Title Page
Table 1. Test Results 21
ix

LIST OF FIGURES
Title Page
Figure 1. Iterative Model of the Development Process of the MicLab
Simulation Game
Figure 2. Main Page
Figure 3. Title Area
Figure4. Working Area
Figure 5. Toolbar Area
Figure 6. Error Message on the Feedback Area
Figure 7. Instruction Area
Figure 8. Testing Form
Figure 9. Test Results in Questionnaire A. Growing Bacteria
Figure 10. Test Results in Questionnaire B. Staining Bacteria
Figure 11. CollisionDetectionModel.cs
Figure 12. Comm<strong>an</strong>dBarModel.cs
Figure 13. MicLabControlActiveList.cs
Figure 14. MicLabControlModel.cs
Figure 15. MicLabControlState.cs
Figure 16. MainPage.xaml
Figure 17. TitlebarControl.xaml
Figure 18. HelpButton.xaml
Figure 19. TableControl.xaml
Figure 20. MicLabTBarControl.xaml
Figure 21. MessageDisplayControl.xaml
Figure 22. InstructionDisplayControl.xaml 74
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Figure 23. MainPage.xaml.cs
Figure 24. TitlebarControl.xaml.cs
Figure 25. HelpButton.xaml.cs
Figure 26. TableControl.xaml.cs
Figure 27. MicLabTBarControl.xaml.cs
Figure 28. MessageDisplayControl.xaml.cs
Figure 29. BunsenBurnerTBarControl.xaml
Figure 30. BunsenBurnerControl.xaml
Figure 31. InoculationLoopControl.xaml
Figure 32. PetriDishControl.xaml
Figure 33. PipetteControl.xaml
Figure 34. SlideControl.xaml
Figure 35. TestTubeControl.xaml
Figure 36. BacilSampleControl.xaml
Figure 36. CultureSampleControl.xaml
Figure 38. EColiSampleControl.xaml
Figure 39. MicroscopeControl.xaml
Figure 40. AgarBrothControl.xaml
Figure 41. AlcoholControl.xaml
Figure 42. CrystalVioletControl.xaml
Figure 43. IodineControl.xaml
Figure 44. Safr<strong>an</strong>inControl.xaml
Figure 45. TissuePaperControl.xaml
Figure 46. WaterWashControl.xaml 165
Figure 47. BunsenBurnerCBarControl.xaml 169
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Figure 48. InoculationLoopCBarControl.xaml
Figure 49. PetriDishCBarControl.xaml
Figure 50. PipetteCBarControl.xaml
Figure 51. SlideCBarControl.xaml
Figure 52. TestTubeCBarControl.xaml
Figure 53. BacilSampleCBarControl.xaml
Figure 54. CultureSampleCBarControl.xaml
Figure 55. EColiSampleCBarControl.xaml
Figure 56. MicroscopeCBarControl.xaml
Figure 57. AgarBrothCBarControl.xaml
Figure 58. AlcoholCBarControl.xaml
Figure 59. CrystalVioletCBarControl.xaml
Figure 60. IodineCBarControl.xaml
Figure 61. Safr<strong>an</strong>inCBarControl.xaml
Figure 62. TissuePaperCBarControl.xaml
Figure 63. WaterWashCBarControl.xaml
Figure 64. BunsenBurnerOBarControl_1.xaml
Figure 65. BunsenBurnerOBarControl_2.xaml
Figure 66. BunsenBurnerOBarControl_3.xaml
Figure 67. BunsenBurnerOBarControl_4.xaml
Figure 68. BunsenBurnerOBarControl_5.xaml
Figure 69. BunsenBurnerOBarControl_6.xaml
Figure 70. InoculationLoopOBarControl_1.xaml
Figure 71. InoculationLoopOBarControl_2.xaml
Figure 72. InoculationLoopOBarControl_3.xaml
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Figure 73. InoculationLoopOBarControl_4.xaml
Figure 74. InoculationLoopOBarControl_5.xaml
Figure 75. InoculationLoopOBarControl_6.xaml
Figure 76. PetriDishOBarControl_1.xaml
Figure 77. PetriDishOBarControl_2.xaml
Figure 78. PipetteOBarControl_1.xaml
Figure 79. PipetteOBarControl_2.xaml
Figure 80. PipetteOBarControl_3.xaml
Figure 81. PipetteOBarControl_4.xaml
Figure 82. PipetteOBarControl_5.xaml
Figure 83. SlideOBarControl_1.xaml
Figure 84. SlideOBarControl_2.xaml
Figure 85. SlideOBarControl_3.xaml
Figure 86. SlideOBarControl_4.xaml
Figure 87. SlideOBarControl_5.xaml
Figure 88. SlideOBarControl_6.xaml
Figure 89. BacilSampleOBarControl_1.xaml
Figure 90. BacilSampleOBarControl_2.xaml
Figure 91. CultureSampleOBarControl_1.xaml
Figure 92. CultureSampleOBarControl_2.xaml
Figure 93. EcoliSampleOBarControl_1.xaml
Figure 94. EcoliSampleOBarControl_2.xaml
Figure 95. MicroscopeOBarControl_1.xaml
Figure 96. AgarBrothOBarControl_1.xaml
Figure 97. AgarBrothOBarControl_2.xaml
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Figure 98. AlcoholOBarControl_1.xaml
Figure 99. AlcoholOBarControl_2.xaml
Figure 100. CrystalVioletOBarControl_1.xaml
Figure 101. IodineOBarControl_1.xaml
Figure 102. Safr<strong>an</strong>inOBarControl_1.xaml
Figure 103. TissuePaperlOBarControl_1.xaml
Figure 104. TissuePaperOBarControl_2.xaml
Figure 105. WaterWashOBarControl_1.xaml
Figure 106. TimeLapseControl.xaml
Figure 107. BunsenBurnerTBarControl.xaml.cs
Figure 108. BunsenBurnerControl.xaml.cs
Figure 109. InoculationLoopControl.xaml.cs
Figure 110. PetriDishControl.xaml.cs
Figure 111. PipetteControl.xaml.cs
Figure 112. SlideControl.xaml.cs
Figure 113. TestTubeControl.xaml.cs
Figure 114. BacilSampleControl.xaml.cs
Figure 115. CultureSampleControl.xaml.cs
Figure 116. EColiSampleControl.xaml.cs
Figure 117. MicroscopeControl.xaml.cs
Figure 118. AgarBrothControl.xaml.cs
Figure 119. AlcoholControl.xaml.cs
Figure 120. CrystalVioletControl.xaml.cs
Figure 121. IodineControl.xaml.cs
Figure 122. Safr<strong>an</strong>inControl.xaml.cs
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Figure 123. TissuePaperControl.xaml.cs
Figure 124. WaterWashControl.xaml.cs
Figure 125. BunsenBurnerCBarControl.xaml.cs
Figure 126. InoculationLoopCBarControl.xaml.cs
Figure 127. PetriDishCBarControl.xaml.cs
Figure 128. PipetteCBarControl.xaml.cs
