INTRODUCTION

Gaming is popular for its fun, focus-enhancing, and brain-training benefits,

especially among younger people. This inspired the creation of GAPP, an e-book mobile
app by Touched by God’s Grace Ministry A/G, designed to help people understand the
Bible better through mini games. GAPP makes learning about the Bible fun and interactive,
making it easier to remember and understand its teachings in a modern way. By studying
how games keep players interested and examining key Bible stories, GAPP combines these
elements to connect ancient wisdom with modern learning preferences. The app's
interactive features like puzzles, quizzes, and challenges create a dynamic learning
environment that encourages active participation and critical thinking. Multimedia content
such as animations and audio narration cater to different learning styles, making the
experience more enriching. Adaptive learning algorithms ensure that each student gets the
right challenges and support to maximize their learning. By adding fun and excitement to
biblical teachings, GAPP captures students’ attention and fosters a lasting interest in
religious education.

With the frequent use of digital technology and the development of educational tools,
consumer requirements are constantly evolving, making it necessary to integrate tools for
monitoring information, data, and activity related to creating, designing, managing, and
using these tools. Bontchev (2021) emphasizes the importance of such tools in his research
on specialized software for educational platforms like APOGEE (smArt adaPtive videO
GamEs for Education). Building on this, the GAPP e-book mobile app by Touched by
God’s Grace Ministry A/G includes features like puzzles, quizzes, and challenges to make
learning about the Bible more engaging and effective. It also incorporates multimedia
content such as animations and audio narration to cater to diverse learning styles. The app's
adaptive learning algorithms ensure personalized challenges and support, optimizing each
student's learning potential. Additionally, GAPP integrates data analytics tools to monitor
user interactions, assess learning progress, and provide insights into individual and group
performance. This data-driven approach allows for continuous improvement of the learning
experience, ensuring it remains relevant and effective. By integrating these technological
advancements and data analytics, GAPP not only captures students’ attention but also
provides a dynamic learning environment that fosters active participation and critical
thinking, aligning with the evolving needs of educational tool users.

GAPP, the name of the mobile app developed for Touched by God’s Grace Ministry A/G,
is not an acronym but a symbol of its purpose: to fill the gap between students and God.
Each lesson within the app is designed to help users understand more about God. By
engaging with GAPP, learners will deepen their connection to biblical teachings through
interactive and enjoyable assessments that promote both understanding and retention of
key spiritual lessons. The app serves as a bridge, helps to build a stronger relationship with
God through innovative educational method that connects well with today’s users.

The proposed project titled “GAPP: A Biblical E-book Learning Mobile Application with
Data Analytics for Touched by God’s Grace Ministry A/G” underscores the effectiveness
of integrating advanced educational technologies and data analytics into religious
education. By studying how interactive elements like mini games and multimedia content
can enhance learning, the research highlights the benefits of using such tools to make
biblical teachings more engaging and accessible.

Project Context

In today's digital landscape, integrating technology into education has become

essential to enhance learning outcomes and engage learners effectively. Touched by God's
Grace Ministry A/G recognizes the need to adapt to modern educational approaches but
faces challenges in teaching biblical lessons effectively. Their traditional methods, like
PowerPoint presentations and paper-based activities, often fail to fully captivate students'
attention or foster deeper understanding. The core issue is the gap between traditional
teaching methods and the preferences of modern learners, who are used to interactive,
technology-driven learning experiences. While the ministry values the benefits of physical
interaction and traditional teaching, it sees the growing importance of embracing
technological innovations to improve the educational experience. Therefore, the ministry
is exploring new ways to engage students and make studying scripture more enjoyable and
accessible.
On March 24th of 2024, researchers interviewed Ps. Brille Berhdan I. Pol, an Associate
Pastor at Touched by God’s Grace Ministry A/G, discussing the difficulties in making
biblical teachings engaging for students at the Engaged Equipping School. The interview
revealed that the ministry's current teaching methods include PowerPoint presentations,
paper-based assessments, manual grading, and reliance on either PDF or printed modules.
These methods sometimes lead to challenges in maintaining student focus and can be time-
consuming for educators. Moreover, sticking to printed materials may restrict student
interaction with the content.

