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Using Agile Techniques, the students will design a Rubik’s cube GUI simulation application. This will involve each student identifying and classifying which components need addressing and how, using Agile development, this will be achieved. The final outcome of this will a document or documents addressing these components, (Communication, planning, modeling, construction and deployment).
Organization and Flow:
• Project planning
• Use case development
• Requirement gathering
• Rapid design
• Code generation (not necessary)
• Testing
Using Agile Techniques, the students will design a Rubik’s cube GUI simulation application, This may involve discussion collaboration among the class students as they identify and classify which components need addressing and how, using Agile development, this will be achieved.
The final outcome of this will a document or documents addressing these components, (Communication, planning, modeling, construction and deployment).
The Rubik's Cube, a famous three-part problem that fits together, comes from the creative mind of Ernő Rubik. He is a Hungarian who makes art and teaches architecture. The cube, made in 1974, is a three-part building size of 3x3x3. It consists of 26 smaller cubes known as "cubies." The cube has nine stickers on each face, with six different solid colors: These include white, red, blue, orange, green and yellow.
The main goal of the puzzle is to move these bright colors around and then put them back where they started. This makes a hard job for the brain that also needs thinking power. Since it was made, the Rubik's Cube has gone beyond being just a puzzle.
It became famous all over the world (Al-Saqqa et al., 2020). This puzzle game sold over 350 million copies worldwide and is the best-selling puzzle game globally. Beyond its money success, the cube is known for being smart in math. It gives fans a fun thing to do while also making their brains sharper by helping them solve problems and understand space better.
The Rubik's Cube is used in schools and other learning places. It helps teach important skills. People use it for more than just fun. Teachers take advantage of its complex parts to help teach how to solve problems and improve understanding of space. The cube is very interesting because it can link fun with learning, making it a great tool to help develop important thinking abilities.
The Rubik's Cube has become popular again due to apps created for phones that mimic it. On these online places, people can do puzzles on a computer or phone in the internet world. The growth of tech has made the Rubik's Cube easier for more people to use, even those who might find it hard to play with the real thing. So, with different skills and backgrounds, people can deal with the cube's many challenges. This makes it more attractive to a large number of people.
Agile methods in software development mean a big shift in the industry. These ideas and ways of working are about doing things step by step, teamwork, and always listening to what clients say. This way of doing things wants to make software making more ready and able to change. This lets teams quickly adjust when needs shift, giving extra benefits to users.
The main ideas of agile software development are about working with the client, being able to change easily and giving useful software quickly. The Agile way asks engineers to accept change instead of fighting it, and encourages working in a relaxed way that can be worked on again and again. A key part of agile methods is the continuous development process.
Agile method helps to split projects into smaller, easier-to-handle parts called sprints or iterations instead of the normal straight way. Every round makes a product improvement that can be shared, allowing continuous mixing and testing. The step-by-step method helps give working software to users early and often. It also allows them to share their thoughts during the making process.
Figure 1: Agile Technique
Working together is a key idea in Agile method. Working together, teams made up of people with different skills and knowledge work in a place that encourages them to talk openly. This teamwork between different fields makes people feel such as they all have a job to do. It gets the team members talking about their knowledge and working together to solve problems.
Agile teams often use daily meetings where they talk about what's done, problems, and coming tasks. This makes a habit of honesty and shared responsibility in the group. Agile methodologies have shown they work well in many types of software stuff such as games, mobile apps and business systems. The reason why Agile ways of working are so good at changing is because they are very flexible.
This makes them great for tasks that are tough, unclear or often change their needs fast. Agile development is famous for its quick and flexible way of working. It lets teams quickly handle changing needs and work well together. This makes sure that the final outcome matches what customers are expecting (Kropp et al., 2018).
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The aim of this study is to create and make a Rubik's Cube game program using Agile methods. The software will be made to be easy for people, fun and helpful. It will also be made to stretch and grow, letting new features come in the future.
The specific objectives of this research are to:
• To Identify the requirements for a Rubik's Cube simulation application.
• To Design and develop the application using Agile techniques.
• To Evaluate the application's usability and effectiveness.
• To Identify areas for future research and development.
Developing insight into the desires and expectations of stakeholders is crucial in the process of Agile software development. This ensures the successful development and delivery of a software solution, ensuring that it fulfills all its intended functionalities.
People who care about a software project have different roles. These can be users, consumers or developers of the software and bosses in charge of the work. Each person thinks differently with their own likes and needs. To get the wants and needs of people involved in a project, it's important to use a big plan. This plan should include different ways to find out what those people desire.
Interviews: Talking with people who are involved in a project through conversations helps the team working on the project learn what those people think, feel and need. It can do interviews in many ways and could talk to someone in person, use a phone call or have a video chat. This lets user be flexible and fit the meeting times that stakeholders want best.
Surveys: Survey is a strong tool to get input from lots of people. It helps project teams get numbers about what people want and expect (Hoda et al., 2018). This makes it easier for them to plan and manage better. Surveys can be done either online or in person. This lets people easily give their thoughts on the subject.
Focus Groups: Focus groups mean bringing together few important people to start talks and gather qualitative information about their opinions. A guide helps people talk, encouraging them to share thoughts, fears and advice in a friendly group.
Document Analysis: Documents containing project plans, company ideas, and user instructions possess valuable insights into people's desires and requirements. Looking at these papers helps team members understand the project's goals, planned actions and limits. When finding out what people want by using these methods, the next step is to sort and organize their desires. The process involves grouping the things based on how important they are, how quickly they need to be done and if it's easy.
Prioritization: Techniques such as the MoSCoW method or Kano model are employed to determine the most crucial requirements. The MoSCoW approach categorizes requirements into four distinct groups: Must have, Should have, Could have, and Won't have. The Kano model classifies criteria into three distinct categories: Must-be, Performance, and Excitement.