Figure 129. SlideCBarControl.xaml.cs
Figure 130. TestTubeCBarControl.xaml.cs
Figure 131. BacilSampleCBarControl.xaml.cs
Figure 132. CultureSampleCBarControl.xaml.cs
Figure 133. EColiSampleCBarControl.xaml.cs
Figure 134. MicroscopeCBarControl.xaml.cs
Figure 135. AgarBrothCBarControl.xaml.cs
Figure 136. AlcoholCBarControl.xaml.cs
Figure 137. CrystalVioletCBarControl.xaml.cs
Figure 138. IodineCBarControl.xaml.cs
Figure 139. Safr<strong>an</strong>inCBarControl.xaml.cs
Figure 140. TissuePaperCBarControl.xaml.cs
Figure 141. WaterWashCBarControl.xaml.cs
Figure 142. BunsenBurnerOBarControl_1.xaml.cs
Figure 143. BunsenBurnerOBarControl_2.xaml.cs
Figure 144. BunsenBurnerOBarControl_3.xaml.cs
Figure 145. BunsenBurnerOBarControl_4.xaml.cs
Figure 146. BunsenBurnerOBarControl_5.xaml.cs
Figure 147. BunsenBurnerOBarControl_6.xaml.cs
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Figure 148. InoculationLoopOBarControl_1.xaml.cs
Figure 149. InoculationLoopOBarControl_2.xaml.cs
Figure 150. InoculationLoopOBarControl_3.xaml.cs
Figure 151. InoculationLoopOBarControl_4.xaml.cs
Figure 152. InoculationLoopOBarControl_5.xaml.cs
Figure 153. InoculationLoopOBarControl_6.xaml.cs
Figure 154. PetriDishOBarControl_1.xaml.cs
Figure 155. PetriDishOBarControl_2.xaml.cs
Figure 156. PipetteOBarControl_1.xaml.cs
Figure 157. PipetteOBarControl_2.xaml.cs
Figure 158. PipetteOBarControl_3.xaml.cs
Figure 159. PipetteOBarControl_4.xaml.cs
Figure 160. PipetteOBarControl_5.xaml.cs
Figure 161. SlideOBarControl_1.xaml.cs
Figure 162. SlideOBarControl_2.xaml.cs
Figure 163. SlideOBarControl_3.xaml.cs
Figure 164. SlideOBarControl_4.xaml.cs
Figure 165. SlideOBarControl_5.xaml.cs
Figure 166. SlideOBarControl_6.xaml.cs
Figure 167. BacilSampleOBarControl_1.xaml.cs
Figure 168. BacilSampleOBarControl_2.xaml.cs
Figure 169. CultureSampleOBarControl_1.xaml.cs
Figure 170. CultureSampleOBarControl_2.xaml.cs
Figure 171. EcoliSampleOBarControl_1.xaml.cs
Figure 172. EcoliSampleOBarControl_2.xaml.cs
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Figure 173. MicroscopeOBarControl_1.xaml.cs
Figure 174. AgarBrothOBarControl_1.xaml.cs
Figure 175. AgarBrothOBarControl_2.xaml.cs
Figure 176. AlcoholOBarControl_1.xaml.cs
Figure 177. AlcoholOBarControl_2.xaml.cs
Figure 178. CrystalVioletOBarControl_1.xaml.cs
Figure 179. IodineOBarControl_1.xaml.cs
Figure 180. Safr<strong>an</strong>inOBarControl_1.xaml.cs
Figure 181. TissuePaperlOBarControl_1.xaml.cs
Figure 182. TissuePaperOBarControl_2.xaml.cs
Figure 183. WaterWashOBarControl_1.xaml.cs
Figure 184.TimeLapseControl.xaml.cs
Figure 185. ApparatusID.cs
Figure 186. Comm<strong>an</strong>dID.cs
Figure 187. StoryLine.cs
Figure 188. StoryLineCheckState.cs
Figure 189. StoryLineInstruction.cs
Figure 190. StoryLineSetTitle.cs
Figure 191. StoryLineTimeLapse.cs
Figure 192. StoryLoader.cs
Figure 193. Logger.cs
Figure 194. Imageutil.cs
Figure 195. SERVICEREFERENCES.CLIENTCONFIG
Figure 196. Storyboardloader.svc.cs
Figure 197. SilverlightFaultBehavior.cs
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Figure 198. Empty Experiment.mls
Figure 199. Growing B. subtilis.mls
Figure 200. Growing E. coli.mls
Figure 201. Staining B. subtilis.mls
Figure 202. Staining E. coli.mls
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1.1 Background of the Study
CHAPTER I
INTRODUCTION
Nowadays, providing the necessary utilities <strong>an</strong>d equipment in a science
laboratory is difficult due to its high cost. Breaking a single apparatus or equipment
may be worth hundreds, or even thous<strong>an</strong>ds of pesos to replace it. There are several
reasons why accidents in the lab happen - one of them is inexperience. The
Philippines is a third world country, so the government c<strong>an</strong>not provide all schools the
money to improve facilities for a better education. With a lack of budget, there are
some schools that c<strong>an</strong>not afford science laboratories for their students. This leads to
using reference books as their main source of information; however, there are some
students who are not contented only with words for they w<strong>an</strong>t to experience being in
<strong>an</strong> actual science laboratory.
To help reduce this problem, the development <strong>an</strong>d designing a simulation
<strong>game</strong> was considered to stimulate student interest <strong>an</strong>d give the users a simulated
version of the actual basic Microbiology laboratory experience. Games allow students
to focus well enough to learn better. Having challenge for the student to overcome
signific<strong>an</strong>tly improves the learning perform<strong>an</strong>ce of students (http://serc.carleton.edu/,
2013). A simulation is a special application software that allows the creation of
events <strong>an</strong>d conditions needed after those that occur in real life to give users a better
underst<strong>an</strong>ding of a specific concept. Programmers use graphics which are similar of
that in <strong>game</strong>s.
Microbiology was chosen since it is a field well-studied in modern times.
Necessary equipment are needed to study the said subject, however most of the
schools in the Philippines do not have the facilities or the budget to acquire such
1

