Analysis and Design of Game-Based Learning Applications for Early Childhood Using Children-Centered Design Method
Stefanus Wisnu Adi Nugroho, Indra Lukmana Sardi, Rosa Reska Riskiana* Informatika, Informatika, Telkom University, Bandung, Indonesia
Email: 1[email protected], 2[email protected],
Email Penulis Korespondensi: [email protected]
Abstract−Early childhood education is a very important stage to prepare early childhood to enter a higher level in basic education. Therefore, appropriate learning methods are needed so that children can be motivated to learn, because early childhood requires interactive and fun learning methods by playing. Based on observations and interviews conducted, early childhood education still uses conventional learning methods. The conventional learning method makes children feel bored while learning and less motivated to learn, especially recognizing the letters of the alphabet and numbers. Game-based learning is a learning method that is an innovation for early childhood learning because it can motivate children to be more enthusiastic in learning. According to existing research, mobile game-based learning is very effective in motivating early childhood learning. Children-centered design is used as a research method because this method places children as the main object of research. Quality in Use Integrated Measurement is used as a usability testing method. The user experience obtained from the results of the analysis will be implemented into a game-based learning application that suits the user's needs. The results of the tests carried out showed results of 87% for low personas, 91% for mid persona, and 95% for high persona.
Keywords: Early Childhood Education; Game-Based Learning; Children-Centered Design; Quim
1. INTRODUCTION
Early age is included in the golden age phase where at this age children grow and develop to learn various things quickly. During this period, children not only develop physically but also developmentally, where they have the potential to learn many things to continuously improve their skills by observing and interacting with the world around them [1]. Kindergarten (TK) is one form of early childhood education on the formal path which is held as education to prepare children before entering the stage of basic education so that children can acquire good knowledge, skills, and attitudes [2]. Therefore, in preparing for early childhood before entering the stage of basic education,
Based on PPDB TK 2021, the lowest entry age for kindergarten is 3 years and the highest is 6 years. For children aged 3-6 years, learning is very necessary for the development of their brains and minds [3]. Therefore, early childhood education requires the role of educators to help the growth and development of children. In learning in kindergarten there are several problems, where at the age of 3-6 years a different way of learning is needed from elementary school-aged children [4]. Based on the results of a survey conducted on teachers at Yos Sudarso Kindergarten, Purwakarta, it was stated that the learning method used at the school still uses conventional learning methods with little play, due to the COVID-19 pandemic which has hindered some learning activities while playing. The conventional learning method uses books and stationery as face-to-face learning media and uses Zoom as an online learning medium. The conventional learning method used still has some drawbacks because children get bored quickly with the learning material provided by the teacher, therefore the teacher provides games that make children happier to understand the learning material. This makes teachers have to be more creative in providing learning methods for early childhood so that they are more interested in understanding learning material. In early childhood, what they need is to play conventional learning methods that are less effective on early childhood learning patterns [5].
Game-based learning¬ (GBL) is a game-based learning method. Many studies prove that the use of GBL is more effective than conventional face-to-face learning methods in the classroom [6]. GBL learning methods and strategies can turn boring instructions into a more lively and active learning process [7]. In 2021, mobile phones have been used as GBL to prevent boredom in the learning process which is commonly called mobile Game-based learning (mGBL). Mobile phones are used as interactive learning media because they are easier to carry everywhere and more practical to use [8].
The design of the GBL application requires testing requirements and evaluations to adapt to the early childhood learning system from time to time [9]. Therefore, the method used to determine the need for this application is the Children-centered design method. The children-centered design itself is a method adapted from the user-centered design method where designers place children as the main object in developing a product [10].
Tests were carried out using Quality in User Integrated Measurement (QUIM) as an evaluation method. QUIM is used because there are dynamic factors, so it can be used as needed, namely learnability in accordance with the background of the problem [11].
There are several related studies that are similar to this research, including “User Interface Model of Jigsaw Puzzle Based on User Experience on Early Children with Children-Centered Design Methods” by Hafidz Noor Fauzi, Veronikha Effendy, and Danang Junaedi. Hafidz explains about how to make user interface model of jigsaw
puzzle based on user experience on early children. Hafidz creates a game application in mobile devices because mobile device is easy to use [1]. The second related studies is “User Interface Model for Learning Daily Prayers According to User Experience Early Childhood Using the User Centered Design Method” by Luthfi Lisan Shidqi, Veronikha Effendy, and Anisa Herdiani. The author examines how to design user interface model for learning daily prayers with mobile application because mobile phone is because it's easier carried everywhere and more practical [8]. The third related studies is “Kids Learning Educational Games as Basic Learning Media for Early Childhood based on Android” by Wanty Eka Jayanti, Eva Meilinda, Nana Fahriza. The author examines how to make educational game for early childhood with attractive look and easy to use so the user interested to play this game [5]. The next research is “Game-based Learning as Innovation and Acceleration Solution Adaption Learning in The New Normal” by Aisyah Cinta Putri Wibawa, Hashina Qiamu Mumtaziah, Lutfiah Anisa Sholaihah. The author make GBL as innovation for learning because GBL can make learning more effective [12]. The last research is “Application-based Gamification and Early Children’s Learning” by Tsali Tsatul Mukarromah, Putri Agustina.