Categorization: Sorting tools such as group idea charts help us join same needs together by seeing what they all share or their main points. This method makes it easier to organize and manage needs. Using it helps to better understand their connections and paths.
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Techniques for questioning are used to get all the things people involved need in a planned and careful way. This is done from their point of view, taking into account what they expect. These methods aid project groups to get useful details from stakeholders, making sure they fully know what they need. There are different ways to bring out information, and each one has its own special benefits and uses.
• Observation: They use ways to get what stakeholders want and expect in a careful manner. These methods help teams in projects get important information from people involved, making sure they truly know what is needed (Kuhrmann et al., 2021). There are various ways to get data, each having its own advantages and being best for certain tasks.
• Workshops: Engaging in collaborative discussions, generating innovative concepts, and conducting brainstorming sessions are facilitated by organizing workshops or scheduled meetings with relevant stakeholders. Workshops are collaborative environments where individuals engage in discussions to exchange ideas, establish common objectives, and collectively refine the finer aspects.
• Prototyping: Creating models or sketches of the software program can be a good way to get information. By showing key people in a project what the new solution will such as, teams can get feedback. They can find things that need fixing and change their needs based on how well stakeholders connect with the first try version.
• Document Analysis: Analyzing archival materials such as firm plans, business goals, and user guides can provide valuable insights into the needs and expectations of the individuals involved. This approach facilitates project teams in comprehending the historical context, objectives, and constraints of their projects.
• Use Cases: Use cases are a smart way to show what users need from a computer program by detailing how people use it. Situations or user tasks are made up by them, showing the procedure and what is expected to happen (Baham and Hirschheim, 2022). Use cases help us understand how a system works and behaves thoroughly and accurately.
Finding out what is needed and studying those needs are important steps. They help teams to arrange and manage them properly in a project. This includes making sure the most important ones come first, or focusing on how they can best be helped by which resources in priority order at a time. These actions make sure to focus on the most important needs and put them in order according to their features and connections.
Prioritization:
Project teams can better determine the importance and urgency of needs with the help of prioritization methodologies. Using this approach, needs are evaluated in light of various criteria, including:
• Business Value: Finding out how a demand may affect the long-term aims of the company.
• User Impact: Assessing the importance of a need in terms of end-user happiness.
• Technical Feasibility: Evaluating if a need can be met with the current set of tools and resources.
• Risk and Dependency: Finding criteria that are more dependent on other requirements or have higher risk levels.
Common prioritization techniques include:
• MoSCoW Method: Divides needs into four buckets: must-have, should-have, could-have, and won't-have.
• Kano Model: Divides needs into three groups: essential, performance, and fun.
• Weighted Scoring: Ranks and compares needs quantitatively by assigning numerical values according to specified criteria.
Categorization:
Teams working on projects can gain from sorting things into groups, such as pairing connected or asuch as needs. This makes watching and keeping up with the needs a lot simpler. The first thing to do is list all the needs and then see which ones have similarities.
Common categorization techniques include:
• Affinity Diagramming: Allows for the criteria to be grouped according to their inherent similarities and linkages.
• Domain Analysis: Separates needs into smaller, more manageable systems according to their intended use or business processes.
• Use Case Analysis: Classes needs according to their use cases, offering a practical view.
Teams working on projects can get better at planning, guessing and following what they are doing in the final stages of Agile development (Zeng et al., 2018). This is done by making a clear list of needs that weighs important things first and groups them. To make sure that everybody knows what's needed and how important it is, this method also helps with talking between those who care, builders of software and people who test it.
In an Agile development process, methods such as use cases and user stories are very important to get and share what stakeholders need properly. A good understanding of the needs can be obtained by using these methods. They give different ways to look at how the system works and behaves.
User stories are a short and easy way to write down what people want. They help note needs in an adaptable way that saves time. They are made from the user's point of view. They show what function or behavior the software needs, in a simple and short way. User stories help people work together and make sure everyone understands each other. They are good for groups that build things and the people who will use them.
User stories are commonly documented on index cards or sticky notes, facilitating convenient categorization and ranking (Da-Xing et al., 2018). They are frequently utilized in tandem with Agile development approaches, such as Scrum and Kanban.
User stories are a simple and easy way to write down what customers want. This is done quickly and can change easily when needed. These are written from the viewpoint of the person who will use it. They clearly and simply describe what kind of work or behavior is needed from software programs. User stories help teamwork and make everyone understand the same thing among people involved and developers
Use Case Name: A brief and descriptive title that identifies the use case.
Actors: The users or external systems that interact with the system.
Preconditions: The conditions that must be met before the use case can begin.
Flow of Events: A step-by-step description of the interactions between the actors and the system, leading to the achievement of the goal.
Post conditions: The conditions that are true after the use case has completed successfully.
UML (Unified Modeling Language) diagrams are often used to show use cases. This helps people better understand and see what is happening. People in project teams can quickly get and show what stakeholders want by making user stories and use cases. These plans make it easier for groups, makers, and checkers to work together.
They help everyone understand how the system works and behaves well. This ensures that all people know properly about its performance.
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Agile development method is a way to make computer software. It focuses on step-by-step progress, talking with team members and listening to what customers want. This system is built to be easily changed and flexible (Saadi, 2022). That way, teams can quickly meet new needs and give consumers worth more often.
The Agile Manifesto, released in 2001, delineates the fundamental concepts of Agile development:
Emphasizing the importance of people and their communication over strict procedures and technological resources: Agile values people's ideas and the work done together by teams more than sticking to strict methods or tools.
Agile focuses on making useful computer programs part by part, instead of creating long documents.
The agile way stresses more on involving customers than doing paperwork, focusing on working closely with them during the making of something new. It appreciates their thoughts and taking part.