equipment. This research therefore provides experiences to students similar to that in
<strong>an</strong> actual laboratory setting without necessarily going to real laboratory facilities.
1.2 Objectives of the Study
The main objective of the study was to make a program in which the users c<strong>an</strong>
learn the names of the laboratory apparatus <strong>an</strong>d experimental techniques in
Microbiology. Specifically, it aimed to:
1) <strong>an</strong>alyze the requirements needed in the development of the program;
2) design the physical layout of the simulation based on the Requirement
<strong>an</strong>alysis;
3) develop the code for the functionality of the simulation; <strong>an</strong>d
4) conduct testing, which would determine the validity of the simulation.
1.3 Signific<strong>an</strong>ce of the Study
The final output of this research c<strong>an</strong> help students familiarize the names <strong>an</strong>d
functions of the common apparatus that are used in Microbiology subjects. Since the
program is a simulation, it will stimulate user’s interest as well. The program will be
useful to high school students who do not have access to actual laboratory equipment
<strong>an</strong>d apparatus. This will also serve as teaching aids to teachers.
1.4 Scope <strong>an</strong>d Limitation of the Study
The experiments in this research were limited to some of the topics, such as
staining <strong>an</strong>d growing bacteria, in their Microbiology I: Introduction to Microbiology.
Discussions on the proper use of the apparatus were not included. Its use was only
shown in the experiment. The apparatus included in the program were the ones
commonly used in the actual experimentation of the above-mentioned subject.
2

1.5 Definition of Terms
C# - A pure object-oriented l<strong>an</strong>guage developed by Microsoft which supports the
component-based approach for software development <strong>an</strong>d combines the
concept of C, C++, eleg<strong>an</strong>ce of Java, <strong>an</strong>d productivity of Visual BASIC
(Balagurusamy, 2010)
Computer Simulation – <strong>an</strong> attempt to model a real –life or hypothetical situation on
a computer so that it c<strong>an</strong> be studied to see how the system works
(www.sapub.org, 2013)
Microbiology – a specialized area of biology that deals with living things ordinarily
too small to be seen without magnification (Cow<strong>an</strong> et. al., 2009)
Microsoft Expression Blend – a great tool for developing Silverlight applications
that bridges the gap between designers <strong>an</strong>d developers to speed application
development time by providing a visual environment in which to create
application interfaces (Paries, 2009)
Microsoft Silverlight – a cross-browser, cross-platform browser plug-in developed
by Microsoft to deliver multimedia, graphics, <strong>an</strong>d <strong>an</strong>imation on the Web
(Paries, 2009)
Microsoft Virtual Studio – the preferred development environment for creating the
C# code-behind files that bring Silverlight applications to life (Paries, 2009)
XAML – <strong>an</strong> acronym for Extensible Application Markup L<strong>an</strong>guage which is a XMLbased
l<strong>an</strong>guage used to describe everything about the elements that are the
building blocks of Silverlight applications-their shape, size, color, position,
<strong>an</strong>d so forth- <strong>an</strong>d serves as a bridge between designers <strong>an</strong>d developers (Paries,
2009)
3