In conclusion, Touched by God's Grace Ministry A/G is aware of the limitations of their
current teaching methods, as highlighted in the interview with Ps. Brille Berhdan I. Pol.
They acknowledge the need to bridge the gap between traditional approaches and the
preferences of modern learners. To address these challenges, the ministry is committed to
embracing technological innovations to enhance student engagement and understanding of
biblical teachings. By exploring new approaches and integrating technology into education,
the ministry aims to create a more enjoyable and accessible learning experience for all
students at the Engaged Equipping School.

General Problem of the Study

How to develop "GAPP: Biblical E-book Learning Mobile Application with Data
Analytics for Touched by God’s Grace Ministry A/G" by integrating game and
learning system?

Touched by God's Grace Ministry A/G had problems in effectively teaching

students to catch Bible lessons. The challenge stems from relying on conventional methods
such as PowerPoint presentations and paper-based presentations/activities, which lack
interactivity. So, it becomes difficult to engage students sufficiently and foster deeper
comprehension. The developers have difficulties of integrating the learning modules to the
game with the specific scriptures from the Bible.
Specific Problems of the Study

1. How to develop an E-book learning module that will discuss about 16

fundamental truths in the bible?
The key challenges the developers encounter is creating an e-book
application that comprehensively encompasses 16 fundamental truths from the
Bible. It’s important to ensure that the content is both accurate and engaging,
providing users with a thorough understanding of each module’s significance and
teaching. This involves structuring the app in a way that allows the users to explore
each module.

2. How to develop a journal module that will allow students to access and interact
with the lessons?
The developers need to create a module that allows students to access and
engage with the lessons effectively. This requires designing an intuitive interface
that facilitates easy navigation, interaction with the content, and taking down notes
through the same app.

3. How to develop a game module that the teachers will assess students through
mini games?
The researchers need to develop an e-book application that have mini games
that provides teachers and administrators with means to evaluate students learning
through mini game mechanics. This entails designing a system that offers various
types of game and easy to use tracking features to assess the students.
.
4. How to develop an application that will track the progress of the student with
data analytics?
The developers face challenges in integrating data analytics to track student
progress within the ministry. They need to manage large amounts of data, ensure
accuracy, maintain privacy, and build the system from scratch. Despite these
hurdles, they are committed to developing a system that provides valuable insights
into student performance, helping improve educational planning and outcomes.
Purpose and Description of the study

The proposed project, “GAPP: Biblical E-book Learning Mobile Application with
Data Analytics for Touched by God’s Grace Ministry A/G,” enables researchers to create a
fun and interactive game for the ministry's students to deepen their understanding and
connection with biblical teachings. By integrating mini games into the learning process,
GAPP aims to make learning about the Bible accessible and enjoyable for people of all
ages, helping them grow spiritually and understand God's grace better.

In this study, developers will collaborate with educators and religious leaders to ensure
GAPP aligns with their teaching methods and theological principles. This partnership will
help users enhance their biblical knowledge and track their progress within the app. GAPP
offers a fresh approach to biblical education by making it fun and engaging through various
mini games. By blending traditional teaching with modern technology, GAPP aims to
enrich the spiritual journey of users in Touched by God's Grace Ministry A/G. The project
focuses on developing "GAPP: Biblical E-book Learning Mobile Application with Data
Analytics for Touched by God’s Grace Ministry A/G" to address the ministry's challenges
in teaching biblical lessons effectively. By using mini games and multimedia, GAPP
creates a dynamic learning platform where students can better understand and connect with
biblical teachings. The ministry is committed to innovation while staying true to its mission
of nurturing spiritual growth. By collaborating with researchers to create GAPP, Touched
by God's Grace Ministry A/G demonstrates its commitment to embracing new technology
to enhance biblical education and its impact in the community.

General Objective of the Study

To develop "GAPP: Biblical E-book Learning Mobile Application with Data

Analytics for Touched by God’s Grace Ministry A/G" by integrating game and
learning system."

The researcher will develop an interactive game application that will allow the
students in the ministry to strengthen their interest and comprehension of the Bible. By
integrating games and learning systems, it address the challenges that the ministry is
currently facing.