Agile method uses bending and reacting to changes instead of sticking to a plan.
Agile ways of developing things follow these principles. They control what practices and methods are used.
The Agile way to make software is about doing it step by step and adding features bit by bit. Making something involves a series of fast runs, which are short time spans where user create or launch specific features or tools.
The Agile way is a method for creating computer programs that includes repeating and adding steps slowly. The process involves a bunch of short, limited-time sprints. In each sprint, one specific group of new features or works are made and sent out.
The process starts with planning for a race, where the team picks out which user stories and jobs need to get done during the race. The team later pays attention to carrying out these user stories and tasks (Chen, Z. and Liu, L, 2019). They have daily meetings where they check progress and solve any problems. Regular checks and reflections are done to measure progress and identify chances for improvement.
The step by step work continues with the next sprint until the product is finished.
This image shows a complete plan of how Agile development works. The length of the cycle could be different when using a specific Agile method such as Scrum or Kanban. However, the basic ideas of doing things again and again, working together as a group and taking suggestions from customers stay the same.
Figure 2: Agile Development Cycle
Sprints: Sprints usually last from a week to four weeks. They include planning, building, testing and checking activities.
Sprint Planning: At the start of every sprint, the whole team works together to decide what tasks must be finished during that sprint. This means finding and focusing on user stories or features that should be built.
Daily Stand-up Meetings: Every day, a meeting is held to check how the team is doing. They talk about what's done and any problems stopping them. If needed, they change their plan for the work period called a "sprint."
Sprint Review: At the end of each sprint, the team shows off their working software part to people who care and gets opinions.
Sprint Retrospective: When each sprint ends, the team thinks about how it went and finds ways to make things better (Fan et al., 2023). They then change these parts for upcoming sprints.
Faster time to market: Agile way of working helps make useful software part fast. This means companies can quickly change with market rules and what customers want.
Improved quality: The agile way of doing things says user should always be testing and get feedback. This helps to make better software solutions.
Increased customer satisfaction: Agile way of working includes customer input all during the making process to make sure their wants and hopes are met..
Team collaboration and motivation The way of working called Agile encourages teamwork and everyone's hard work. This leads to a kind of work environment where people are excited to be part of the development process.
The way they make software with Agile is very flexible and can change fast. It lets teams give value to clients more often and easily fix requirements if needed.
The Scrum system is a popular way to manage projects. It helps guide the making of a program that's such as playing with a Rubik's Cube. Scrum breaks down tasks into smaller steps, does them over and over again in an organized way. For this project, Scrum is a good method to organize and handle tasks. It also encourages teamwork and makes sure benefits are offered slowly to those involved.
The Scrum system works during Agile ideas and has important jobs, times and things. The project team is organized into three main roles: The Product Owner takes care of setting up what features to use, how important they are. The Scrum Master oversees the rules in place for Scrum and gives help when it's needed to the team. Lastly, they have a flexible Development Team that works together and is responsible for delivering product parts step by step.
For this project, the team uses Scrum. It works in short bursts called sprints that last two weeks. Each cycle is used to make progress and fix possible errors. Planning for a sprint starts at the beginning of each one (Zhao et al., 2022). Here, as a group the team picks user stories from their list and decides what tasks need to be done to make them work well. Regular team meetings help everyone talk right away.
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The Agile way of making software uses quick phases called sprints and fast development cycles as its main plan for finishing projects. A sprint is a fixed amount of time where features or functions are made and given out in the planned way. In the project to make a computer model of Rubik's Cube, they plan short work periods every two weeks.
This lets updates be given regularly, but also makes sure the development team can work easily.
At the start of every sprint, the team has a meeting to pick important user stories from their list. They then order these user stories by how much they are worth and decide on jobs needed for them to be finished (Bradley et al., 2022).
The step-by-step planning process helps the team to change as needs change. This makes sure that important features get priority first. Daily meetings are meant to keep the team informed about progress, find out any problems they may have and make changes to the plan if needed. These short, daily discussions help to share thoughts, work together and understand what needs to be done.
The team keeps making smaller parts of the Rubik's Cube game. They finish and release each part after a short work period called a sprint. This plan helps people get regular, clear news to stay in the loop. It gives chance for quick feedback and lets projects change according to new needs. At the end of each cycle, a meeting called sprint review takes place.
Here, they show how the computer program works to everyone involved and gather feedback. Also check that guesses made during planning are correct. After each sprint, the sprint retrospective happens. This lets the team look back on their actions and find parts that need fixing. They then make updates to help future sprints be better.
Collaboration and communication are essential components of the Agile methodology for creating things. They are really important to make the Rubik's Cube imitation project a success. Agile gives more importance to people and their connections than on rules or tools, understanding that good teamwork is key for creating high-quality software. In this project, the team that builds it is made up of different kinds of workers. They work closely with a Product Owner and Scrum Master to finish it properly.
Communication gets better with different ways of Agile. In these, daily meetings are very important to keep the team on top of how things are going. They also help deal with problems and make changes together about plans (Hale, 2023). These short, daily talks help us be honest and spot problems. They also allow team members to support each other. In sprint planning sessions, people work together to choose and rank user stories. They make sure these choices match both technical ideas and what the business wants.
Tools such as Slack and others support quick teamwork. They let people quickly share info, tell each other what's going on, and deal with questions all at once in real time. Regular look-backs help talk by giving a special place for the group to study their ways, say good job, and all together find places that can be made better.
The big picture of how the Rubik's Cube simulation project is built is meant to set up a good and organized start for making it, ensuring that it can grow, stay working well, and give users easy use. The building is made to show what the project wants: it should be easy-to-use, interesting and teaching something (Xu, 2021). The app uses a flexible structure, breaking its functions into different parts. This helps with organizing the code and makes it easier to change things.