2.1 Microbiology
CHAPTER II
REVIEW OF RELATED LITERATURE
Microbiology is a specialized area of biology that deals with living things
ordinarily too small to be seen without magnification (Cow<strong>an</strong> et. al., 2009).
Microorg<strong>an</strong>isms play a very import<strong>an</strong>t role in the ecosystem. Pl<strong>an</strong>ts rely on them to
help obtain nitrogen while <strong>an</strong>imals, like cows, depend on microorg<strong>an</strong>isms in the
digestion of cellulose in their pl<strong>an</strong>t-based diets. On the other h<strong>an</strong>d, some
microorg<strong>an</strong>isms pose as threats for they c<strong>an</strong> cause diseases, from the common colds to
AIDS (Baum<strong>an</strong>, 2006). So, scientists observe microorg<strong>an</strong>isms to have a better
underst<strong>an</strong>ding of their microbial ecology, microbial physiology, microbial genetics
<strong>an</strong>d molecular biology. Through studying these “tiny” creatures, scientists c<strong>an</strong>
identify the microorg<strong>an</strong>isms that c<strong>an</strong> help benefit society from the ones that cause
disease (http://www.bionewsonline.com, 2012).
To study <strong>an</strong>d uncover knowledge on microorg<strong>an</strong>isms, scientists use different
techniques – techniques like Microscopy, Slide Fixation <strong>an</strong>d Cell Staining, Aseptic
Techniques <strong>an</strong>d m<strong>an</strong>y more (http://www.rapidlearningcenter.com, 2012). Microscopy
is the use of electrons or light to magnify objects or org<strong>an</strong>isms. This proves to be very
useful in Microbiology because with the use of a microscope, scientists will be able to
have a closer <strong>an</strong>d sharper image of the specimen. However, most microorg<strong>an</strong>isms are
colorless <strong>an</strong>d are quite difficult to view under a bright-field microscope.
Microscopists perform the staining technique to make the specimen more visible by
increasing contrast between <strong>an</strong> org<strong>an</strong>ism <strong>an</strong>d its background.
4

Other th<strong>an</strong> Microscopy <strong>an</strong>d Staining, there is the Aseptic Technique. This
technique is a way to collect, grow <strong>an</strong>d preserve a sample making sure that no other
microbes are introduced (Baum<strong>an</strong>, 2006).
2.2 Computer Simulation Game
Computer simulations are programs that are able to simulate <strong>an</strong> abstract model
of a certain system. Computer simulations have become a helpful element of
mathematical modelling of several natural systems in chemistry, biology, hum<strong>an</strong>
systems in economics, psychology, social science <strong>an</strong>d the process of engineering new
technology to gain insight into the operation of those systems (http://www.science-
daily.com, 2013).
Computer simulations are not only <strong>an</strong> effective way for learning a certain
topic but also entertaining. The approach of using computer <strong>game</strong>s in learning
Microbiology is more appealing to young people, to teachers <strong>an</strong>d to students in higher
education (http://www.ics.heacademy.ac.uk/, 2012). According to new research by
Michig<strong>an</strong> State University scholars, both boys <strong>an</strong>d girls who play video <strong>game</strong>s tend to
be more creative, regardless of whether the <strong>game</strong>s are violent or nonviolent
(http://www.sciencenews-daily.org, 2012).
The G2G3 is a comp<strong>an</strong>y that specializes in making <strong>virtual</strong> simulation <strong>game</strong>s.
Virtual simulations c<strong>an</strong> reproduce complex environments <strong>an</strong>d theoretical topics in <strong>an</strong>
engaging <strong>virtual</strong> environment. Users c<strong>an</strong> experience challenges in very practical
scenarios, achieving results matching your educational needs <strong>an</strong>d requirements
(ph.linkedin.com, 2012).
There are m<strong>an</strong>y simulation <strong>game</strong>s in the internet such as the Microbiology
Virtual Lab, which is designed to serve as a study guide for the identification of
unknown bacteria. The <strong>game</strong>’s objective is for improving the microbiology student’s
5