The author explain about gamification for early children because gamification with application-based is solution for early children learning where it can develop skills in children such as cognitive skills, language, and can increase motivation, learning participation, and cooperation [13]. Therefore, this study aims to analyze and design GBL as a technology-based early childhood learning method.
2. RESEARCH METHODOLOGIES
At this stage, a series of research methodologies will be explained. To determine the needs of early childhood, this study uses the children centered design method as the main method to determine the needs of early childhood.
Children-centered design is part of the User-centered design method. The CCD method is a new breakthrough from the UCD method which in its research case places children as the main object of research, especially early childhood [1]. The following Figure 1 is an illustration of the flow of the methodology made.
Figure 1. Research Methodologies
The children centered design method in Figure 1 starts from specify context of use, specify requirements, create solution design, and evaluate.
2.1 Specify Context of Use
Data collection to obtain user specifications was carried out using interviews with teachers and parents as well as observing early childhood. Observations and interviews were conducted at Yos Sudarso Kindergarten in Purwakarta. From the results of interviews conducted with kindergarten teachers, it was found that children aged 3-6 years felt bored when they had to do conventional learning compared to learning while playing. The learning method while playing is enough to increase children's motivation in learning compared to conventional learning methods. From the results of interviews with parents of students, it is known that their children often borrow smartphones/gadgets to play games or watch videos that interest them. Children often cry when disturbed while playing and are told to study by their parents. Therefore, parents often provide game media so that children want to learn, but the game media provided by some parents is different from the game media at school. According to parents, the content in games on mobile phones needs to be adjusted again because sometimes children play games
that are not in accordance with their age, so appropriate game content is needed and can motivate children such as cartoon images.
2.2 Specify Requirements
At this stage, it will explain the user's needs for the application and the requirements needed to meet the user's needs. The needs and requirements will be carried out by creating model scenarios in game-based learning applications using mental models, analysing HTA, and building conceptual models. The following Table 1 are user requirements and application requirements based on personas.
Table 1. Requirements
Goals Requirements
Practicing the explanation given by the teacher
There are animated images of letters and hand drawings for numbers so that they can interact with learning materials
Recognizing letters of the alphabet and numbers
There is a menu for learning the letters of the alphabet and numbers
Understand the explanation given by the teacher
There are learning materials that are in accordance with the kindergarten curriculum
Able to pronounce and memorize letters of the alphabet and numbers
There is a voice feature in each menu for the pronunciation of the letters of the alphabet and numbers
1) Mental Model
At this stage, a mental model is made in the game-based learning application to determine user perceptions when using the application. This mental model is an activity that the user believes in doing something that is represented in the form of a diagram that can represent the activity. Figure 3 below is a diagram of the mental model.
Figure 2. Model Mental 2) HTA (Hierarchical Task Analysis)
At this stage, HTA (Hierarchical Task Analysis) is made based on the mental model that has been made. From the
Figure 3. Hierarchical Task Analysis 2.3 Create Solution Design
At this stage, a design solution for a game-based learning application will be explained which will be made in the form of a high-fidelity prototype. This high-fidelity prototype will later be used as evaluation material to improve the design of game-based learning applications.
This game-based learning application prototype will be made for smartphones and run on the Android operating system. Making this prototype using the Unity 3D application. Meanwhile, to create assets in the application, they will be created using the Adobe Illustrator CC 2019 and Adobe Photoshop CC 2019 applications.
For sound needs, they will be made using Adobe Audition CC 2018.The results of this prototype will be run using a smartphone with the following minimum specifications:
a) Android 5.0 (Lollipop) b) Qualcomm Snapdragon 615 c) Cortex-A53 – Core 1.7 GHz d) GPU - Adreno 405
2.4 Evaluation
At this stage, several activities will be carried out to evaluate game-based learning applications, starting from determining interview questions, testing plans, test scenarios, and data processing. The design evaluation was carried out twice on the same user in order to see improvements in the design evaluation [14]. This evaluation is carried out to determine the extent to which the prototype produced can match the needs of the user obtained from the results of the user persona analysis and also see the validity and reliability to ensure the accuracy and accuracy of the data generated and see the consistency of the questions given.