The design for the user interface is mainly focused on a screen that can quickly respond and makes things easy to use, allowing users to simply interact with the online version of Rubik's Cube. The website side uses modern internet tools such as HTML5, CSS3 and JavaScript. This makes it work fine on all browser types and show the cube in a pretty way. The box has features for users to change it. This makes a fun and learning friendly experience.
Figure 3: Architectural system
On the inside part of a program, a special system is used to manage user actions, deal with requests and care for how the app works. A RESTful API makes it easier for the front-end and back-end parts of a system to talk with each other. This helps keep things split up so that when more requests are made, there won't be any problems. The back-end watches over user accounts, checks changes to cubes and keeps tracking of progress for users.
As an extra, the Rubik's Cube program has a data layer to store and get information quickly. The way the database is made is especially meant to keep user details, likes and past actions of cubes. This feature helps make things different for users. It watches them do the activity and lets them keep going to finish it from where they last left off.
The software for the Rubik's Cube simulation project uses a plan that pieces parts together easily and can be changed (Sen et al., 2021). This makes it easier to fix, improve, and expand the program as needed. The program's working parts are in pieces that can be used together. This makes the system neat and planned, making it easy to use old code again after changes or updates.
Figure 4: Bit Map of Rubik Cube
On the computer user side, things such as buttons and images that are divided into parts. Each part does a certain job in handling touch points or pictures. The layout of this system is set up in parts. This makes the creation process easier and allows for different tasks to be split apart, making it simpler to find problems and add new things.
The maker of the cube, controls for use and things to play with are made together in separate places. This makes one flexible and easy experience for all users.
The server setup on the back-end uses a part design to run many tasks without any breaks. It works well and doesn't get stopped in between. The parts made for working with requests and talking to databases are created one by one. This allows quick fixing of errors, doing tests and latest updates.
The use of a RESTful API design improves flexibility by letting the front-end and back-end parts work separately. This helps make things bigger, makes updating easier and promotes overall smoothness in maintenance tasks.
The research utilizes sophisticated data methodologies and concepts to accurately replicate the intricate functioning of Rubik's Cube through computer simulation. It provides realistic experience in virtual applications without requiring significant time or energy (Agostinelli et al., 2021).
Data structures, such as arrays or matrices, are utilized to represent the spatial arrangement of smaller cubes within a larger cube in a systematic manner. They facilitate our comprehension of the cube's current condition.
These buildings effectively showcase the intricate geometry of a rectangular prism. The user can effortlessly maneuver and monitor its state while using it for leisure or business.
The project uses smart methods to change how data is organized in the cube. This makes it look such as turning and moving pieces of a puzzle. These ways make sure the cube acts right, sticking to rules and limits of a real Rubik's Cube.
The program uses smart math rules. It can work with what users do, turn things around and keep up to date about the status of a cube. This makes playing feel very perfect and real for everyone.
The project includes rules to solve the Rubik's Cube and makes its teaching value better. These programs look at the present setup of the cube and give a series of actions needed to fix it. Using good ways to solve cubes makes the learning part of the program better.
Figure 5: Various methods for scrambling
The Rubik's Cube game has a well-made user interface design that is easy to use, holds the player's attention and teaches valuable skills. The way a Rubik's Cube is shown to users (UI) has been nicely made. It's easy and looks good, so everyone can quickly play with it on their computer or phone. Making things that a person can use, such as move-and-place options or buttons to click are thoughtfully made so they feel such as solving a Rubik's Cube.
The main goal in UI design should be usability. Our objective is to create a welcoming and pleasurable experience for users with diverse abilities. The program incorporates explicit and comprehensible assistance, on-screen pop-up prompts, and directives. This enhances users' comprehension of the program's functionality.
Additionally, the user interface is adaptable. It exhibits optimal performance across many devices and screen sizes. The selection of colors and design is meticulously crafted to authentically embody a genuine Rubik's Cube. This enhances the authenticity of the computer-generated version.
Selecting an optimal location for manufacturing is of utmost significance. This contributes to the optimal functionality and triumph of the Rubik's Cube replication application. When picking a place to develop for this project, they carefully checked things such as how easy it is to make changes, if people can work together well and if it's good with Agile strategies. The team picked a development software (IDE) that easily fits with agile ways of making software. It helps them make things piece by piece and work together as they do it.
The chosen growth area has important tools and skills to make the Agile development cycle easier. It helps with controlling versions, permitting team members to work together on code and watch changes effectively (Buhay, 2023). Moreover, the built-in testing tools in an IDE allow user to check and fix problems quickly during development. This makes it easy to catch mistakes early and make sure user program is reliable overall.
The place where programs are made is big on being able to grow easily. This lets the people working there quickly change and add more things. This matches the approach of Agile that puts flexibility above following a set plan. Because this fast-moving environment lets the team easily add user input and adjust with new needs as they come along.
The program that simulates the famous Rubik's Cube uses basic rules. This is important for allowing users to play and change a virtual cube on their screens. This setup requires changing the intricate turns and spins of a real Rubik's Cube into code inside the program.
The basic idea behind the Rubik's Cube is based on rules that control how each side and small blocks move. To do this, the program uses methods that copy a person's actions when they solve or mix up the cube. These computer systems turn basic Rubik's Cube solving methods into code. They do this so users can have a correct and real feeling experience.
The way the Rubik's Cube works makes sure it stays together inside and follows all rules about the puzzle. Computer programs handle the complexities of different cube turns. They make sure that virtual cube matches what happens with each move in real life (Yin et al., 2020). The thinking also thinks about where and how the cubes are arranged, helping to show an accurate picture of what is happening with the puzzle now.
