Instructional-based Gamification in Improving Knowledge in Early Childhood

Abstract

This research aims to produce instructional-based gamification, which effectively improves healthy and clean-living knowledge during early childhood, in Kindergarten Group B Banten Province. A population of 60 students (4-5 years of age) were selected as participants in the study, and all were enrolled in four different kindergartens in Banten province. A purposive sampling technique was used for sample selection, as data collection before and after interventions were carried out using pre and post-test instruments. After the validation process, and field tests were carried out to determine the effectiveness of the products, with the results showing that instructional-based gaming applications were effective in improving healthy and clean-living knowledge. The game topics observed included personal & environmental hygiene, sports, as well as healthy food and drink. Students considered using instructional-based gaming as motivation to learn, in order to develop healthy and clean-living behaviors, which were proposed in the cloud platform of their respective schools. This game also encouraged students' active and dynamic learning, due to the fact that it helped with various interesting activities, therefore, increasing daily healthy and clean-living behaviors. The implication of this study is that students should be diligent in maintaining cleanliness, loving exercise, and always selecting healthy food to consume. The novelty of this study is that games are observed as an early childhood team, which are responsible for improving the knowledge of clean-living and healthy behaviors.

The Potential of Gamification for Social Sustainability: Meaning and Purposes in Agri-Food Industry

“…However, this represents a weakness of the research field, due the presence of other definitions capable of providing interesting types of identification of the gamification concept. For example, gamification is understood as a strategy or an approach [59,83,84], an emerging trend [57] or a set of activities or services [67,84,85] that are useful for providing learning, communication and interaction to the user in a fun and engaging atmosphere in order to enhance results and behaviours, providing a better user experience. Moreover, gamification is understood as an integration or supporting tool (i) to foster co-creation processes of, for example, a new kind of healthy food product as well as a form of product advertising [86,87]; (ii) to engage specific users such as consumers, children and farmers [56,[88][89][90][91][92]; (iii) to stimulate food behaviour change [29] and technology usage [55].…”

“…[88] The concept of gamification concerns a set of activities and processes, which are used to solve problems related to learning, through game mechanics. [85] Gamification can be understood as using game-typical elements in a non-game-typical context, e.g., to motivate customers towards purchasing a product. [76] Gamification is a process of adding game features that systematically stimulate the usage of the target system in order to boost overall value creation.…”

Ludificación digital en el aprendizaje en edad preescolar: una revisión sistemática de la literatura

“…La intervención del juego "Rhino Hero" hizo que las puntuaciones del CI verbal, el CI de rendimiento y el CI a escala completa aumentaran respectivamente en +0,50, +0,83 y +1,33. (Riska et al, 2021) Sí El juego fomentó el aprendizaje activo y dinámico de los alumnos.…”

“…El foco principal de los estudios ha sido el aprendizaje. En menor medida, otros autores se enfocaron en mejorar ciertas habilidades sociales de los niños (Nicolaidou et al, 2022;Riska et al, 2021;Torres-Rojas et al, 2022).…”