- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Developing and Evaluating an Educational Game to Support Early Reading Skills in Kindergarten Students
DOI:
https://doi.org/10.31004/obsesi.v9i4.6925Keywords:
Educational Game, Early Reading Skills, Kindergarten StudentsAbstract
Reading is a crucial skill that should be learned from an early age, as it plays a vital role in daily life. While most children can easily learn to read, some struggle with the process. Therefore, effective learning media are needed to support children's reading development. This study develops and evaluates an educational game to assist young children in learning to read. Unlike previous studies, the game integrates multiple interactive modes that reinforce word recognition, spelling, and sentence construction through auditory and visual cues. The game features a simple user interface, a collection of 100 open vocabulary words, and three gameplay modes designed to support different aspects of early reading skills. The game's effectiveness was assessed through an experiment involving 12 kindergarten students, divided into a game-playing and a non-game-playing group. The findings indicate that the educational game can enhance kindergarten students' reading skills. Moreover, the game increases students' enthusiasm and motivation for learning to read. However, further improvements, such as additional features and platform expansion, are necessary to make the game more accessible to a broader audience.
Downloads
Download data is not yet available.
References
Aini, S. N., Jihan, J., Nuraini, F., Saripuddin, S., & Gunawan, H. (2023). Kualitas Pendidikan Dan Pola Asuh Orang Tua: Sebuah Tinjauan Multidisiplin. Journal on Education, 5(4), 11951–11964. https://doi.org/10.31004/joe.v5i4.2154
Albion, L., Kaira, M. R., Tawami, T., Fairuz, D. A., & Maulana, H. (2021). Designing English Education Game Application for Early Childhood. ASEAN Journal of Science and Engineering Education, 1(2), 117–124. https://doi.org/10.17509/ajsee.v1i2.33754
Amelia, R., Zamzani, Mustadi, A., Ghufron, A., Suriansyah, A., & Aslamiah. (2023). Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students. International Journal of Interactive Mobile Technologies (IJIM), 17(10), 118–135. https://doi.org/10.3991/ijim.v17i10.38253
Bagus, D., Setiawan, K., Arisaputra, P., Harefa, J., & Chowanda, A. (2021). Designing Serious Games to Teach Ethics to Young Children. 5th International Conference on Computer Science and Computational Intelligence 2020, 179, 813–820. https://doi.org/10.1016/j.procs.2021.01.069
Candra, K. I., Leonia, R. A., & Suyantri, E. (2024). The Effectiveness of Educational Games in Understanding Learning English for Kindergarten Students Bunga Bangsa School, Indonesia. Jurnal Ilmiah Profesi Pendidikan, 9(3), 1916–1922. https://doi.org/10.29303/jipp.v9i3.2612
Çeken, B., & Ta?k?n, N. (2022). Multimedia learning principles in different learning environments: a systematic review. Smart Learning Environments, 9(1), 19. https://doi.org/10.1186/s40561-022-00200-2
Chaidi, I., & Drigas, A. (2022). Digital games & special education. Technium Social Sciences Journal, 34, 214–236. https://doi.org/10.47577/tssj.v34i1.7054
Cheung, S. Y., & Ng, K. Y. (2021). Application of the Educational Game to Enhance Student Learning. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.623793
de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105–134. https://doi.org/10.1007/s11251-009-9110-0
Dinçer, N. (2022). The voice effect in multimedia instruction revisited: Does it still exist. Journal of Pedagogical Research, 6(3), 17–26. https://doi.org/10.33902/JPR.202214591
Es-Sajjade, A., & Paas, F. (2020). Educational theories and computer game design: lessons from an experiment in elementary mathematics education. Educational Technology Research and Development, 68(5), 2685–2703. https://doi.org/10.1007/s11423-020-09799-w
Gillon, G., McNeill, B., Denston, A., Scott, A., & Macfarlane, A. (2020). Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties. Topics in Language Disorders, 40(4), 357–374. https://doi.org/10.1097/TLD.0000000000000233
Hakim, L. A., Pahmi, P., & Febtiningsih, P. (2023). The Development of Read Riddle Games to Improve Students’ Reading Interest. ELT-Lectura, 10(2), 177–187. https://doi.org/10.31849/elt-lectura.v10i2.14813
Hasanah, N., & Sugito, S. (2020). Analisis Pola Asuh Orang Tua terhadap Keterlambatan Bicara pada Anak Usia Dini. Jurnal Obsesi?: Jurnal Pendidikan Anak Usia Dini, 4(2), 913–922. https://doi.org/10.31004/obsesi.v4i2.456