Specific Objectives

1. To develop an E-book learning module that will discuss about 16 fundamental

truths in the bible.
The researcher will develop an e-book application that covers 16
fundamental truths in the bible, ensuring accuracy and comprehensive
understanding of each module. The development process required structuring the
app in a user-friendly manner that allows for exploration of each truth while
maintaining fidelity to the Bible’s teachings.
2. To develop a journal module that will allow students to access and interact
with the lessons.
The researchers will develop a module that allows the students in ministry
to read the lessons and manually take notes through GAPP to enhance the student’s
comprehension. By utilizing note taking features within the system, users can
efficiently organize and access their notes.

3. To develop a game module that the teachers will assess students through mini
games

The developers created an e-book application that enables teachers and

administrators to assess the students learning through game mechanics that involves
a user-friendly interface. The developers aims to provide educators with effective
tools to measure student comprehension and progress within the game.

4. To develop an application that will track the progress of the student with data
analytics
The developers integrate data analytics to track student progress within the
ministry. The system is being built to handle large amounts of data accurately and
keep student information private. This system will provide valuable insights into
student performance, helping improve educational planning and outcomes.
Scope and Limitations of the Study

"GAPP: An Interactive Game-Approached System to Enhance Biblical

Understanding for Touched by God’s Grace Ministry A/G” will employ two interfaces.
First, the Ministry or Admin Panel that only accessible for the Ministry to add quizzes,
verses, etc. It will require a pastor’s or admin user credentials to access the features and
functionalities of this side of the system/. The Admin User has the privilege to access and
manage all the features and data that this side of the system does have. The other side of
the system is accessible to the students in the ministry. Some of the functionalities and
features are only visible and accessible for registered clients.

Scope

Back-End

1. Admin and Educators Login

This section enables educators to create new accounts or log in to the GAPP
system. Administrators can monitor and manage student accounts
and control the lock/unlock feature for interactive game access during
lesson times.

2. Dashboard

Educators can see the activities, leaderboards, and calendar for activities.

2.1 Side Bar panel

It shows the categories in the side bar panel such as Students (for
registration and registered student), Student progress(for tracking the
progress of the students), Educators (for registering and registered
educators), game settings, Leaderboards, Calendar. It shows the Educators
can edit activity details, such as instructions and objectives, to tailor them
to specific lesson objectives.
 3. Leaderboard

Educators can track student scores in the game. This feature facilitates
understanding of individual student performance and overall class
engagement.

4. Student Account Management

Admin have control over student accounts, including the ability to activate
or deactivate accounts as needed.

Front-end

1. User Login

Students log in to their accounts on the GAPP app, while new students can
register to access the application features. Prospective students can view
available lessons but cannot access them until unlocked by the educator.

2. Dashboard

Students can access unlocked interactive game-based activities. Locked

activities are inaccessible outside of lesson times.

2.1 Leaderboards

It shows who’s leading scorer within the game

2.2 Game

Student can play available game when the teacher gave them a
code

3. Hamburger panel

The panel show the My Profile, Power ups, Helps and FAQs, Settings, and
Logout
 3.1 Personal Information

Students can manage their personal information and update profiles within
the GAPP platform.

3.2 Power ups store

Students can buy the power-ups hints, multi-hint, and extra time

3.3 Helps and FAQs

It shows the instruction and guidelines on how to play the GAPP

3.4 Settings

Students can edit the settings music, and can-do power-saving

Limitations

1. Limited User

The system is exclusive to Level 2 students at the Engaged Equipping

School of Touched by God's Grace so it may not be accessible to individuals
outside this demographic. This limitation restricts the potential audience for
the system.

2. Internet Dependency

The system requires internet connectivity to function, which may pose

limitations in areas with poor or unreliable internet access. Students without
consistent internet access may face difficulties in using the application
effectively.

3. Device Compatibility
The system is only available for Android smart phones, excluding users of
other mobile platforms such as IOS. This limitation may prevent some
students from accessing the game if they do not own compatible devices.
 CHAPTER II
REVIEW OF RELATED LITERATURE/SYSTEMS
Related Literature
The integration of gamification into educational settings has gained significant
attention in recent years, with the studies and exploration of its impact on various academic
subjects. The exist abstract’s focus on the influence of digital gamification on mathematics
achievement provides a foundation for the potential benefits of integrating gamified
learning methodologies into many academic fields. In alignment with this, the following
literature review digs into research on the use of gamification in education, with a specific
emphasis on its use to improve leaning experiences in the context of biblical
comprehension. The finalization of this related literature highlights the wider landscape of
gamification in education and the specific intersections with biblical comprehension.
Utilizing the upcoming thesis aims to add to the ongoing conversation about inventive
strategies to improve learning encounters, specifically within the domain of biblical
education. The creation of an interactive game-oriented application designed to enhance
the understanding of biblical content and cultivate a learning environment that is both
captivating and helpful reflection.