skill in identifying a variety of unknown isolation cultures (http://dept.kent.edu,
2012). Another simulation product is the Model ChemLab, <strong>an</strong> <strong>interactive</strong> Laboratory
Simulation for Windows <strong>an</strong>d the Mac OS X. Commonly used lab equipment <strong>an</strong>d
procedures are used to simulate the steps involved in performing <strong>an</strong> experiment. Users
go through the actual lab procedure while interacting with <strong>an</strong>imated equipment in a
way that is similar to the real lab experience (http://www.modelscience.com, 2012).
Virtual Unknown Microbiology (VUMicro, for short) created a “flight
simulator” for the micro lab, where the emphasis is on "doing" rather th<strong>an</strong>
"observing". Students start lab tests by turning on their burners <strong>an</strong>d end them by
throwing the tubes or plates they have inoculated, incubated, <strong>an</strong>d interpreted into the
biohazard container. The Virtual Laboratory Report is the "flight data recorder",
monitoring student perform<strong>an</strong>ce <strong>an</strong>d alerting instructors to errors in technique <strong>an</strong>d
judgment made along the way (http://www.vumicro.com, 2012).
Simulation labs may have limitations such as the lack of feeling of smell
during the simulation experience, but are adv<strong>an</strong>tageous when it comes to time <strong>an</strong>d
safety constraints. Some colleges even use computer simulations to exp<strong>an</strong>d science
offerings online (http://www.chronicle.com, 2012).
2.3 Game Engine
A <strong>game</strong> engine is a system designed for the development of video <strong>game</strong>s. The
main function of a <strong>game</strong> engine includes rendering engine for 2D <strong>an</strong>d 3D graphics, a
physics engine or collision detection is often economized by reusing/adapting the
same <strong>game</strong> engine to create different <strong>game</strong>s.
Microsoft Silverlight is a free web-browser plug-in that runs inside the
browser through Microsoft NET plugin. Using browser plugin me<strong>an</strong>s faster code
execution <strong>an</strong>d access to m<strong>an</strong>y of the great supporting libraries due to the localized
6

execution of the program. Silverlight has powerful support for vector graphics <strong>an</strong>d
text, <strong>an</strong>d very nice data binding capabilities making Web application sophisticated
<strong>an</strong>d professional looking (http://www.bluerose<strong>game</strong>s.com, 2012).
Silverlight applications c<strong>an</strong> be written in <strong>an</strong>y .NET programming l<strong>an</strong>guage
like C#. Microsoft has positioned Microsoft Expression Blend as a comp<strong>an</strong>ion tool to
Visual Studio for the design of Silverlight User Interface applications. Visual studio
c<strong>an</strong> be used to create <strong>an</strong>d debug Silverlight applications (http://www.microsoft.com/,
2012).
2.4 Iterative Development Model
The Iterative Development Model (IDM) also known as Incremental
Development is one of the newer development methodology being adapted by m<strong>an</strong>y
software developers due to the ch<strong>an</strong>ging nature of software development. This
methodology is developed in response to the weaknesses of the St<strong>an</strong>dard
Development Life Cycle (SDLC) or waterfall development model (Pressm<strong>an</strong>, 1997).
Waterfall development completes all the activities of one stage before moving
on to the next stage. The finished product is delivered all at once, <strong>an</strong>d only at the very
end of the project.
On the other h<strong>an</strong>d, Iterative development allow developers go through stages
in development in repeated cycles (iterative) <strong>an</strong>d in smaller portions at a time
(incremental), instead of doing each stage of development in sequence. On succeeding
iterations, new design modifications are made <strong>an</strong>d more functional capabilities are
added (http://www.it.uu.se/edu, 2012).
Figure 1 showed the summary of the development process of the IDM. It starts
with <strong>an</strong> initial pl<strong>an</strong>ning <strong>an</strong>d ends with implementation with the cyclic interactions in
between. It has continuous feedback between each stage <strong>an</strong>d the prior one that
7

produces a more sufficient <strong>an</strong>d useable result (http://www.chrysalis-solutions.com,
2012).
8

3.1 Research Design
CHAPTER III
METHODOLOGY
This research is a developmental research. The research follows the Iterative
Development Model summarized in Figure 1 below.
Figure 1. Iterative Model of the Development Process of the MicLab Simulation
Game
3.2 Requirement Analysis
Different simulation programs were tested such as the Virtual Microbiology
Lab, composed of various experiments like Gram Morphology <strong>an</strong>d Endospore Stain,
<strong>an</strong>d gave import<strong>an</strong>t ideas in how the MicLab simulation was designed. Each
simulation <strong>game</strong> was evaluated based on the features contribution to the learning of
the Microbiology laboratory. The dynamics of existing microbiology <strong>game</strong>s in the
market were studied based on its playability, its ability to maintain interest <strong>an</strong>d how
much Microbiology fundamentals were learned in the <strong>game</strong>. The merits of each
function became the foundation of the new design for the new microbiology simulator
<strong>game</strong> that targets students that are studying microbiology <strong>an</strong>d to the students that have
less equipment in their laboratory.
An informal interview with a Microbiology teacher was conducted for the
contents of the simulation. Suggestions for the simulation were asked <strong>an</strong>d noted.
9

3.3 Analysis <strong>an</strong>d Design Phase
The Analysis <strong>an</strong>d Design Phase was done as soon as information was already
gathered in the Requirements Analysis Phase. In <strong>an</strong> Iterative Development Model, it
was not required for the Requirements Analysis Phase to finish before beginning the
Analysis <strong>an</strong>d Design Phase. So it is common that the Requirements Analysis Phase
<strong>an</strong>d System Analysis & Design Phase are in parallel in some points.
The Design Phase on the other h<strong>an</strong>d put together a new system design based
on the classified components - new design of inputs, outputs <strong>an</strong>d the processing
needed in the new system. Subsequent design iterations incorporated additional
ch<strong>an</strong>ges in the Requirements <strong>an</strong>alysis.
In this phase, the overall design of the <strong>game</strong> was overviewed. Microsoft
Silverlight TM was used for the design of the <strong>game</strong>.
3.4 Development Phase
Once data were <strong>an</strong>alysed <strong>an</strong>d designed, the coding for the development of the
<strong>game</strong> beg<strong>an</strong>. This phase marked as the stepping stone to the full functionality of the
program.
In this phase, codes were produced to convert the design of the <strong>game</strong> into true
programming code - which is C# <strong>an</strong>d Silverlight in this research. Most user interface
was coded using Silverlight XAML code <strong>an</strong>d the logic was done in C#.
3.5 Testing
This stage was done as soon as enough code was available for testing. Code
c<strong>an</strong> be tested initially by module <strong>an</strong>d as soon as enough modules became available,
integration <strong>an</strong>d system testing followed.
10