Jeynes, W. (2012). A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students. Urban Education, 47(4), 706–742. https://doi.org/10.1177/0042085912445643
Jitnupong, B., & Jirachiefpattana, W. (2018). Information System User Interface Design in Software Services Organization: A Small-Clan Case Study. MATEC Web of Conferences, 164, 01006. https://doi.org/10.1051/matecconf/201816401006
Khadijah, K., Pulungan, E. N., Hariati, R., & Maisarah, M. (2022). Developing The Educational Game Tool to Improve Reading Ability of Early Childhood. International Journal of Language Education, 6(1), 25. https://doi.org/10.26858/ijole.v6i1.20145
Kovas, Y., Voronin, I., Kaydalov, A., Malykh, S. B., Dale, P. S., & Plomin, R. (2013). Literacy and Numeracy Are More Heritable Than Intelligence in Primary School. Psychological Science, 24(10), 2048–2056. https://doi.org/10.1177/0956797613486982
Laine, T. H., & Lindberg, R. S. N. (2020). Designing Engaging Games for Education: A Systematic Literature Review on Game Motivators and Design Principles. IEEE Transactions on Learning Technologies, 13(4), 804–821. https://doi.org/10.1109/TLT.2020.3018503
Lyu, F., Xi, R., & Liu, Y. (2022). Color design in application interfaces for children. Color Research & Application, 47(2), 507–517. https://doi.org/10.1002/col.22726
Mason, G. M., Goldstein, M. H., & Schwade, J. A. (2019). The role of multisensory development in early language learning. Journal of Experimental Child Psychology, 183, 48–64. https://doi.org/10.1016/j.jecp.2018.12.011
Menteri Pendidikan Nasional. (2009, October). Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2009 . Peraturan Mendiknas tentang tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa. https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/Permendikbud_Tahun2009_Nomor070.pdf
Osifo, A. (2019). Improving Collaboration In Blended Learning Environments Through Differentiated Activities And Mobile-Assisted Language Learning Tools. https://eric.ed.gov/?id=ED601145
Qaribilla, R., Indrajaya, K., & Mayawati, C. I. (2024). Digital Learning Inquality: The Role of Socioeconomic Status in Access to Online Education Resources. International Journal of Social and Human, 1(2), 51–58. https://doi.org/10.59613/55gdmt96
Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. Educational Technology Research and Development, 67(3), 639–663. https://doi.org/10.1007/s11423-019-09658-3
Ruiz, J., Serral, E., & Snoeck, M. (2021). Unifying Functional User Interface Design Principles. International Journal of Human–Computer Interaction, 37(1), 47–67. https://doi.org/10.1080/10447318.2020.1805876
Sandra, L. A., & Kurniawati, L. A. (2020). Differentiated Instructions in Teaching English for Students with Autism Spectrum Disorder. JET ADI BUANA, 5(01), 41–53. https://doi.org/10.36456/jet.v5.n01.2020.2274
Scarborough, H., Fletcher-Campbell, F., Soler, J., & Reid, G. (2009). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. Approaching Difficulties in Literacy Development: Assessment, Pedagogy, and Programmes, 23–39.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer New York. https://doi.org/10.1007/978-1-4419-8126-4
Ungau, S., Nasip, F., Linyaw, K., Yusop, Y., & Tang Tien Mee. (2023). Gamification in Improving Reading Skills of Preschool Children: Blending Through Puzzle Game. Journal of Cognitive Sciences and Human Development, 9(1), 193–220. https://doi.org/10.33736/jcshd.5479.2023
Yu, Z., Gao, M., & Wang, L. (2021). The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research, 59(3), 522–546. https://doi.org/10.1177/0735633120969214
Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies, 2(2), 186–195. https://doi.org/10.1002/hbe2.188
Zhao, B. X. (2023). Educational Inequality: The Role of Digital Learning Resources. Lecture Notes in Education Psychology and Public Media, 7(1), 634–642. https://doi.org/10.54254/2753-7048/7/2022980
Downloads
Published
17-04-2025
Check Article Index
How to Cite
Juwiantho, H., Rafael, A. B., Liliana, L., & Sari, L. E. (2025). Developing and Evaluating an Educational Game to Support Early Reading Skills in Kindergarten Students. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(4), 1014–1024. https://doi.org/10.31004/obsesi.v9i4.6925
Issue
Section
Articles
License
Copyright (c) 2025 Hans Juwiantho, Angelo Brian Rafael, Lily Eka Sari, Liliana Liliana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