Foreign Literature
According to Qazdar et al. (2022), in their study titled "Learning Analytics for
Tracking Student Progress in LMS", the COVID-19 pandemic has significantly
accelerated the digital transformation of learning, especially within higher education
institutions. Learning Management Systems (LMS) have become essential tools for
managing learning and training processes, providing a comprehensive package of services
that enhance the e-learning experience. However, LMS platforms often lack functionalities
for tracking student progress. The authors highlight that analyzing data generated by LMS
can produce indicators that reflect student progress. This research utilized learning
analytics to identify struggling students, lower performers, and those needing
reinforcement, aiming to improve student success rates and the overall effectiveness of the
learning process.
 According to Mashfufah et al. (2019), in their article "Conceptual: Digital book
in the era of digital learning approaches (DLA)", the advancement of ICT has
significantly impacted education worldwide. Electronic books or Digital books, featuring
multimodal components like text, audio, animation, and video, are increasingly preferred
over printed books. Despite their popularity, research indicates challenges in their
effectiveness for reading comprehension. Digital books offer an interactive aspect of self-
regulated learning, particularly useful in distance learning. The effectiveness of digital
books in educational settings depends on factors such as appropriate curriculum
development, students' prior knowledge of technology, and the role of adults as facilitators
in learning activities. According
to Susanto et al. (2020), Bible literacy, particularly the understanding of biblical stories,
has been a focal point in children's education at schools and churches through Sunday
school programs. Despite early exposure, there is no assurance that children will maintain
an interest in biblical stories as they enter adolescence. Therefore, this study of “Bible
Learning with Board Game for Children” demands for innovative and engaging
learning methods to sustain children's interest in these narratives. Research indicates that
incorporating fun learning methods enhances children's ability to actively absorb
knowledge, fostering quicker development through initiative-based learning. To address
this need for creative learning, the researchers propose the development of a board game
as a teaching tool to support Bible literacy. The board game focuses on the story of Moses
from the book of Exodus, utilizing vibrant and appealing cartoon drawings to captivate
children's attention. The game incorporates interactive elements where players engage in
quizzes upon reaching specific positions on the board, introducing assessment components
to create a competitive learning environment. The primary goal of this board game is to
provide a more engaging and interactive learning experience for children, fostering a
lasting interest in biblical stories from an early age (Susanto et al., 2020).
According to Necochea (2020), access to scripture has never been easier, with the
availability of digital platforms like mobile apps and the internet alongside traditional
printed copies. However, this study “Biblical Literacy Among Millennial
Christians” contrary to this expectation, concerning decline in biblical literacy among
millennials. This suggest that just having access to the Bible digitally does not mean people
are really getting. Even though we have the bible at our fingertips it is not clear how much
it is really sinking in for younger generations. To address this biblical literacy among
millennials, the researcher was conduct to a study and visualize, they produce an idea that
to make something fun and easy for millennials to use but also help them learn about the
Bible. So, they produced a mobile game. That playing the game, millennials will learn more
about the bible, and connect with other believers online and strengthen their faith along the
way. (Necochea, 2020). According to Sutopo et al.
(2019), The traditional methods of teaching Bible stories to children are through books and
video presentations. However, this study titled “Developing Interactive Bible Learning
Model Based on Mobile for Children” is current lifestyle in the IT era may shift
children’s learning style. For many, smartphones and other digital media are more
appealing than books. The authors aim to develop a mobile-based Bible learning
application for children and youth. By combining qualitative approaches with Borg and
Gall's Research and Development Method with Luther's Multimedia Development Life
Cycle, the researchers seek to create a new IT-based learning model that could facilitate
easier, more fun, and more interesting learning for children and youth. Research findings
show that the most feasible model is mobile-based learning with games.