Initial module <strong>an</strong>d system testing was done by the developers/researchers.
After checking for bugs in the program, the testing moved on to the next step - the
user accept<strong>an</strong>ce testing.
User Accept<strong>an</strong>ce testing was done by the actual users of the program. Nine(9)
PSHS Microbiology Elective students, nine(9) PSHS non-Microbiology students,
one(1) Microbiology teacher <strong>an</strong>d one(1) non-Microbiology teacher were asked to test
the program. Each tester tested out the system <strong>an</strong>d checked for bugs. A testing form
was developed which contains series of instructions. When the action resulted to the
expected outcome, a checkmark was put on the Pass column; otherwise, it me<strong>an</strong>t there
were still some bugs that lead to errors.
With the number of bugs <strong>an</strong>d the problem each bug posed, the readiness for
implementation of the program was decided by the tester. At the end of each
evaluation form, the tester marked the system in its entirety as "go" or "no-go" (for
implementation). The testers that marked the system as "no go", had to identify the
bugs that made the system fail the test.
3.6 Implementation
The implementation of the simulation depended on the testers. It proceeded
when majority of the testers marked the system as a "go".
11

4.1 Requirements Analysis
CHAPTER IV
RESULTS AND DISCUSSION
After evaluating various simulations, it was determined that a good user
experience is associated on how well the simulation program mimics the real world
activity. Real world activity refers to the kind of user interaction <strong>an</strong>d how detail the
activity will be represented in the computer. This computer interaction includes
quality graphics <strong>an</strong>imation, smooth tr<strong>an</strong>sition between activity <strong>an</strong>d good feedback
mech<strong>an</strong>ism to guide the user/player at all times.
To decide which experiments to use, a Microbiology teacher was asked. The
following are his suggestions: include common techniques such as Slide Preparation,
Staining, Media Preparation, Wrapping Petri dish, Sterilization, Plating <strong>an</strong>d Streaking
in the sample experiments; <strong>an</strong>d include the identification of bacteria based on
Morphology.
4.2 Overall Design
MicLab presentation side is written mainly in Silverlight using XAML
definitions. The controller <strong>an</strong>d business logic is written in C#.
The main screen is composed of several modules or components. Each screen
component plays <strong>an</strong> import<strong>an</strong>t role in providing the MicLab user the <strong>interactive</strong>
environment for simulating microbiology laboratory techniques. The main window
layout is composed of five main area components. They are namely the Title Area,
Working Area, Toolbar Area, Feedback Area, <strong>an</strong>d the Instructions Area (see Figure
2).
12

Figure 2. Main Page
4.2.1 The Title Area
The title area is located in the topmost portion of the screen. This part of the
screen shows the Product Title, the Experiment Title, the Experiment Selector <strong>an</strong>d the
Help Button (see Figure 3).
Product Title
Figure 3. Title Area
Experiment Selector
Experiment Title
Help Button
13

The Product Title is the name of the simulation which is MicLab:
Microbiology Laboratory Simulator. This part is the same <strong>an</strong>d is always shown
throughout the <strong>game</strong>. The Experiment Title is the name of the running experiment.
The title that will be shown depends on which experiment will be chosen by the user
in the combo box. The Experiment Selector contains the list of available experiments
in the <strong>game</strong>. The Help Button contains instructions necessary for the operation of the
simulation <strong>an</strong>d definition of unfamiliar terms used.
4.2.2 The Working Area
This is the main window of the program, where all the activity is being done.
This area of the screen is essentially made up of three components: the Activity
Window, Comm<strong>an</strong>d Bar, <strong>an</strong>d the Joint Operation Bar (see Figure 4).
Figure 4.Working Area
The Activity Window is basically the viewing window where the <strong>an</strong>imation
will be played. This area contains all the apparatus, chemicals <strong>an</strong>d equipment that are
being used in the experiment.
14

The Comm<strong>an</strong>d Bar contains all the operations allowed on the selected
apparatus, culture, material or equipment. The number of operation corresponds to the
number of button displayed. Various <strong>an</strong>imations will be played on the activity
window based on the selected device <strong>an</strong>d operation chosen.
An example is the Bunsen burner. If the Bunsen burner apparatus is selected,
the possible operations are STOW BURNER (stow the burner away from the table),
FLAME START (start the fire), FLAME-OUT. Clicking a specific operation button
in turn will execute the said operation. So clicking the FLAME-ON button will start
the <strong>an</strong>imation that lights up the Bunsen burner. The system detects operational events
proper chronological sequence. A Bunsen burner c<strong>an</strong>not be stowed without doing a
FLAME-OUT.
The Joint Operation Bar contains the operations allowed on a collision of two
resources. From the figure above, the possible operation when the Bunsen burner
collides with the inoculation loop is Flaming (sterilize the inoculation loop).
4.2.3 The Toolbar Area
The Toolbar Area is located on the right side of the screen represented by a
series of vertical toolbars. Each toolbar contains all the resources needed in order to
perform the experiment. Each toolbar resource is identifiable by <strong>an</strong> icon/image
representing the resource <strong>an</strong>d with a tooltip text showing the name of the resource.
This area is subdivided into the following four (4) categories based on the type of
resources involved, namely the Apparatus toolbar, Materials toolbar, Equipment
toolbar, <strong>an</strong>d the Cultures toolbar (see Figure 5).
15