This diagram shows the main parts of the app and how they work together. The basic parts are the User Interface, Game Engine and Player Solver. The User Interface makes it easier for people to interact with the Rubik's Cube. The Game Engine copies how the cube moves and spins. The Solver provides answers for puzzled cubes too.
Figure 6: Scrambled rubrics
The Rubik's Cube game starts with Step 1 and a mix of the cube in any way. In the computer game, a "messed-up Rubik's Cube" means a cube where the smaller blocks (cubies) have been put together in random order from their usual solved look. The colors on every side of the square toy are mixed up and messy, making it hard for the person playing to take it back to its first fixed shape.
Starting the game with a messed-up Rubik's Cube gives players the chance to be part of fixing it. It makes people check their current state of the box, plan what they'll do next and use methods to get things back to normal (Liu et al., 2023). The simulation often shows a three-dimensional square picture using the computer screen. This lets people play with and move around the cube's parts.
Figure 7: Started scrambled rubrics
Step 2 shows a special move in the Rubik's Cube writing. Letter "R'" means turning the right side of the cube back from its clock direction when viewed from its front part. The normal way of writing down moves for Rubik's Cube uses one letter for every side. R is used to show the right face. Putting an apostrophe (') after a letter shows that the face is turning the other way from clockwise direction, sometimes called going against the hands of a clock or in reverse order.
Doing the "R'" move requires user to spin the right side of the cube in a way that goes against clockwise direction. This move clearly changes how the smaller cubes, such as cubies, are placed in the right face and nearby faces.
This step is about using user mind to show the exact changes that happen when user do a "R" move. The little cubes on the right side change position in a direction going left, so changing how everything is set up (Altun, D. and Schulz, D, 2023). This move makes it harder to solve, and people have to think about what could happen as they try to fix the Rubik's Cube completely.
Figure 8: rolled down from the right end side
Step 3 is an action in Rubik's Cube notation. "F" means turning the front side of the cube clockwise, as watched from its front part. In regular writing for the Rubik's Cube, one letter means each side. No extra things such as a comma or hashtag tell us which way to turn it clockwise.
To do the move "F", user have to twist the front part of the cube in a clockwise direction. This action causes the cubies in the front side to change places and affects the nearby sides too.
Expanding this step means using user mind to show the exact changes made by the "F" move. The small blocks on the first side of the cube turn around to right direction, changing how everything fits. This move adds a smart part to the solving process because it makes user think about its effect on how the cube is put together. User have to consider this when trying to complete all of a Rubik's Cube.
Figure 9: rolled down side from it left end.
Step 4 is an important part in Rubik's Cube writing system. "R" means the right side of cube turns clockwise so it looks different from front way. In normal writing, one letter means spinning clockwise.
Doing the move "R" means twisting the right side of the cube in a clockwise way. If user turn a cube, the pieces inside the right side change places. This also changes nearby areas.
To say more about this step, it means using user mind to picture exactly how things change because of the "R" action. The corners on the side of a cube spin right in a circle, making the whole thing shift its position (Zeng et al., 2020). This move makes the way of solving harder. It requires people to think about how it changes where each piece is on the Rubik's Cube when they try to finish all of its colors.
Figure 10: rolled up side from it right end
Step 5 in the Rubik's Cube naming is a specific action. Here, "L" means turning the left side of the cube opposite to what time does when seen from the front. In regular writing, one letter tells us about each edge. If they place an apostrophe ('), it means a rotation to the left direction in our drawings.
Doing the move "L" means turning the left side of the cube in an anti-clockwise way. The spinning causes change in the cubies on the left side, affecting others too.
In more detail, step 5 means thinking about how the "L" move changes everything.
The blocky parts on the side of the square turn in a way that goes against how clock hands work. This makes user see things differently from all sides (Nana, N. and Prasetyo, P.W, 2021). This move adds a smart aspect to the way user solve it. It needs user to think about how it will change the cube's arrangement when trying to finish all of the Rubik's Cube puzzle.
Figure 11: rolled down side from it left end
Step 6 is about a specific move in the Rubik's Cube language. U’ represents turning the top part of the cube clockwise when looking from ahead, but it does so against the normal way. Standard writing gives a separate letter for each surface. An apostrophe (') shows turning in the wrong direction.
Doing the U' move means spinning the top side of the cube in a circle from right to left. Turning the top part makes the small cubes inside change places. This affects how other faces look as well.
To explain Step 6, it means thinking about the exact changes that happen because of the "U" movement. The parts on the top side of the cube spin round in a not-fast-forward way, which makes the whole shape change its how it's facing. This trick makes solving such as playing a game. User have to think hard about how it affects the Rubik's Cube when user try to finish all of its colors.
Figure 12: rolled upward side from it right end
Step 7 is a certain move in the language of Rubik's Cube. The letter "D" shows turning the bottom part of the cube clockwise when viewed from the front side. Normal writing uses one letter for each side.
Performing the move "D" means turning the side facing down on the cube clockwise. This turn makes the cubes on the bottom side shift. This then changes how other sides look.
Going into more detail about Step 7 means thinking in user head what changes happen because of the "D" move (Mendoza, M.R et al., 2022). The small blocks at the bottom side of the cube spin in a right way, shifting how all the pieces move. This way makes solving the Rubik's Cube smarter. Users have to think about its effects on how the cube is put together as they try hard to solve it completely.
Figure 13: rolled downward side from it right end
Step 8 is a special move in Rubik's Cube writing. "F" means turning the front side of the cube right-side up when seen from ahead, moving it around in a circle towards the clockwise way. Normal writing uses just one letter for each side and no number or apostrophe means user go around in a circle in the right direction.
Doing the move "F" makes the front side of the cube turn clockwise (Lai et al., 2022). This rotation of the cubies on the front side changes their arrangement and affects the nearby faces.