Local Literature
According to Obenza (2024), in their study titled “Assessment of Educational
Digital Game-Based Learning and Academic Performance of Grade Six Pupils”, This
study examines the impact of Educational Digital Game-Based Learning on grade VI
students’ English language skills. Comparing Educational Digital Game-Based Learning
Group shows improved academic performance and develop better learning habits. The
study highlights the importance of teacher advancement for successful implementation.
According to Ibita (2019), in their study titled “Critical Times, the Bible and
Sustainability”, This Documentation argues for comprehensive approach to interpreting
theology and the Bible respond today’s critical challenges. Drawing from Fernando
Segovia's idea, it emphasizes the need for diverse perspectives, especially in tackling
environmental issues.
According to Derasin (2024), in their study titled “The impact of digital gamification
and traditional based learning on students' mathematics”, This study explores how
digital gamification and traditional learning methods affect the math achievement of grade
10 students. Conducted at bantayan national high school in Cebu, the research involved
two control and two experimental groups. Results showed that digital gamification
significantly enhances students’ math skills, emphasizing the importance of integrating
technology like gamified teaching boost engagement and learning.
According to Cezar (2022), in their study “DIGITAL GAME-BASED LEARNING: an
innovative approach in teaching science in a new normal setting”, This study
investigated the impact of digital game-based learning on Grade 9 students' performance
and engagement. Using RPG Maker MV software, lessons were developed and delivered
to sixty students at Iligan City National School of Fisheries. A performance test and
engagement scale were used for evaluation. Results showed that the experimental group
outperformed the control group, with significant improvement in both academic
performance and engagement. The experimental group achieved higher scores in the post-
test, moving from "Did Not Meet Expectations" to "Very Satisfactory" levels, while the
control group improved from "Did Not Meet Expectations" to "Fairly Satisfactory."
Additionally, the experimental group demonstrated higher engagement levels compared to
the control group, with significant differences observed between the two groups.
According to Arato et al. (2019), in their study titled “Juan Piece, a Mobile Puzzle Game
about Philippine Geography: its Effects on Students' Problem-Solving Skills”, the
researchers developed a 2D infinite runner-puzzle game named Juan Piece to examine its
impact on the problem-solving skills and Philippine geography appreciation of the
participants. The game was made available on Android smartphones and tablets. The
researchers aimed to determine if playing puzzle games like Juan Piece could enhance
problem-solving abilities. Paired t-tests and chi-square tests of independence were used to
analyze and interpret the data gathered from the respondents. The study revealed that while
playing Juan Piece, it did have a positive impact on the participants' understanding and
appreciation of Philippine geography.
Synthesis
The integration of gamification in education, particularly its impact on mathematics
achievement, has been a subject of significant attention in recent years. The abstract
emphasizes the potential benefits of incorporating gamified learning methodologies across
various academic fields. The literature review focuses on the use of gamification in
education, specifically examining its application to enhance learning experiences in the
context of biblical comprehension. In the realm of biblical education, Susanto et al. (2020)
propose a board game focusing on the story of Moses to sustain children’s interest in
biblical narratives. Necochea (2020) addresses declining biblical literacy among
millennials by introducing a mobile game as a fun and easy way to learn about the bible.
Sutopo et al. (2019) advocate for a mobile-based bible learning application, levering games
for more engaging learning experiences. Examining the Seventh-day Adventist Church’s
educational game design, Lima et al. (2021) find common elements reflecting the church’s
text-based bible study paradigm. Van de Merwe (2021) suggest using interactive
storytelling, cartoon animation, and educational gaming to effectively communicate
biblical messages to preschool children. In local literature, Obenza (2024) observes
improved academic performance in English language skills through educational digital
game-based learning. Derasin (2024) demonstrates the positive impact of digital
gamification on the math achievement of grade 10 students. Arato et al. (2019) explore the
effect of a mobile puzzle game, Juan Piece, on problem-solving skills and Philippine
geography appreciation, revealing a positive impact on participants’ understanding and
appreciation of the subject. These studies collectively highlight the diverse applications of
gamification and technology in education, ranging from mathematics to biblical
comprehension and problem-solving skills, emphasizing the potential for innovative
approaches to enhance leaning experiences across various domains.
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Cesar, G. (2022, September 1). DIGITAL GAME-BASED LEARNING: An Innovative

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