PENGEMBANGAN GAME EDUKATIF BERBASIS SMART APPS CREATOR DALAM MENINGKATKAN LITERASI KESEHATAN ANAK

Roby Naufal Arzaqi; Aisah  Karunia Rahayu

doi:10.25078/pw.v10i1.4498

Authors

Roby Naufal Arzaqi Universitas Pendidikan Indonesia, Indonesia
Aisah Karunia Rahayu Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.25078/pw.v10i1.4498

Keywords:

Digital Game, Health Literacy

Abstract

Early childhood health literacy is an important skill that supports the formation of healthy living habits from an early age. However, health literacy learning is often less attractive to children because it is delivered passively. This research aims to develop a prototype of an interactive educational Game specifically designed to improve early childhood health literacy. The research method used is Research and Development (R&D) with the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation (Branch, 2009). This study focuses on the Development stage, which includes a needs analysis through interviews with three early childhood education teachers, one pediatrician (as early childhood and health literacy expert), and one IT specialist (as game prototype development expert). The results of the study show that relevant health literacy themes include personal hygiene, healthy diet, and physical activity. The Game prototype "Clean and Healthy Adventure with Vivi and Vito" is designed with four interactive levels that use simple visual and narrative elements. Early validation by one IT expert showed the Game was exciting and suitable for early childhood with a few minor tweaks. The prototype is ready to be further tested to measure its effectiveness as an innovative and interactive and fun learning medium.

References

Arzaqi, R. N., Hendriawan, D., & Rahayu, A. K. (2024). Strategi Pengembangan Game Digital Berbasis Keterampilan Executive Function Anak Usia Dini. Pratama Widya: Jurnal Pendidikan Anak Usia Dini, 9(2), 136–148.

Bao, X., Qu, H., R, Z., & Hogan, T. (2020). Literacy loss in kindergarten children during COVID-19 school closures. SocArXiv, 1–16. https://doi.org/10.31235/osf.io/nbv79

Borg, W. R., & Gall, M. D. (1984). Educational research: An introduction. British Journal of Educational Studies, 32(3).

Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer.

Conard, S. (2019). Best practices in digital health literacy. International Journal of Cardiology, 292, 277–279.

Dadaczynski, K., Krah, V., Frank, D., Zügel-Hintz, E., & Pöhlmann, F. (2021). Promoting navigation health literacy at the intersection of schools and communities. Development of the Game-based intervention nebolus. Frontiers in Public Health, 9, 752183.

Davaris, M. T., Bunzli, S., Dowsey, M. M., & Choong, P. F. (2021). Gamifying health literacy: how can digital technology optimize patient outcomes in surgery? ANZ Journal of Surgery, 91(10), 2008–2013.

Dunn, P., & Hazzard, E. (2019). Technology approaches to digital health literacy. International Journal of Cardiology, 293, 294–296.

Fitri, M., Hendriawan, D., & Arzaqi, R. N. (2025). Pengembangan Game “Pilas”(Pilah Sampah) untuk Pengenalan Jenis Sampah pada Anak Usia 5-6 Tahun. Jurnal CARE (Children Advisory Research and Education), 12(2), 211–219.

Gonzalez-Rodríguez, C., Herzog-Cruz, D., & Gonzalez-González, C. (2020). Conversational Game to improve digital health literacy. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, 677–681.

Haruna, H., Zainuddin, Z., Okoye, K., Mellecker, R. R., Hu, X., Chu, S. K. W., & Hosseini, S. (2023). Improving instruction and sexual health literacy with serious Games and gamification interventions: an outlook to students’ learning outcomes and gender differences. Interactive Learning Environments, 31(4), 2392–2410.

Horowitz, A. M., Kleinman, D. V., Child, W., Radice, S. D., & Maybury, C. (2017). Perceptions of Dental Hygienists and Dentists about Preventing Early Childhood Caries: A Qualitative Study. Journal of Dental Hygiene : JDH, 91(4).

König, L., & Suhr, R. (2023). The effectiveness of publicly available web-based interventions in promoting health app use, digital health literacy, and media literacy: pre-post evaluation study. Journal of Medical Internet Research, 25, e46336.

