- Email: [email protected]
Interactive Gamification Learning Media Application For Blind Children Using Android Smartphone in Indonesia
Available online at www.sciencedirect.com
ScienceDirect Available online at www.sciencedirect.com Procedia Computer Science 00 (2019) 000–000
ScienceDirect
www.elsevier.com/locate/procedia
Procedia Computer Science 157 (2019) 589–595
4th International Conference on Computer Science and Computational Intelligence 2019 (ICCSCI), 12–13 September 2019 Interactive Gamification Learning Media Application For Blind Children Using Android Smartphone in Indonesia
Azani Cempaka Saria,*, Andre Mohammad Fadillaha, Junaidy Jonathana, Mahendra Rezky David Prabowoa a
Computer Science Department, School of Computer Science, Bina Nusantara University Jl. K. H. Syahdan No. 9 Kemanggisan, Palmerah, Jakarta, Indonesia 11480
Abstract The purpose of this research is to develop an interactive learning media application by using gamification approach in smartphone, to help the blind children to improve interest and enthusiasm for learning, and increase their understanding of the material presented. Moreover, the current conditions for the unavailability of interactive learning media for blind children in Indonesian. The process of developing this application uses the Game Development Life Cycle (GDLC) method which consists of initiation, pre-production, production, testing, beta, and release. This application has been tested on several respondents. From this study, developing the useful application, easy to use, and accommodates all their needs. © 2019 2019 The The Authors. Authors. Published Published by by Elsevier Elsevier B.V. B.V. © This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Peer-review under responsibility of the scientific committee of the 4th International Conference on Computer Science and Peer-review under responsibility Computational Intelligence 2019. of the scientific committee of the 4th International Conference on Computer Science and Computational Intelligence 2019
Keywords: Visual Impairment Children, Gamification, Interactive Learning Media, Indonesia, Game Development Life Cycle (GDLC)
1. Introduction The visually impaired is an individual whose senses of vision do not function at all, thus losing sight. There are two categories of blind people, namely total blindness and vague visions 1. In Indonesia, based on the 2015 Intercensal Population Survey (SUPAS) data in 2015, the number of blind people in Indonesia is 6.36% of the total population of Indonesia in 2015 2. The author makes observations in SLB A Pembina Tingkat Nasional Jakarta, is one school that is
* Corresponding author. E-mail address: [email protected] 1877-0509 © 2019 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Peer-review under responsibility of the scientific committee of the 4th International Conference on Computer Science and Computational Intelligence 2019
1877-0509 © 2019 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Peer-review under responsibility of the scientific committee of the 4th International Conference on Computer Science and Computational Intelligence 2019. 10.1016/j.procs.2019.09.018
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intended for blind students. The curriculum used in SLB A Pembina Tingkat Nasional Jakarta Trustees is basically the same as the curriculum applied in public schools, namely the 2013 curriculum (curriculum that can produce Indonesian people who are: Productive, Creative, Innovative, Affective through strengthening Attitudes, Skills, and Knowledge that integrated), but with more lowered standards. On average the students at SLB A Pembina Tingkat Nasional Jakarta Trustees study for 8 hours of lessons, of which 1 subject session is 40 minutes long. Each teacher is expected to be able to ensure the learning objectives can be conveyed well to each student, through practice exercises (independent assignments), joint discussions and group assignments. With hours of study per day that are quite dense and not all students have the same catching power (fast), then students often experience obstacles or difficulties in understanding the material conveyed by the teacher in the class. Blind students often learn independently (self-taught using a smartphone). This is due to the unavailability of interactive learning media at SLB A Pembina Tingkat Nasional Jakarta, which helps students learn the material at school. Outside of school, students have been using smartphones as learning media, such as Youtube. However, the application is not specifically intended for blind children (not all elements in the application can be read by a screen reader application). This has an impact on antusism and the ability to capture blind students. Gamification creates entirely new engagement models, targeting new communities of people and motivating them to achieve goals they may not even know they have 3. Gamification of learning as “the use of game elements, including action language, assessment, conflict/challenge, control, environment, game fiction, human interaction, immersion, and rules/goals, to facilitate learning and related outcomes” 4. Students are expected to know and be interested in computer technology. There is some interactive