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Needs Analysis for Designing and Developing a Traditional Games Application to Enhance Psychomotor and Cognitive Skills in Inclusive Elementary Education

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Title: Needs Analysis for Designing and Developing a Traditional Games Application to Enhance Psychomotor and Cognitive Skills in Inclusive Elementary Education
Language: English
Authors: Feri Budi Setyawan, Aprida Agung Priambadha, Iyan Sofyan, Bahtiyar Heru Susanto, Nanda Rohani, Dinda Tri Astuti, Adelbertus Chun Chun
Source: Journal of Teaching and Learning. 2026 20(2):74-96.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary Education, Inclusion, Psychomotor Skills, Thinking Skills, Game Based Learning, Learner Engagement, Individualized Instruction, Foreign Countries, Elementary School Teachers, Technology Uses in Education, Educational Technology, Computer Oriented Programs, Handheld Devices, Program Design, Educational Needs, Barriers, Culturally Relevant Education
Geographic Terms: Indonesia
ISSN: 1492-1154
1911-8279
Abstract: Inclusive elementary education increasingly emphasizes the development of both psychomotor and cognitive skills among students with diverse learning needs. However, existing instructional approaches often rely on conventional strategies that fail to meet the dynamic requirements of inclusive classrooms. Although traditional games are culturally rooted and pedagogically rich, their integration into digital learning tools remains limited, particularly in enhancing specific skill domains such as motor coordination, memory, logical reasoning, and adaptive interaction. A critical gap exists in the design of educational applications that adapt traditional gameplay for inclusive use while aligning with differentiated instructional needs. This needs-analysis study is guided by a conceptual framework that integrates inclusive education principles and game-based learning, emphasizing learner-centred engagement, differentiated instruction, and the pedagogical potential of games. Using a sequential mixed-methods approach, data were collected via a closed-ended questionnaire and focus group discussions with 15 inclusive elementary school teachers in Yogyakarta, Indonesia. The questionnaire covered four dimensions: instructional relevance, user accessibility, pedagogical suitability, and digital integration. Findings revealed strong support for incorporating traditional games to engage learners across ability levels, but raised concerns about limited access to assistive features, a lack of digital infrastructure, and insufficient teacher preparedness for using game-based applications. Participants also stressed the need for customizable content, culturally responsive game mechanics, and sensory-sensitive design features to ensure meaningful inclusion. These findings provide critical insights for future development of inclusive educational technologies and emphasize the value of stakeholder-informed design in bridging pedagogical and technological priorities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508099
Database: ERIC
FullText Text:
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  Data: Needs Analysis for Designing and Developing a Traditional Games Application to Enhance Psychomotor and Cognitive Skills in Inclusive Elementary Education
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  Data: <searchLink fieldCode="AR" term="%22Feri+Budi+Setyawan%22">Feri Budi Setyawan</searchLink><br /><searchLink fieldCode="AR" term="%22Aprida+Agung+Priambadha%22">Aprida Agung Priambadha</searchLink><br /><searchLink fieldCode="AR" term="%22Iyan+Sofyan%22">Iyan Sofyan</searchLink><br /><searchLink fieldCode="AR" term="%22Bahtiyar+Heru+Susanto%22">Bahtiyar Heru Susanto</searchLink><br /><searchLink fieldCode="AR" term="%22Nanda+Rohani%22">Nanda Rohani</searchLink><br /><searchLink fieldCode="AR" term="%22Dinda+Tri+Astuti%22">Dinda Tri Astuti</searchLink><br /><searchLink fieldCode="AR" term="%22Adelbertus+Chun+Chun%22">Adelbertus Chun Chun</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(2):74-96.
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: 23
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1492-1154<br />1911-8279
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  Data: Inclusive elementary education increasingly emphasizes the development of both psychomotor and cognitive skills among students with diverse learning needs. However, existing instructional approaches often rely on conventional strategies that fail to meet the dynamic requirements of inclusive classrooms. Although traditional games are culturally rooted and pedagogically rich, their integration into digital learning tools remains limited, particularly in enhancing specific skill domains such as motor coordination, memory, logical reasoning, and adaptive interaction. A critical gap exists in the design of educational applications that adapt traditional gameplay for inclusive use while aligning with differentiated instructional needs. This needs-analysis study is guided by a conceptual framework that integrates inclusive education principles and game-based learning, emphasizing learner-centred engagement, differentiated instruction, and the pedagogical potential of games. Using a sequential mixed-methods approach, data were collected via a closed-ended questionnaire and focus group discussions with 15 inclusive elementary school teachers in Yogyakarta, Indonesia. The questionnaire covered four dimensions: instructional relevance, user accessibility, pedagogical suitability, and digital integration. Findings revealed strong support for incorporating traditional games to engage learners across ability levels, but raised concerns about limited access to assistive features, a lack of digital infrastructure, and insufficient teacher preparedness for using game-based applications. Participants also stressed the need for customizable content, culturally responsive game mechanics, and sensory-sensitive design features to ensure meaningful inclusion. These findings provide critical insights for future development of inclusive educational technologies and emphasize the value of stakeholder-informed design in bridging pedagogical and technological priorities.
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      – Text: English
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        PageCount: 23
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      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Game Based Learning
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      – TitleFull: Needs Analysis for Designing and Developing a Traditional Games Application to Enhance Psychomotor and Cognitive Skills in Inclusive Elementary Education
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