Kutbay, E., Bozbuğa, N., & Gülseçen, S. (2024). HEALTH EDUCATION: TOWARDS THE AGE OF THE METAVERSE, HEALTH LITERACY GAME. Sağlık Bilimlerinde İleri Araştırmalar Dergisi, 7(1), 43–49.

Li, T. M. H., Chau, M., Wong, P. W. C., Lai, E. S. Y., & Yip, P. S. F. (2013). Evaluation of a web-based social network electronic Game in enhancing mental health literacy for young people. Journal of Medical Internet Research, 15(5), e2316.

Mancone, S., Corrado, S., Tosti, B., Spica, G., & Diotaiuti, P. (2024). Integrating digital and interactive approaches in adolescent health literacy: a comprehensive review. Frontiers in Public Health, 12, 1387874.

Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15(3), 259–267.

Ouedraogo, I., Some, B. M. J., Oyibo, K., Benedikter, R., & Diallo, G. (2022). Using serious mobile Games to improve health literacy in rural Sub-Saharan Africa: A literature review. Frontiers in Public Health, 10, 768252.

Palumbo, R., Nicola, C., & Adinolfi, P. (2022). Addressing health literacy in the digital domain: insights from a literature review. Kybernetes, 51(13), 82–97.

Pangestu, F. G., Hendriawan, D., & Arzaqi, R. N. (2024). Pengembangan Aplikasi Mengenal Hewan Ternak untuk Stimulasi Kemampuan Pemecahan Masalah pada Anak Usia 5-6 Tahun. Aulad: Journal on Early Childhood, 7(2), 517–528.

Parisod, H. (2019). Building foundation for a healthy life with digital health literacy interventions. Revista de Enfermagem Referência.

Parisod, H., Pakarinen, A., Axelin, A., Danielsson-Ojala, R., Smed, J., & Salanterä, S. (2017). Designing a health-Game intervention supporting health literacy and a tobacco-free life in early adolescence. Games for Health Journal, 6(4), 187–199.

Pazarcikci, F., & Ağrali, H. (2024). Relationship between awareness of digital Game addiction, health literacy, and sociodemographic characteristics of mothers: A structural equation modeling analysis. Archives of Psychiatric Nursing, 52, 31–38.

Radhakrishnan, K., Toprac, P., O’Hair, M., Bias, R., Kim, M. T., Bradley, P., & Mackert, M. (2016). Interactive digital e-health Game for heart failure self-management: a feasibility study. Games for Health Journal, 5(6), 366–374.

Rahayu, A. K., & Setiasih, O. (2022a). Clean and Healthy Behavior in Early Childhood During Covid-19 Pandemic. 6th International Conference of Early Childhood Education (ICECE-6 2021), 141–146.

Rahayu, A. K., & Setiasih, O. (2022b). Parents’ Role in Familiarizing themselves with Clean and Healthy Living Behavior in Early Childhood during the COVID-19. Indonesian Journal of Early Childhood Education Studies, 11(2), 83–90.

Rahayu, A. K., & Setiasih, O. (2022c). Strategi Orang Tua dalam Membiasakan PHBS Anak Usia Dini saat Pandemi COVID-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4118–4127. https://doi.org/10.31004/obsesi.v6i5.2115

Richey, R. C., & Klein, J. D. (2014). Design and development research: Methods, strategies, and issues. Routledge.

Rivera, Y., Boyd, L. D., & Libby, L. (2020). Hispanic Seasonal Farmworker Caregivers’ Beliefs and Perceptions of Early Childhood Caries. Journal of Dental Hygiene : JDH, 94(5).

Siuko, J., Kiili, K., Paakkari, L., Cloude, E., & Dindar, M. (2023). Health Literacy Game vs. Textbook: Gameplay Boosts Motivation and Emotional Engagement.

Suci, A. D., Hendriawan, D., & Arzaqi, R. N. (2024). Pengembangan Game Edukasi Melalui Construct 2 Sebagai Media Alternatif Pengenalan Keaksaraan Anak Usia Dini. Murhum: Jurnal Pendidikan Anak Usia Dini, 5(1).

Themistokleous, S., Avraamidou, L., & Vrasidas, C. (2020). Mobile Games for negotiated-play and decision-making in health literacy. Eurasia Journal of Mathematics, Science and Technology Education, 16(9), em1873.