In Step 8, it means thinking about the exact changes made by the "F" move in user mind. The little squares on the side of the cube move around in a circle, making all of it change its direction. This move makes solving the cube harder because users need to think about how it changes the cube's order. This is necessary for them to fully finish Rubik's Cube.
Figure 14: rolled down from the right end side
Step 9 explains a special move in the name of Rubik's Cube. "L2" means turning twice the left side of this box when looking from the front. In normal writing, a "2" added after the letter stands for spinning twice. This means turning around by 180 degrees.
Doing the move "L2" means turning user left side of the cube twice without going clockwise in a row (Fan et al., 2022). This two way turn makes the little cubes change in the left side and because it's done multiple times, it affects how straight the cube is more than just one turn.
Explaining Step 9 means thinking about the exact changes caused by the "L2" action in user head. The blocks on the left side of the box turn around in an anti-clockwise way two times, making the whole box change its position. This move adds a tactical part in figuring out, making people look closely at how it changes the way pieces are set up on the Rubik's Cube. They need to think hard about its effect when solving all of the cube.
Figure 15: rolled down from it left side for 2 times which is 2X
Step 10 explains a special move in the Rubik's Cube writing, where "F2" means turning the front part of the cube twice when looking from in front. In common writing, putting "2" after the letter shows a double spin or 180-degree turn.Doing the move "F2" is about turning the front face of the cube 90 degrees clockwise in a row. User have to do this two times one after another. This double turning makes the blocks on the front side change places. Since it happens more than once, it has a stronger effect on the total position of the cube rather than just one spin.
Explaining Step 10 means in user head thinking about the accurate changes made by pressing "F2" key. The round shapes on the front part of the cube turn to the right twice. This alters how they position it. This move adds a thinking part to the problem-solving process. It needs people to think about its effect on how the cube is placed as they try to finish all of Rubik's Cube shapes.
Figure 16: rolled down from it right side for 2 times which is 2X
Step 11 is a specific move on the Rubik's Cube. The letter 'B' shows turning the back part of the cube clockwise if user look at it from in front (Saeidi, 2018). Standard writing uses one single letter for each side. Not using an apostrophe or number means spinning clockwise way.
Doing step "B" makes the back side of the cube turn in a circular direction from right to left. This spinning changes the place of the cubes at the back and influences nearby faces.
For Step 11, it means in user mind showing the exact changes made by "B" move. Cubies on the back side of a cube spin in a direction that is not clockwise, changing how all parts of the cubes are facing. This trick makes the puzzle-solving process more tactical. It asks users to think about how it changes the cube's power while they try beating the entire Rubik's Cube.
Figure 17: rolled up side from the left end side
In Step 12, the Rubik's Cube writing means doing a double twist on the left side of the cube when user see it from in front. It's shown as "L2". In common writing, adding "2" after a letter means it's turning double. This is just such as rotating by 180 degrees.
Doing the move "L2" means turning the left side of the cube in a not-clockwise way two times, one after another (Tripathi, V.N. and Upadhyay, A, 2018). This double spin makes the little squares on the left side move around and rearrange themselves. Because it happens again, it has a greater effect on the cube's position compared to just turning once.
Step 12 means thinking about the exact changes made by doing "L2" movement. The little things on the side of a square turn round the wrong way twice, making all of them change how they're arranged. This move adds a smart part to the way user solve it, making users think about how changing the cube can affect their solution. It is all about working towards solving the whole Rubik's Cube puzzle.
Figure 18: rolled down from it left side for 2 times which is 2X
Step 13 is a specific move in the Rubik's Cube shortcut. The symbol "F'" means turning the front face of the cube against clock direction when viewed from there. In simple words, each square in regular form is shown by one letter. When there's an apostrophe added (') it means that the piece has been turned around clockwise direction.
Doing the move "F'" makes the front part of the cube spin around in a non-clockwise way. This spinning makes the cubies on the front side move and it also changes how they look around them.
Step 13 means thinking about how the "F'" movement changes things exactly in user mind. The little cubes at the front of the box spin in a backwards way, altering how the whole thing turns (Chang, 2022). This move adds a smart part to the fix process, making people think how it changes the cube's shape while they try to finish solving the whole Rubik's Cube puzzle.
Figure 19: rolled up side from it right end to left
In Step 14, a special move is done with the Rubik's Cube. Writings for it are used. "U2" means turning the top face of the cube two times when viewed from front. Using normal writing, putting the number "2" next to a letter means it's rotated twice. This is turning it completely around by 180 degrees.
When user do the move "U2", it means turning a part of the cube upwards two times in quick succession to the left. This turning twice changes the way the cubes are arranged on the top side. Due to its repeat, it has a bigger effect on the total position of the cube compared to just one rotation.
For Step 14, it means imagining the exact changes caused by the "U2" move. The small parts on the top side of the same shape spin in a backward way two times. It changes how everything is arranged around it (Andrew et al., 2021). This trick is important for the process of solving problems. It makes people think about what happens when they rearrange the cube pieces while working towards completing all parts of a Rubik's Cube.
Figure 20: rolled left from it right to left side for 2 times which is 2X
In Step 15, a special move is done with the Rubik's Cube using its writing system. "R2" means turning the right side of a cube two times when watching it from the front. In normal writing, putting the number "2" after a letter means doing something twice. Here, it shows a 180-degree turn of what was originally there.
To do the move "R2", user have to turn user right side of the cube in a circle twice one after another. This moves it and makes a clockwise direction on two times. This double turn changes the cubes on the correct side and because it keeps happening, it has a bigger effect on how the cube matches compared to just one spin.
Step 15 is about imagining in user head how the "R2" move changes things. The cube pieces on the right side of the square turn counter-clockwise twice, making the whole cube's position change. By adding this step, a smart part is put into the answer process. This means people have to think carefully about how it changes the positions on the Rubik's Cube as they work to solve all of its parts.