educational software for visually impaired children. Borges and Tome introduced Musibraille for teaching music to blind children. Musibraille now incorporates the functions aimed to teach children, so enabling that many interesting educational experiments and approaches can be performed. Our intention is to incorporate facilities with educational purposes 5. Mascetti et al. 6 introduced a braille-based typing application for touchscreen devices called TypeInBraille. TypeInBraille requires the use of at least three fingers. Consequently, it is not possible to use this technique holding the device in one hand and typing with the thumb. Moreover, an eye-free text entry application for mobile devices called BrailleTouch 7 introduced by Frey et al. Those systems are utilized touchscreen and delivered in English. In a previous study YanFi et al 8, Proved that the gamification approach to learning media applications can help blind children not just to learn typing but can repeat learning material adapted from educational curricula in Indonesia. Previously there was an application of learning media with a gamification approach, namely Taxology. The difference is that this learning media application uses the Windows platform. In this study, all interactive learning media applications will be develop using the gamification approach. This application aims to help blind children to learn and increase their learning enthusiasm. This application is in Indonesian. 2. Research Method The process of applying gamification in this study adopts the research carried out by Dicheva et al. 9, Which classifies the elements of gamification in the following dimensions: a. Game Elements From the results of Nah et al. 10, There are several game elements for education that can be applied in learning media with a gamification approach, including: Points, this point system is used to measure the level of success and achievement. These points will be made an award to increase enthusiasm to reach the goal. Levels/stages, this level system is used to give players a sensation of game progression. Medal is a form of appreciation for completing assignments. Leaderboard, the purpose of this leaderboard is to keep players motivated to improve their achievements Prizes are the most effective way to motivate players. Storyline, Kapp suggests that a good story can help players to reach the ideal interest curve, where attraction reaches a peak at the beginning and end of the learning process, and remains motivated to complete the learning process.
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
b. c. d. e.
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Context: Type of application. The type of application made is an application of learning media with a gamification approach for blind children on the android platform. Context: Education level. The level of education intended is blind children in grades 1-2 junior high school. Context: Academic subject. Learning material that will be delivered based on the 2013 curriculum that applies in Indonesia. Implementation. The implementation of this process uses the Game Development Life Cycle method. Ramadhan et al. 11 proved the advantage of this method is that each iteration shows a good change because when the initial process shows a lack of functionality then followed by the next iteration do that the deficiencies can be corrected to the quality that supports the game. The GDLC process is displayed figure 2. This GDLC process includes: Initiation This initiation process collects all user needs to be used as a reference for the design of the application to be made. At this stage observations, interviews, and filling out questionnaires were conducted to get user requirements. And make comparisons with similar applications. Table 1 show the comparison with similar application. Pre-production In pre-production, the application design process is carried out starting from creating a Game Design Document, then designing a system that will run in the application. Production Creating and collecting assets also coding processes is carried out at this stage of production. Testing After the production process is testing, the testing process is carried out first by the internal team. Beta The beta testing process is carried out for some blind children who are used as beta testers. Release When the application is complete and ready to use, it will be given to the school and maintained.
Fig. 1. GDLC Process Table 1. Comparison with Similar Application
Feature Type Voice Command
The Blind
The Blind
Blind Mini
Edutune
Legend
Warriors
Games
mobile game
mobile game
mobile game
mobile game
v
v
v
v
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
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Speech Recognition
v
x
x
x
Gesture Input
v
x
x
x
Pattern Input
v
v
v
v
Trivia Quiz
v
x
x
v
Leaderboard
v
x
x
x
User profiling
v
x
x
x
Material Review
v
x
x
x
Bahasa
English
English
English
Language f.
Reported results from evaluation. The results reported from the evaluations carried out include evaluation of user satisfaction, the results of the pre-test and post-test to prove that this learning media application can help blind children to improve their understanding and interest in learning.
