Improving knowledge about Indonesian culture with augmented reality gamification

Abstract

Digital technology cannot be dammed or avoided, moreover, the current generation of children is a native digital generation is those who are born very close to the world of digital technology such as smartphones, laptops, digital applications, internet access, and others. This may affect the attitudes and behaviors of children in both positive and negative impacts. However, we can act wisely, not by alienating or avoiding children from technology but by providing education about technology (digital literacy) and directing video game access to positive video games that are beneficial. The method used in this research is Research and Development with a modified SDLC (Software Development Life Cycle) development model in the development of Augmented Reality (AR) educational games. This study also uses a pre-test-post-test group matching design to analyze the increase of elementary school students’ knowledge in learning about Indonesian culture. The measurement results of student learning outcomes are carried out by giving tests in the form of multiple choice. The statistical analysis used in this study is the validity test and Wilcoxon Signed Rank test. Validity testing shows 93.33% of the questionnaire items are valid. The results of the Wilcoxon Signed Rank test analysis obtained a significant value of 0,00 <0.05, then it was stated that there were differences in the average student learning outcomes for pre-test with posttest (increased). This research concludes that after the use of AR Edugame learning media, it has an influence compared to before learning with the media. This shows there is an increase in student learning outcomes.

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

“…Some examples of development methodologies, models, and approaches used during the Software Development Life Furthermore, a lack of a thorough display of examples of the developed applications, a detailed description of the methods, tools, and particularly of the approaches used for their development, technical, as well as provision of resources and repositories for readers to use and test the applications themselves was evident. Some examples of development methodologies, models, and approaches used during the Software Development Life Cycle (SDLC) were: Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model [81,232], incremental development [138], waterfall model [138,139], agile methodology [140], quasi-experimental design [141], and the octalysis framework [142] (RQ11). Future studies should provide such information so that it would be possible to answer key research questions, such as how specific development methodologies and approaches affect the success of adopting and using technologies and applications in education.…”

Application of gamification in Early Childhood Education and Primary Education: thematic analysis

“…In 12.50 % of studies (Garmen et al, 2019;Kim et al, 2019;Lamrani & Abdelwahed, 2020), 5-year-olds participate. As for 6-year-olds, they participate in 29.17 % of the studies (Garmen et al, 2019;Ioannou, 2019;Kim et al, 2019;Lamrani & Abdelwahed, 2020;Rawendy et al, 2017;Sudarmilah et al, 2020;Zhao et al, 2021). In 20.83 % (Garmen et al, 2019;Ioannou, 2019;Rawendy et al, 2017;Sudarmilah et al, 2020;Zhao et al, 2021) and 25.00 % (Garmen et al, 2019;Halloluwa et a., 2018;Ioannou, 2019;Rawendy et al, 2017;Sudarmilah et al, 2020;Zhao et al, 2021) of the studies involved pupils aged 7 and 8 years, respectively.…”

“…In the case of pupils aged ten years, 79.17 % of the sample has their participation Cruz-García, 2021;Garcia-Sanjuan et al, 2018;Hsu & Wang, 2018;Hursen & Bas, 2019;Isayama et al, 2016;Ioannou, 2019;Quintas et al, 2019;Quintas & Bustamante, 2021; Retos, número 50, 2023 (4º trimestre) Quintas-Hijós et al, 2020;Puig et al, 2021;Rawendy et al, 2017;Riaz et al, 2019;Ríos Félix et al, 2020;Ros Morente et al, 2018;Su & Cheng, 2015;Sudarmilah et al, 2020;Wardani et al, 2019;Zhao et al, 2021). Furthermore, eleven-year-old students are included in 70.83 % of the studies Cruz García et al, 2021;Gómez-García et al, 2020;Isayama et al, 2016;Ioannou, 2019;Quintas & Bustamante, 2021;Quintas-Hijós et al, 2020;Lamrani & Abdelwahed, 2020;Rawendy et al, 2017;Riaz et al, 2019;Ríos Félix et al, 2020;Ros Morente et al, 2018;Su & Cheng, 2015;Wardani et al, 2019;Zhao et al, 2021).…”

“…Finally, students aged twelve years participate in 62.50 % of the sample Cruz-García et al, 2021;Garcia-Sanjuan et al, 2018;Garmen et al, 2019;Gómez-García et al, 2020;Halloluwa et al, 2018;Hsu & Wang, 2018;Hursen, & Cizem, 2019;Isayama et al, 2016;Ioannou, 2019;Kim et al, 2019;Lamrani & Abdelwahed, 2020;Puig et al, 2021;Riaz et al, 2019;Quintas & Bustamante, 2021;Rawendy et al, 2017;Ríos Félix et al, 2020;Ros Morente et al, 2018;Sudarmilah et al, 2020;Wardani et al, 2019;Zhao et al, 2021).…”

“…Other studies cover curriculum areas such as traffic education (Riaz et al, 2019), multiple intelligences (Garmen et al, 2019); healthy habits and diet (Gómez-García et al, 2020) or knowledge about Indonesian culture (Sudarmilah et al, 2020).…”