3. RESULT AND DISCUSSION
In this section will explain about application testing and the results of the analysis of the application tests that have been carried out. Start from implementation, prototype user interface design, analysis of test results.
3.1 Implementation
At this stage, the implementation of the prototype that was made in the previous stage is carried out using the C#
language. The following is a discussion of the implementation of system design from the devices used, and the software used, to the prototype interface design.
Figure 4 Use Case (a) & Diagram Activity (b) 3.1.1 Prototype User Interface Design
In this section, the interface design is made to be implemented into the prototype. The results of this interface design will be tested on users, namely early childhood. The interface design is made as attractive as possible by adding bright colors, cartoon images such as green trees and hills, and cartoon characters. The following Table 2 is an explanation of each interface design of a game-based learning application.
Table 2. User Interface
Interface Design Information
Menu-1 This page is the main menu of the game-
based learning application, there are 3 buttons on this menu, namely the burger button, play button and exit button.
Menu-2 This page is a menu when pressing the play
button, there are two categories that can be selected on this menu, namely playing and learning.
Menu-3 This page is a menu when choosing a playing
category, there are three menu categories that can be selected according to age and difficulty level of each age.
Interface Design Information
Menu-4 This page is the page that appears when we
have selected an age category, there are three categories of games, namely bursting uppercase balloons, bursting small letter balloons, and bursting number bubbles.
Big Letter Balloon Burst Game
This page is a game of bursting big letter balloons, there is a voice to ask questions about letters that must be solved, there is a correct score at the top left.
Small Letter Balloon Burst Game
This page is a game of bursting small letter balloons, there is a voice to ask questions about letters that must be solved, there is a correct score at the top left.
Number Bubble Pop Game
This page is a game of bursting number bubbles, there is a voice to ask questions about numbers that must be solved, there is a correct score at the top left.
Final Score This page is the page that appears when all
the questions about the game of bursting balloons and bubbles have been answered.
There is a replay button and a back to menu.
Menu-5 This page is the page that appears when
selecting the learning category menu. There are two menu categories on this page, namely learning letters and learning numbers.
Learn to read letters
This page is the page that appears when selecting a letter reading category. On this page will display the letters of the alphabet from large A to large Z, small a to small z with sounds for the pronunciation of each letter. There are two left and right buttons, each of which functions for next and back.
Interface Design Information Learn to
read numbers
This page is the page that appears when selecting a category for reading numbers. On this page will display the numbers from 0 - 10 accompanied by sound for the pronunciation of each number. There are two left and right buttons, each of which functions for next and back.
Exit This pop-up will appear when pressing the
exit button "X".
3.2 Analysis of Test Results
Prototype testing is carried out to determine the list of test respondents, test objectives, test methods, and test scenarios [15]. After doing the test, the data will be recapitulated, and the research data will be processed. The QUIM (Quality Use in Integrated Measurement) method is used to calculate the quality measure of the user experience model created. QUIM is a hierarchical method used to break down usability into several factors, criteria, and metrics. This method has 10 factors that will be tested by the interview method. Each interview question will give a certain value so that it can be measured quantitatively. Interview questions will be asked to the user with the answer “Yes” or “No”. Each interview question has an assessment weight in accordance with the factors and criteria. The prototype made will be tested on 15 children, with every 5 children in the low persona, 5 children in the mid persona, and 5 children in the high persona. Questionnaires will be asked to each user after using the game-based learning prototype application that has been made. The test was conducted at Yos Sudarso Kindergarten in Purwakarta. This test was carried out 2 times to get a QUIM percentage value of more than 80%
for the same user and in the same place. After testing the game-based learning application, the results of the interview are recapitulated, then the questionnaire data processing is carried out which includes the recapitulation of research data and data calculations.
3.2.1 Respondent List
In testing the game-based learning application prototype, it involved respondents consisting of early childhood aged 3-6 years from Yos Sudarso Kindergarten Purwakarta as many as 15 children and grouped into 5 children for low persona, 5 children for medium persona, and 5 children for high persona [16].
3.2.2 Testing Purpose
The purpose of this test is to determine whether the data obtained are valid (instrument accuracy) and reliable (consistency) as well as to determine the average user category based on the QUIM factor coefficient and to determine the understanding of application users.
3.2.3 Test Method
Testing is done by conducting interviews with respondents using a questionnaire that has been provided previously.
The questionnaire given was made based on factors from QUIM, namely efficiency, effectiveness, productivity, satisfaction, safety, learnability, trustfulness, accessibility, universalability, and usefulness [17]. The QUIM factor is used so that the quality of the application made has a high usability value and can be useful for users who use the application [18]. The QUIM criteria used include operability, loading time, navigability, minimal action, flexibility, accuracy, completeness, consistency, attractiveness, likeability, time behaviour, resource utilization, user guidance, simplicity, minimal memory load, familiarity, readability, feedback, controllability [19]. The questionnaire filled out by early childhood is a closed questionnaire because the ability to understand early childhood questions is still lacking and the problem cannot be interpreted correctly.