Figure 21: rolled UP from it right side for 2 times which is 2X
Step 16 is about making a specific move in the Rubik's Cube letters. 'D' means turning the bottom part of it around to user right when user are facing it. Standard notation uses one letter for each face and no apostrophe or number means user spin clockwise.
Doing the action "D" makes the bottom side of the box turn in a circle to the right. Because of this spin, the small blocks on the underside are mixed up and it also affects next to them.
Step 16 means thinking about the exact changes made by the "D" move in user mind. The small cubes on the bottom side of the cube spin to the right, adjusting how the whole cube looks (Wang et al., 2023). This move is important for solving the Rubik's Cube because it makes user think carefully about how each piece fits. User have to work hard on all parts of the puzzle until it's solved completely.
Figure 22: rolled right side from it downward
In Step 17, a specific move is done using the writing system of Rubik's Cube. The writing "F2" shows a double turn of the front side of a cube when viewed from the front. Using regular letters and numbers, putting the number "2" after a letter means turning it around twice by 180 degrees.
Doing the move "F2" means spinning the front side of the cube 2 times in a row to the right. This two-way twist shifts the blocks on the front side and, because it's done many times, it makes a big difference in how well-ordered the cube is compared to just one turn.
In simple terms, Step 17 is about thinking of the exact changes made by pressing "F2" on user keyboard (Chen et al., 2023). The pieces on the top side of a square twirl round in a straight line twice, thus flipping the whole thing around. This move makes the answer plan tricky, needing people to think about how it affects the cubes arrangement. They have to keep on trying until they finish all of Rubik's Cube.
Figure 23: rolled DOWN from it right side for 2 times which is 2X
In Step 18, the Rubik's Cube has a special move named "R2." It means moving the right side of the cube twice when user look at it from in front. In normal writing, adding the number "2" next to a letter shows two full turns. This is equal to flipping something around 180 degrees.
Doing the move "R2" means turning over user right side of the cube in a circle two times very fast (Khasnis, U, 2022). This double spin makes the little squares in the right side of the cube move around. When it's done over and over again, it affects how everything sits together more significantly than just doing a single spin.
To make it simple, Step 18 means thinking about exactly what changes happen when they do the "R2" move. The cubes on the right side of the box spin around 180 degrees twice in a backwards direction. This changes where user can see the whole cube from. This move adds a smart part to the solution method, making users think about how it affects the cube setup as they get close to completing all parts of Rubik's Cube.
Figure 24: rolled up from it right side for 2 times which is 2X
Step 19 means to do a special move in the Rubik's Cube writing. "F2" is short for turning two times the front side of the cube as they see it from the front. Using normal writing, putting the number "2" after the letter shows flipping it 180 degrees or spinning twice.
When user do the move "F2", user spin the cube's front side in a clockwise way two times fast. This two-way spin makes the cubes on the front side change places. Since it happens again and again, it changes how this puzzle is put together much strong than just one spin would do.
In simple terms, Step 19 means thinking about the exact changes made by the "F2" maneuver in user head (Barucija et al., 2020). The stickers on the front side of a box spin one way two times. This changes how they see it all. This move makes a plan part of the fixing process. Users have to think about how it changes the puzzle's setup when they try to finish all parts of the Rubik's Cube.
Figure 25: rolled DOWN from it right side for 2 times which is 2X
Step 20 means doing a special move on the Rubik's Cube, using the mark "R2". This means turning both sides of the right side of the cube twice. They look at it from in front. In normal writing, adding "2" after a letter means it's a complete loop - the same as turning 180 degrees around.
Doing the move "R2" is such as turning user right side of the cube around twice in a row, but not clockwise. Instead, it goes counterclockwise. This two-way spin changes the place of small squares on the right side. As it happens again and again, its influence is much bigger than one spin has on how well all sides line up together.
To explain Step 20, it means imagining the exact changes caused by the "Move R2". The blocks on the right side of the cube spin away from us two times, turning the whole thing (Ribeiro et al., 2022). This move is important for solving the cube. User have to think about how it affects user setup while trying to finish all of the Rubik's Cube.
Figure 26: rolled up from it right side for 2 times which is 2X
Step 21 means doing a specific move in Rubik's Cube writing. Here, 'R2' stands for turning the right side of the cube twice when looking at it from in front. Using normal writing, putting the number "2" after a letter means an extra spin, which equals to turning it 180 degrees.
Making the move "R2" means to turn the right side of the cube against clockwise two times in a row. This two-way spinning changes the blocks in the right side of the box. Its repeating makes it affect how all sides line up even more than one spin does.
Step 21 is about thinking about the exact changes made by the "R2" action. The squares on the right side of the cube spin in a backward way twice making a change to how it points or faces. It's important to note the turning is clearly stated as being from the back side of the cube. This affects those cubes on the right that move toward the rear.
Figure 27: rolled up from it back side for 2 times which is 2X
The use of the Rubik's Cube app is a key part that needs many careful steps to make sure it works well and has no problems. This work includes many things, such as making the code better and putting together packages for delivery. Goal is to give perfect and fast software.
Mainly, they make code faster and better to make the app work quicker (Ribeiro et al., 2022). This means looking at the computer code, finding things that could be slow or not working well and then making changes to make them better. This helps speed up how algorithms and functions work. Extra code used for finding and fixing problems, or logging during development is either removed or turned off. This helps to lessen extra work for computers.
The next important step is to make custom packages for the platforms that will be used. A copy of the Rubik's Cube puzzle can be used on things such as computers, phones or internet pages. For each platform, there are different needs and worries. That means separate things to set up on those platforms must be made. For computer programs, this might need putting software into command files that work with different systems. When user put a website online, it's very important to make sure it works with different browsers and server arrangements.
