Virtual Education with Puzzle Games for Early Childhood – A Study of Indonesia

Kristianti, Novera; Purnawati, Niwayan; Suyoto, Suyoto

doi:10.3991/ijep.v8i2.7943

Cited by 18 publications

(15 citation statements)

References 12 publications

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“…Consideration of what characteristics needed for early childhood. Aspects of personality towards the state, especially those related to ideology, nationalism, law, and citizenship known as a national character (Kokkalia & Drigas, 2016;Kristianti, Purnawati, & Suyoto, 2018). Children also need to be introduced to universal values such as respect, honesty, kindness, diligence, integrity, attention, tolerance, cooperation, hard work, patience, responsibility, and trustworthiness (Kokkalia & Drigas, 2015).…”

Section: Review Of Literaturementioning

confidence: 99%

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Pramono¹,

Pujiyanto²,

Puspasari³

et al. 2021

INT J INSTRUCTION

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The game application is one of the leading choices of cellular media users, according to a report from the Ministry of Communication and Information of Indonesia, at least 30 million are children and adults. However, there is a sharp perception that interactive games hinder children's education, which impacts lazy children to learn. This article aims to convey the implementation of thematic games for children's education. Social improvement activities emphasize the thematic patterns of this educational game. The game developed is asynchronous, which means that the teacher must see students evaluate learning outcomes. This study uses the R&D method through the procedures carried out as well as through pre and post-tests in the control class and experimental class. Data observation methods consisted of visual concepts, cultural patterns as game content ideas, research related to character education, and fundamental knowledge related to character education material. The results showed that the efficiency of the game showed that there was an increase in child socio-physical expertise and skills, as well as changes in learning models for children and assessment models by the teacher. The importance of this research is the development of educational media in improving the character quality of early childhood.

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Section: Review Of Literaturementioning

confidence: 99%

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Pramono¹,

Pujiyanto²,

Puspasari³

et al. 2021

INT J INSTRUCTION

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show abstract

“…The domain of disaster preparedness can be applied to gamification according to the review of Koivisto et al, although there are still few studies that apply the topic [21]. To increase motivation and interest could be done by developing an educational innovation in the form of the game [22]. In research on crisis management and emergency training using gamification [2], the first element must divide the type of problem and share it into several sub-problems because it has limited time for decision making.…”

Section: Fig 1 Emergency Management Femamentioning

confidence: 99%

Effectiveness of Gamification for Flood Emergency Planning in the Disaster Risk Reduction Area

2020

Self Cite

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Natural disasters are something that is not easy to predict, and one of them is a flood. It is found that the frequency of floods that have occurred in Indonesia is 505 times the total of 1824 natural disasters. Disaster risk reduction is the concept of how people minimise accidents and victims affected by disasters. One example of disaster risk reduction is to provide knowledge to the public about disaster evacuation and prevention before an emergency occurs. The objective of this study is to utilise gamification to increase user effectiveness. The method of gamification is the science used to learn, along with the increasing interest in learning. Gamification is applicable in several fields; one of them is crisis management and emergency training. The gamification is applied by utilising mechanical games, dynamic games, and gamification elements. The results showed that gamification could increase the effectiveness in terms of time by 89.77% of information and education about disaster risk and disaster preparedness to the public. This re-search was conducted at the disaster preparedness participant school with 65 participants, along with 21 communities affected by the flood disaster. Based evaluations on aspects of usefulness (UU), Ease of use (EU), Ease of learning (UL), and satisfaction (US) aspects of usefulness have the highest value because with the application the participant feels helped and can learn the dangers of disaster and preparation for disaster.

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“…We also include references from the literature review that explain gamification refers to information systems designed to provide the same experience and motivation as games, and consequently, seek to influence user behavior [22]. Even a study that uses virtual games in recognizing objects around can have a good impact on early childhood [25]. In some studies, elements in games have been proven to have a positive impact on users.…”

Section: Related Workmentioning

confidence: 99%

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

Sudana¹,

Emanuel²,

Suyoto³

et al. 2020

IJACSA

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There are several methods of education for tuberculosis, and one of them is through the DOTS (Direct Observed Treatment Shortcourse) program. The management of tuberculosis education through the DOTS program is performed in clinics and hospitals only to patients and their families. The purpose of this study is to describe the development and testing of a prototype (social-game education) for interactive education for tuberculosis patients in particular and the general public. The data collection process is through direct observation of tuberculosis patients and health professionals (doctors, nurses, and DOTS health workers). Challenge the game in the prototype was provided with content that contained tuberculosis information that had been previously validated by a specialist. In addition to tuberculosis information as the main content, two important elements are making up this prototype, which are gamification and social media elements. In the game elements, this study adopted elements of the leaderboard, badge/achievement, challenge, and level. As for the third element, social media includes likes, comments, and shares. Prototype application testing was conducted on two participant groups (N = 48) consisting of 23 tuberculosis patients and 25 random participants. By using the user experience questionnaire (UEQ) technique, this research focuses on identifying the user's motivation in capturing compositional information as well as the clarity of the prototype. With a confidence interval of 5% (p = 0.05) per scale. The results indicate that participants have a high level of motivation towards the prototype; this is seen in the rating scale of stimulation with an average of 1.578. Likewise the effectiveness level of information in the rating scale of perspicuity has a mean of 1.224 also has a rate that is quite effective.

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Virtual Education with Puzzle Games for Early Childhood – A Study of Indonesia

Cited by 18 publications

References 12 publications

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Effectiveness of Gamification for Flood Emergency Planning in the Disaster Risk Reduction Area

Applying Social-Gamification for Interactive Learning in Tuberculosis Education

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