The Apparatus toolbar contains all the portable resource. It includes Bunsen
burner, glass slide, inoculation loop, Petri dish, pipette, <strong>an</strong>d test tube. The apparatus
toolbar c<strong>an</strong> be identified by a title "Apparatus" on top of the bar.
The Materials toolbar contain all consumable resources like agar broth,
alcohol, wash bottle <strong>an</strong>d tissue. This also includes the chemicals namely crystal violet,
iodine, <strong>an</strong>d safr<strong>an</strong>in. The Materials toolbar c<strong>an</strong> be identified by a title "Materials" on
top of the bar.
Figure 5. Toolbar Area
The Equipment toolbar contains all non-portable resource like the microscope.
The Equipment toolbar c<strong>an</strong> be identified by a title "Equipment" on top of the bar.
The Cultures toolbar contains the cultures that will be included in the
experiments that will be shown in the simulation. The Cultures toolbar c<strong>an</strong> be
identified by a title “Cultures” on top of the bar.
16

MicLab user c<strong>an</strong> use <strong>an</strong>y of the resources on these toolbar by clicking on it.
However, each resource has a program number of unit based on the experiment being
executed. For example, if only one test tube will be needed for a certain procedure,
the test tube c<strong>an</strong> only be clicked once. Clicking it again will have no result.
4.2.4 The Feedback Area
The Feedback area is the part which is found in the bottom part of the Main
Page <strong>an</strong>d is nearest to the Working Area. The feedbacks are categorized as a warning
or <strong>an</strong> error (see Figure 6). If the user is on the right track, there will be no messages.
Warning text feedbacks are displayed in or<strong>an</strong>ge font color that tells the user there is
<strong>an</strong> action that needs to be taken. While error text feedbacks are messages shown in red
that tells the user that something is wrong.
4.2.5 The Instruction Area
The Instruction Area is the one below the Feedback area (see Figure 7). It
gives a series of instruction that a user needs to follow in order to complete <strong>an</strong>
experiment. The instructiongiven out in this window is driven by the running
storyboard.
4.3 Coding
Figure 6. Error Message on the Feedback Area
Figure 7.Instruction Area
MicLab was coded <strong>an</strong>d developed using Microsoft Silverlight 4 with the
l<strong>an</strong>guage C#. Each device in the toolbar had a control connected to the main page.
17

These controls were designed as buttons, each containing two images of a specific
tool. The first image was the normal one <strong>an</strong>d the second image was when the mouse
was hovered over the button. Each control is connected to the main page by adding
each control to the C# part of the main page.
The toolbar detects the click by the user through the implementation in each
tool/device a XAML program in area. It uses a
functionality of XAML called . The code
under this was taken from the sample program in Microsoft website. The only thing
ch<strong>an</strong>ged was the image source under the tag (see Figure 29 in Appendix F
for the XAML code used for the buttons).
Each tool shown in the working table is actually just a simple picture. Each
picture was modified to detect MouseLeftButtonDown, MouseMove, <strong>an</strong>d
MouseLeftButtonUp. When MouseLeftButtonDown is detected, MicLab will assume
that the picture must be redrawn (delete the original drawing <strong>an</strong>d draw the new one in
the new location) every time it detects mouse movement (MouseMove) or basically
redraw where the mouse is located. The redraw behaviour stops when the
MouseLeftButtonUp event is detected. Since the dragging is the same with all the
tools, a parent CS was made where all the controls of each tool on the working area
inherits its codes (see Appendix C for the parent CS).
Every device or apparatus contains a function called “void CreateComm<strong>an</strong>d-
Bar()”. Since each Comm<strong>an</strong>d bar is unique to each device, each device requires a
unique program. For example, for Bunsen burner apparatus, the program is called
BunsenBurnerControl.cs. This program contains the “CreateComm<strong>an</strong>dBar()” function
<strong>an</strong>d inside the function in calls a unique function called “BunsenBurnerCBarControl”
(see Figures 47 - 63 in Appendix F for the XAML codes for Comm<strong>an</strong>dBar <strong>an</strong>d
18

