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 |
| 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. |
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| ISSN: | 1492-1154 1911-8279 |