They test how well an app works in different places and setups to make sure it functions properly. This means doing tests on various systems, computers and gadgets to find and fix problems that are just for each type. It makes sure that people, no matter what device they picked, get the same and trustworthy experience when playing with the Rubik's Cube game.
The process of getting ready for deployment also includes security problems. This means protecting secret information, using code-making methods and following known rules to reduce possible flaws. A complete check for security is done to spot and fix any possible weak spots or issues in the app. This keeps user data and actions safe.
Test and Feedback Collection are important parts of the launch stage for the Rubik's Cube computer program. These actions make sure that the computer programs meet user needs and work good in real life situations. User Acceptance Testing (UAT) is the process of getting certain users to use the application in a controlled situation (Yang et al., 2023). This helps them check if it has good features, performs well and is easy to use. This part lets people check if the computer game for Rubik's Cube works well and makes it easy to use, fun.
When testing a new app (UAT), people need to check many things. This includes things such as solving tricks or using extra features that come with the program. This way checks two things - the tech parts of the program and how happy users are when they use it. Methods for getting feedback, such as questionnaires or talking straight to people, are used. They help get ideas about what users think and enjoy and any problems found out.
Listening to what people think about the Rubik's Cube game can help make it better. People can find ways to improve how things work, suggest extra features, or tell about any unexpected problems found earlier tests didn't spot. The cycle helps developers quickly fix issues from users, thus improving the product quality.
In the Rubik's Cube simulation program, Continuous Deployment and Maintenance Strategies are very important. They make sure that it works well all the time, can be easily changed if needed and everyone using it is happy with how things work.
Continuous Deployment means adding new features, improvements and bug fixes smoothly into the working area. This step-by-step approach helps quickly use changes, letting users find a constantly changing and better app.
Automated deployment pipelines make this process faster and smoother. They save time and reduce issues that can happen when people do it themselves.
Fixing methods are used to deal with unexpected problems, safety weak points, and consistently help users (Andrew et al., 2021).keep the Rubik's Cube game stable and safe by giving out regular software updates, fixes for problems, and patches. Tracking tools are used to spot mistakes or weird things happening, allowing us to step in and fix them quickly.
The computer's use data is used to sort repair tasks and push ongoing improvement projects. Using a flexible and fast repair plan makes sure that users will always have a steadily working, safe and full-featured Rubik's Cube game as time goes on. Also, good ways to talk are set up so that people know about changes, planned maintenance and anything else that might impact their time.
The deep study and progress of the Rubik's Cube game app have led to important findings that have helped in many parts. The research looked at how Agile ways of making software and a specific area such as the Rubik's Cube could come together. It showed that Agile methods are very flexible.
They can be used to make applications that catch people’s attention, teach them new things, and are easy for users to figure out (Valerie, 2020). They talked to people really well and figured out what they need, getting a big idea of what everyone wants. This information was key for making and running a fake experience that matches what users want.
Using Agile ideas, such as working in steps and getting constant input, is important for making an easy-to-change app. These methods help build flexible apps that can grow over time. Using a system for deciding what's most important and grouping things together helps figure out what they need.
This makes the building process organized and ensures that vital parts are focused on first. Using the method of getting people to talk, such as user stories and use cases, helped everyone understand each other better. This improved shared knowledge of what they wanted from their Rubik's Cube game simulation.
The Rubik's Cube computer game was built with the help of Agile development. This allows teams to work together and change as needed. The group slowly built and bettered the software step by step using repeated cycles called sprints. By using unit testing, integration testing and continuous deployment methods the app became more reliable and faster.
Even though the Rubik's Cube app is a big achievement, it should know what it can't do well. They need to find ways to make it better too. One problem is that it's hard to exactly copy the feel and touch parts of turning an actual Rubik's Cube. The online experience may be interesting and helpful, but it might not fully copy the feelings they get in real life or the things they do with our hands. To get around this limit, one good option might be to look into high-tech touch feedback devices or use added reality tech. This helps make the user feel more connected during their interaction with the device.
There is more space to grow in how the application includes everyone. Even though some people have tried to make things easy for people to use, they need more attention given to making it possible for everyone. They can improve how good the Rubik's Cube game is and bring in more users by making it usable to people with all kinds of skills, including those that have issues seeing or moving properly (Zhao et al., 2023). Adding features such as screen reader support and other ways to input information could make the user experience more welcoming for everyone.
Also, getting feedback from users all the time and making small changes will be very important for making things better and adding more features to it. Regularly talking to users can show important ideas for making the overall user experience better, such as adding extra features or learning classes. Making the use bigger by adding more ways to solve problems, tips on teaching or tools that help with solving problems would improve how it helps user learn.
The Rubik's Cube game app creates a base for future study things and growth, giving choices to explore more and get better. A field to study with big promise is mix in artificial intelligence (AI) ways to make smart answer plans. Using AI to solve tasks can give users individual help, change the difficulty level as needed, and make understanding better solving methods easier. Looking at how AI and the Rubik's Cube connect might improve ways to solve puzzles and help teach about AI.
Another possible growth is using virtual reality (VR) or augmented reality (AR) tech to make the simulation more such as user are really there. Making a VR or AR version of the Rubik's Cube game can give users a better and more fun experience. This combines the virtual world they watch on screens with our real-life actions.
Adding this update can make the program's learning better by giving people an exciting and smart place to solve problems and it can give teamwork problem-solving tools to help users connect with each other. Allowing more than one player or letting users solve the Rubik's Cube together will help them work on it at the same time.
This way, they can share ways to solve it and work such as a team towards finishing the cube. Adding this social part can make the app more interesting. It will help many people learn together and share ideas.
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