3. Result and Discussion This section explains how the flow of interactive learning media applications, how to evaluate them, and the results of evaluation of the user. Figure 2 shows an image from the display that is in this application. These displays consist of, entry page, select NPC menu, adventure menu, battle menu, training menu, ranking menu, guide menu, and settings menu. Each instruction on this page is delivered via audio.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
Fig. 2. Application View
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First, the player must first enter the application, the first process of the system will check whether the player already has an account on this application or not, if the player does not have an account in the application the player must specify the name that will be used in this application. Furthermore, the player must choose the NPC who will accompany the player during the game. In the main menu the player selects which menu he chooses, to select the menu the player must say the menu on the main menu page. In the adventure menu the player will be given a story line related to the learning material that is in the school curriculum, after the narrative questions will arise which must be answered by the player to continue the game. To answer the question, the player must interact with the system. Interactions include speech recognition, swipe, tap and shake. In the battle menu players will play with other players online. Each player will be given the same question, and they must answer it. Each correct answer will be a point whose numbers will be sorted for each player. In the training menu the player will be given a review of the material from the adventure section. In the ranking menu players can see their warnings during the fight. In the player guide menu a guide will be given regarding the interactions available on the application. And in the settings menu the player can adjust the sound speed of the NPC. For the evaluation process of this application a pre-test and post-test was carried out, as well as conducting interviews to determine the level of player satisfaction with the application developed. There are 8 beta testers, of which they are 7-8 grade students at SLB A Pembina Nasional Jakarta. Pre-test and post-test were carried out by reading out the questions and they immediately answered the question. In table 2 the results of the average pre-test for blind children can answer the questions given for 2 minutes and with an error rate of 21.25%. After being given a pre-test then these blind children tried the learning media application developed. Then after that a post-test is done to test the learning outcomes through the application of learning media. Beta tester Beta tester 1 Beta tester 2 Beta tester 3 Beta tester 4 Beta tester 5 Beta tester 6 Beta tester 7 Beta tester 8
Questions 5 6
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Total Correct 9
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time
The post-test results can be seen in table 3. From the results of the post-test it can be seen that there is an increase, the answer speed increases to 1 minute, and the error rate of the answer decreases to 12.5%. Table 2 Pre-test Result
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
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Table 3 Post-Test Result Beta Tester Beta tester 1 Beta tester 2 Beta tester 3 Beta tester 4 Beta tester 5 Beta tester 6 Beta tester 7 Beta tester 8
Questions 5 6
1
2
3
4
7
8
9
10
correct
correct
correct
correct
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wrong
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correct
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wrong
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correct
1m
Total Correct 9
1m
10
1m
8
1m
9
1m
10
1m
9
1m
8
2m
8
Time
For user evaluation, interviews were conducted with questions based on 5 measurable human factors. Table 4 Evaluation Question List
Q-
Questions
Q1
Is the information presented in this game easy to understand?
Q2
Does this game respond quickly to interactions?
Q3
Does this game give you easy interactions?
Q4
Is the information provided in this game easy to remember?
Q5
Do you agree the game can provide learning motivation?
Q6
Is this game interesting to play?
Q7
Are you encouraged to play this game again?
The results of user evaluation can be divided into several points based on 5 measurable human factors. These points include learning time, speed of performance, level of user error, memory and subjective satisfaction. a. Learning Time Based on the results of interviews, all beta testers feel that the information presented in this game is quite easy to understand so that the learning time required by the beta tester is not much, but there are several parts in this game that have no instructions for the user, so users feel confused. b. Speed of Performance Based on the results of interviews with beta testers, they feel that every interaction given to the game can be responded quickly by the game. c. User Error Rate
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
d. e.