Figures 125 - 141 in Appendix G for the C# codes for the functionality of the different
devices in the working table when clicked).
The Joint Operation bar appears when there is a collision between two
devices. Like the Comm<strong>an</strong>d bar, the Joint Comm<strong>an</strong>d bar is also unique to each two
collided devices. Windows has a special event that detects collision <strong>an</strong>d forces the
affected pictures to redraw or render. The event that must be detected is called
“CompositionTarget_Rendering” (see Figures 64 - 105 in Appendix F for the XAML
codes for Joint Operation bar for the two different apparatus when collided <strong>an</strong>d see
Figures 142 - 183 in Appendix G for the C# codes for the functionality of the buttons
in the Joint Operation bar when clicked). When a task is chosen on the Joint
Operation bar, <strong>an</strong> <strong>an</strong>imation of the two devices working together will be played. This
<strong>an</strong>imation was made using Expression Blend 4 + SketchFlow.
MicLab simulation program was designed to follow the predefined instruction
in the program. An experiment in MicLab is composed of sequential series of
activities that a player must follow in order to finish the experiment. The sequential
series of activities is stored in <strong>an</strong> MLS (MicLab Storyboard) file - a text file that
contains how the experiment must progress (see Figures 198 - 202 in Appendix K for
the MLS files of the storyboards used in the experiments in the MicLab).
At the start of the play, the user will need to choose from a number of MLS
which experiment he w<strong>an</strong>ts to play. After choosing, the system will load the MLS file
stored in memory <strong>an</strong>d will direct how the user c<strong>an</strong> go about the experiment.
The Storyboard Interpreter is the core of MicLab controller layer. This module
is responsible for reading the story written in the MLS file. Each line of text in the
MLS file is a comm<strong>an</strong>d which tells the Simulator program what to do.
19

There are two types of comm<strong>an</strong>ds that c<strong>an</strong> be found in the storyboard, these
are: Instructional Comm<strong>an</strong>ds which are comm<strong>an</strong>ds where the simulator program will
give instruction to the user on what to do next. This type of comm<strong>an</strong>d does not need
user intervention in order to proceed to the next line; <strong>an</strong>d Action Comm<strong>an</strong>ds are
comm<strong>an</strong>ds that require for a user intervention. The simulator program will not go to
the next line unless the user performs the action.
The MicLab Storyboard interpreter will execute the first line by displaying <strong>an</strong>
instruction, like "Please place the Bunsen burner in the table, to the user. This
instruction will appear in the Instruction Area of the Main screen”. After displaying
the instruction, MicLab controller will go to the next line (see Appendix H for the
MicLab controllers). The line after the instruction comm<strong>an</strong>d is <strong>an</strong> action comm<strong>an</strong>d
<strong>an</strong>d needs user action in order to proceed to the next instruction. This line will wait
for the user to get the Bunsen burner (by clicking the apparatus toolbar) to the table.
An experiment will definitely require several lines of instructional comm<strong>an</strong>d
to perform <strong>an</strong> entire experiment. The feature about the MLS file design is its
flexibility. Instructions c<strong>an</strong> be added by <strong>an</strong>y user by editing the file <strong>an</strong>d coding his
custom experiment.
4.4 User Accept<strong>an</strong>ce Test Results
The program was tested by 20 testers: 9 Microbiology students, 9 non-
Microbiology students, 1 Microbiology teacher <strong>an</strong>d 1 non-Microbiology teacher. The
testers were asked to follow some instructions that were on the sample testing form
<strong>an</strong>d to give their satisfactory rating. Results of the user accept<strong>an</strong>ce test were shown in
Table 1. Based on the result, the program created was successful.
20

Table 1.Test Results
Tester No. No. of
Passes
No. of Fails Satisfactory
Rating
Final
Decision
Success
Rating
1 182 0 5 GO 100%
2 182 0 5 GO 100%
3 182 0 5 GO 100%
4 182 0 5 GO 100%
5 182 0 5 GO 100%
6 182 0 5 GO 100%
7 182 0 5 GO 100%
8 182 0 5 GO 100%
9 182 0 5 GO 100%
10 182 0 4 GO 100%
11 182 0 5 GO 100%
12 182 0 4 GO 100%
13 182 0 5 GO 100%
14 182 0 4 GO 100%
15 182 0 5 GO 100%
16 182 0 4 GO 100%
17 182 0 4 GO 100%
18 182 0 4 GO 100%
19 182 0 4 GO 100%
20 182 0 4 GO 100%
Overall Average 4.6 100%
21

5.1 Conclusion
CHAPTER V
CONCLUSION AND RECOMMENDATIONS
The research was able to gather <strong>an</strong>d find the necessary data <strong>an</strong>d requirements
needed to build the software. Although the study did not meet all of the suggestions
given due to time constraints, however it covered most of the suggestions. The
program had a total of 5 experiments – one empty for freeh<strong>an</strong>d testing <strong>an</strong>d four
containing a story with instructions to follow, which included most of the
Microbiology techniques suggested such as Staining, Microscopy, Slide Preparation,
<strong>an</strong>d Aseptic Technique. The software was tested by 20 people <strong>an</strong>d received a success
rate of 100% with <strong>an</strong> overall satisfactory rate of 4.6.
5.2 Recommendations
The MicLab Simulation had still a room for improvement. Achieving the
recommendations made by the researchers <strong>an</strong>d some of the testers would be a big help
in the improvement of the program <strong>an</strong>d overall, would become more useful to users in
the future. If ch<strong>an</strong>ges c<strong>an</strong> be done, these are the recommendations:
add a story mode in the <strong>game</strong> to make the software more entertaining;
add more sample experiments to introduce more Microbiology techniques
<strong>an</strong>d devices found in the science laboratory; <strong>an</strong>d
improve the graphics <strong>an</strong>d add sounds to make it more presentable <strong>an</strong>d
interesting.
22

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24