3.2.4 Testing Scenario
Testing the game-based learning application was carried out at the Yos Sudarso Kindergarten school in Purwakarta by asking for research permission first and then conducting a trial for early childhood using a smartphone with a game-based learning application installed. Game-based learning application testing scenarios will be carried out in the following stages:
a) Users are given a smartphone with game-based learning applications installed
c) Users play the game from start to finish for about 5 minutes so that users can try to explore the features and functions that exist in game-based learning applications
d) Conducting observations and interviews according to questions that have been made to users e) The data obtained will be collected for further calculations and analysis
3.2.5 Data Analysis
After doing the test, the data will be analysed and calculated. The data will be analysed one by one based on the QUIM factor. The following Table 3 is data that has been analysed and calculated.
Table 3. Analyzed and Calculated Data
QUIM Factor Low Persona Mid Persona High Persona
Efficiency 76% 92% 100%
Effectiveness 84% 92% 96%
Satisfaction 90% 85% 85%
Productivity 92% 88% 92%
Learnability 92% 92% 100%
Safety 100% 100% 100%
Trustworthiness 70% 80% 100%
Accessibility 88% 92% 96%
Universalability 80% 84% 84%
Usefulness 100% 100% 100%
1. Efficiency
From the table 3, it can be seen that low personas have a smaller percentage than mid and high personas which have an average of above 80%. Low persona has the lowest percentage because the type of user in the low persona is new to technology and still needs parental guidance in operating technology such as smartphones.
2. Effectiveness
From the table 3, the effectiveness factor has a good percentage value in all three personas from low to high persona. The resulting task is also suitable for the user.
3. Satisfaction
From the table 3, it can be seen that these three personas have a good percentage because early childhood is happy with colourful pictures. Mid persona and high persona have the same percentage compared to low persona which has a higher percentage.
4. Productivity
From the table 3, it can be seen that the three percentages of personas have gotten very good scores. Mid persona has a lower score than low persona and high persona. This is because in the mid persona the user is not too focused on the existing sound features.
5. Learnability
From the table 3, it can be seen that the high persona has a higher percentage than the low persona and mid persona because in the high persona the user already understands the use of the application better and already understands the letters of the alphabet and numbers.
6. Safety
From the table 3, it can be seen that the three percentages of this aspect are very good. This is because any user error can be properly resolved by the application.
7. Trustworthiness
From the table 3, it can be seen that the percentage value for low persona has a low score with a value of 70%.
This is because users in low personas have not yet received learning materials for the alphabet and numbers.
8. Accessibility
From the table 3, it can be seen that the three percentages have very good values. The percentage of value in the low persona looks smaller than the mid persona and high persona. This is because low persona users are just getting to know about the use of technology devices, so they are still confused about understanding the function of the icons contained in the application.
9. Universability
From the table 3, it can be seen that the low persona has a lower percentage than the mid persona and high persona percentage values. This is because low persona users are new to technology devices, so they are still learning to understand the function of icons in applications.
10. Usefulness
From the table 3, it can be seen that in the aspect of usefulness, the three personas have a percentage value of 100%. It can be concluded that game-based learning applications can help children learn the basic letters of the alphabet and numbers and improve cognitive abilities in problem solving.
4. CONCLU SION
From the results of research and analysis of game-based learning application prototype testing, it can be concluded that the formation of a game-based learning application based on a user experience model that is in accordance with the characteristics of early childhood and early childhood education curriculum using the CCD (Children Centered Design) method. By using the QUIM (Quality in Use Integrated Measurement) user experience evaluation method when testing game-based learning applications, good usability testing results were obtained, namely 89% for efficiency, 91% for effectiveness, 87% for satisfaction, 91% for productivity. , 95% for learnability, 100% for safety, 83% for trustfulness, 92% for accessibility, 83% for universalability, 100% for usefulness. The average percentage of test results obtained for each persona also got a very good score, namely 87% for the low persona, 91% for the mid persona, and 95% for the high persona. The learning and playing features make users not get bored quickly in using the application and increase user motivation when learning to recognize letters and numbers. There is a voice feature that makes it easier for users to pronounce the letters of the alphabet and numbers so that users can imitate the pronunciation of each letter and number available in the application. The buttons and icons are made consistent so that users who are new to technology can easily understand the shape of each button and icon available. Suggestions for further research is to make improvements to mobile applications to improve usability aspects, especially in the low persona type. The addition of more varied game categories so that early childhood does not get bored quickly and to increase knowledge.
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