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Based on the results of the interview to the beta tester, they feel helped by the interactions that exist in this game. Because the available interactions resemble the interactions that exist in the screen reader application so they are used to using it. So that it can reduce the level of errors made by the user. Memory Based on the results of interviews with beta testers, all information provided through this game is easy to understand so that they can easily remember the flow of use of this game. Subjective satisfaction Based on the results of interviews, all beta testers felt motivated to learn, because they felt challenged with the questions given on the challenge menu. In addition, the beta tester feels this game is very interesting to play. Because of the gameplay itself which gives challenges to the user, and also from the form of interaction provided, the user who is basically used to using screen reader applications, is greatly helped by the interactions that exist in this game. So that all beta testers are encouraged to play this game, even they want this game to be more developed and reproduced for the questions they give.
4. Conclusion Based on the results of the study, the beta error level of the tester when answering questions experienced decline after using this learning media application, from 21.25% to 12.5% during post-testing. This proves that this learning media application is able to increase the knowledge and understanding of blind children. In addition, from the interviews, all beta testers gave a positive response to the application developed. For further development, a collection of questions with various levels of difficulty will be reproduced, and also create a content management system that will be given to the school to create new story questions and content in this application. Acknowledgment Special thanks for SLB A Pembina Tingkat Nasional Jakarta, Mrs. Dwi, Mr. Aris and all of student for their help and contribution to make this study work well. References 1
Harimukthi MT, Dewi KS. Eksplorasi Kesejahteraan Psikologis Individu Dewasa Awal Penyandang Tunanetra. Jurnal Psikologi Undip. 2014 April; 13(1).
2
N, Wahyuni S, Windiarto T, Oktavia E, Karyono Y. Profil Penduduk Indonesia Hasil Supas 2015. Jakarta: Badan Pusat Statistik, Subdirektorat Statistik Demografi; 2015.
3
Burke B. Gamify: How Gamification Motivates People to Do Extraordinary Things Brookline: Gartner, Inc.; 2016.
4
Landers R,AM,CA. How to Use Game Elements to Enhance Learning: Applications of the Theory of Gamified Learning. Serious Games and Edutainment Applications; 2017.
5
AB JTD. Teaching music to blind children: new strategies for teaching through interactive use of Musibraille software. Procedia Computer Science. 2014 February.
6
Mascetti S BCBM. TypeInBraille: a braille-based typing application for touchscreen devices. The proceedings of the 13th international ACM SIGACCESS conference on Computers and accessibility. 2011.
7
Frey B SCRM. Brailletouch: mobile texting for the visually impaired. Universal Access in Human-Computer Interaction. 2011.
8
YanFi YUACS. A Gamification Interactive Typing for Primary School Visually Impaired Children in Indonesia. Procedia Computer Science. 2017;: p. 638-644.
9
Dicheva D,DD,AG,&AG. Gamification in Education: A Systematic Mapping Study. Educational Technology & Society. 2015 July; III(18).
10 Nah F.FH. ZQ,TVR,AAP,EB. Gamification of Education: A Review of Literature. International Conference on HCI in Business. 2014; 8527. 11 Ramadan R,&WY. Game Development Life Cycle Guidelines. International Conference on Advanced Computer Science and Information Systems (ICACSIS). 2013 September.
ScienceDirect Available online at www.sciencedirect.com Procedia Computer Science 00 (2019) 000–000
ScienceDirect
www.elsevier.com/locate/procedia
Procedia Computer Science 157 (2019) 589–595
4th International Conference on Computer Science and Computational Intelligence 2019 (ICCSCI), 12–13 September 2019 Interactive Gamification Learning Media Application For Blind Children Using Android Smartphone in Indonesia
Azani Cempaka Saria,*, Andre Mohammad Fadillaha, Junaidy Jonathana, Mahendra Rezky David Prabowoa a
Computer Science Department, School of Computer Science, Bina Nusantara University Jl. K. H. Syahdan No. 9 Kemanggisan, Palmerah, Jakarta, Indonesia 11480
Abstract The purpose of this research is to develop an interactive learning media application by using gamification approach in smartphone, to help the blind children to improve interest and enthusiasm for learning, and increase their understanding of the material presented. Moreover, the current conditions for the unavailability of interactive learning media for blind children in Indonesian. The process of developing this application uses the Game Development Life Cycle (GDLC) method which consists of initiation, pre-production, production, testing, beta, and release. This application has been tested on several respondents. From this study, developing the useful application, easy to use, and accommodates all their needs. © 2019 2019 The The Authors. Authors. Published Published by by Elsevier Elsevier B.V. B.V. © This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Peer-review under responsibility of the scientific committee of the 4th International Conference on Computer Science and Peer-review under responsibility Computational Intelligence 2019. of the scientific committee of the 4th International Conference on Computer Science and Computational Intelligence 2019
Keywords: Visual Impairment Children, Gamification, Interactive Learning Media, Indonesia, Game Development Life Cycle (GDLC)
1. Introduction The visually impaired is an individual whose senses of vision do not function at all, thus losing sight. There are two categories of blind people, namely total blindness and vague visions 1. In Indonesia, based on the 2015 Intercensal Population Survey (SUPAS) data in 2015, the number of blind people in Indonesia is 6.36% of the total population of Indonesia in 2015 2. The author makes observations in SLB A Pembina Tingkat Nasional Jakarta, is one school that is
* Corresponding author. E-mail address: [email protected] 1877-0509 © 2019 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Peer-review under responsibility of the scientific committee of the 4th International Conference on Computer Science and Computational Intelligence 2019
1877-0509 © 2019 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Peer-review under responsibility of the scientific committee of the 4th International Conference on Computer Science and Computational Intelligence 2019. 10.1016/j.procs.2019.09.018
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intended for blind students. The curriculum used in SLB A Pembina Tingkat Nasional Jakarta Trustees is basically the same as the curriculum applied in public schools, namely the 2013 curriculum (curriculum that can produce Indonesian people who are: Productive, Creative, Innovative, Affective through strengthening Attitudes, Skills, and Knowledge that integrated), but with more lowered standards. On average the students at SLB A Pembina Tingkat Nasional Jakarta Trustees study for 8 hours of lessons, of which 1 subject session is 40 minutes long. Each teacher is expected to be able to ensure the learning objectives can be conveyed well to each student, through practice exercises (independent assignments), joint discussions and group assignments. With hours of study per day that are quite dense and not all students have the same catching power (fast), then students often experience obstacles or difficulties in understanding the material conveyed by the teacher in the class. Blind students often learn independently (self-taught using a smartphone). This is due to the unavailability of interactive learning media at SLB A Pembina Tingkat Nasional Jakarta, which helps students learn the material at school. Outside of school, students have been using smartphones as learning media, such as Youtube. However, the application is not specifically intended for blind children (not all elements in the application can be read by a screen reader application). This has an impact on antusism and the ability to capture blind students. Gamification creates entirely new engagement models, targeting new communities of people and motivating them to achieve goals they may not even know they have 3. Gamification of learning as “the use of game elements, including action language, assessment, conflict/challenge, control, environment, game fiction, human interaction, immersion, and rules/goals, to facilitate learning and related outcomes” 4. Students are expected to know and be interested in computer technology. There is some interactive educational software for visually impaired children. Borges and Tome introduced Musibraille for teaching music to blind children. Musibraille now incorporates the functions aimed to teach children, so enabling that many interesting educational experiments and approaches can be performed. Our intention is to incorporate facilities with educational purposes 5. Mascetti et al. 6 introduced a braille-based typing application for touchscreen devices called TypeInBraille. TypeInBraille requires the use of at least three fingers. Consequently, it is not possible to use this technique holding the device in one hand and typing with the thumb. Moreover, an eye-free text entry application for mobile devices called BrailleTouch 7 introduced by Frey et al. Those systems are utilized touchscreen and delivered in English. In a previous study YanFi et al 8, Proved that the gamification approach to learning media applications can help blind children not just to learn typing but can repeat learning material adapted from educational curricula in Indonesia. Previously there was an application of learning media with a gamification approach, namely Taxology. The difference is that this learning media application uses the Windows platform. In this study, all interactive learning media applications will be develop using the gamification approach. This application aims to help blind children to learn and increase their learning enthusiasm. This application is in Indonesian. 2. Research Method The process of applying gamification in this study adopts the research carried out by Dicheva et al. 9, Which classifies the elements of gamification in the following dimensions: a. Game Elements From the results of Nah et al. 10, There are several game elements for education that can be applied in learning media with a gamification approach, including: Points, this point system is used to measure the level of success and achievement. These points will be made an award to increase enthusiasm to reach the goal. Levels/stages, this level system is used to give players a sensation of game progression. Medal is a form of appreciation for completing assignments. Leaderboard, the purpose of this leaderboard is to keep players motivated to improve their achievements Prizes are the most effective way to motivate players. Storyline, Kapp suggests that a good story can help players to reach the ideal interest curve, where attraction reaches a peak at the beginning and end of the learning process, and remains motivated to complete the learning process.
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
b. c. d. e.
591 3
Context: Type of application. The type of application made is an application of learning media with a gamification approach for blind children on the android platform. Context: Education level. The level of education intended is blind children in grades 1-2 junior high school. Context: Academic subject. Learning material that will be delivered based on the 2013 curriculum that applies in Indonesia. Implementation. The implementation of this process uses the Game Development Life Cycle method. Ramadhan et al. 11 proved the advantage of this method is that each iteration shows a good change because when the initial process shows a lack of functionality then followed by the next iteration do that the deficiencies can be corrected to the quality that supports the game. The GDLC process is displayed figure 2. This GDLC process includes: Initiation This initiation process collects all user needs to be used as a reference for the design of the application to be made. At this stage observations, interviews, and filling out questionnaires were conducted to get user requirements. And make comparisons with similar applications. Table 1 show the comparison with similar application. Pre-production In pre-production, the application design process is carried out starting from creating a Game Design Document, then designing a system that will run in the application. Production Creating and collecting assets also coding processes is carried out at this stage of production. Testing After the production process is testing, the testing process is carried out first by the internal team. Beta The beta testing process is carried out for some blind children who are used as beta testers. Release When the application is complete and ready to use, it will be given to the school and maintained.
Fig. 1. GDLC Process Table 1. Comparison with Similar Application
Feature Type Voice Command
The Blind
The Blind
Blind Mini
Edutune
Legend
Warriors
Games
mobile game
mobile game
mobile game
mobile game
v
v
v
v
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
592 4
Speech Recognition
v
x
x
x
Gesture Input
v
x
x
x
Pattern Input
v
v
v
v
Trivia Quiz
v
x
x
v
Leaderboard
v
x
x
x
User profiling
v
x
x
x
Material Review
v
x
x
x
Bahasa
English
English
English
Language f.
Reported results from evaluation. The results reported from the evaluations carried out include evaluation of user satisfaction, the results of the pre-test and post-test to prove that this learning media application can help blind children to improve their understanding and interest in learning.
3. Result and Discussion This section explains how the flow of interactive learning media applications, how to evaluate them, and the results of evaluation of the user. Figure 2 shows an image from the display that is in this application. These displays consist of, entry page, select NPC menu, adventure menu, battle menu, training menu, ranking menu, guide menu, and settings menu. Each instruction on this page is delivered via audio.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
Fig. 2. Application View
5 593
A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000 Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595
First, the player must first enter the application, the first process of the system will check whether the player already has an account on this application or not, if the player does not have an account in the application the player must specify the name that will be used in this application. Furthermore, the player must choose the NPC who will accompany the player during the game. In the main menu the player selects which menu he chooses, to select the menu the player must say the menu on the main menu page. In the adventure menu the player will be given a story line related to the learning material that is in the school curriculum, after the narrative questions will arise which must be answered by the player to continue the game. To answer the question, the player must interact with the system. Interactions include speech recognition, swipe, tap and shake. In the battle menu players will play with other players online. Each player will be given the same question, and they must answer it. Each correct answer will be a point whose numbers will be sorted for each player. In the training menu the player will be given a review of the material from the adventure section. In the ranking menu players can see their warnings during the fight. In the player guide menu a guide will be given regarding the interactions available on the application. And in the settings menu the player can adjust the sound speed of the NPC. For the evaluation process of this application a pre-test and post-test was carried out, as well as conducting interviews to determine the level of player satisfaction with the application developed. There are 8 beta testers, of which they are 7-8 grade students at SLB A Pembina Nasional Jakarta. Pre-test and post-test were carried out by reading out the questions and they immediately answered the question. In table 2 the results of the average pre-test for blind children can answer the questions given for 2 minutes and with an error rate of 21.25%. After being given a pre-test then these blind children tried the learning media application developed. Then after that a post-test is done to test the learning outcomes through the application of learning media. Beta tester Beta tester 1 Beta tester 2 Beta tester 3 Beta tester 4 Beta tester 5 Beta tester 6 Beta tester 7 Beta tester 8
Questions 5 6
1
2
3
4
7
8
9
10
correct
correct
correct
correct
correct
correct
wrong
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
wrong
wrong
correct
wrong
correct
wrong
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
wrong
correct
correct
wrong
correct
correct
correct
correct
wrong
correct
correct
correct
correct
wrong
correct
wrong
correct
correct
wrong
correct
correct
correct
correct
wrong
correct
wrong
correct
correct
correct
2m
Total Correct 9
2m
8
2m
7
2m
8
2m
9
2m
7
2m
7
3 m
8
time
The post-test results can be seen in table 3. From the results of the post-test it can be seen that there is an increase, the answer speed increases to 1 minute, and the error rate of the answer decreases to 12.5%. Table 2 Pre-test Result
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
594 6
Table 3 Post-Test Result Beta Tester Beta tester 1 Beta tester 2 Beta tester 3 Beta tester 4 Beta tester 5 Beta tester 6 Beta tester 7 Beta tester 8
Questions 5 6
1
2
3
4
7
8
9
10
correct
correct
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
correct
wrong
wrong
correct
correct
correct
correct
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
correct
correct
correct
wrong
correct
correct
correct
correct
correct
correct
correct
correct
correct
wrong
correct
wrong
correct
correct
correct
correct
correct
correct
correct
wrong
correct
wrong
correct
correct
correct
1m
Total Correct 9
1m
10
1m
8
1m
9
1m
10
1m
9
1m
8
2m
8
Time
For user evaluation, interviews were conducted with questions based on 5 measurable human factors. Table 4 Evaluation Question List
Q-
Questions
Q1
Is the information presented in this game easy to understand?
Q2
Does this game respond quickly to interactions?
Q3
Does this game give you easy interactions?
Q4
Is the information provided in this game easy to remember?
Q5
Do you agree the game can provide learning motivation?
Q6
Is this game interesting to play?
Q7
Are you encouraged to play this game again?
The results of user evaluation can be divided into several points based on 5 measurable human factors. These points include learning time, speed of performance, level of user error, memory and subjective satisfaction. a. Learning Time Based on the results of interviews, all beta testers feel that the information presented in this game is quite easy to understand so that the learning time required by the beta tester is not much, but there are several parts in this game that have no instructions for the user, so users feel confused. b. Speed of Performance Based on the results of interviews with beta testers, they feel that every interaction given to the game can be responded quickly by the game. c. User Error Rate
Azani Cempaka Sari et al. / Procedia Computer Science 157 (2019) 589–595 A.C. Sari et al. / Procedia Computer Science 00 (2019) 000–000
d. e.
595 7
Based on the results of the interview to the beta tester, they feel helped by the interactions that exist in this game. Because the available interactions resemble the interactions that exist in the screen reader application so they are used to using it. So that it can reduce the level of errors made by the user. Memory Based on the results of interviews with beta testers, all information provided through this game is easy to understand so that they can easily remember the flow of use of this game. Subjective satisfaction Based on the results of interviews, all beta testers felt motivated to learn, because they felt challenged with the questions given on the challenge menu. In addition, the beta tester feels this game is very interesting to play. Because of the gameplay itself which gives challenges to the user, and also from the form of interaction provided, the user who is basically used to using screen reader applications, is greatly helped by the interactions that exist in this game. So that all beta testers are encouraged to play this game, even they want this game to be more developed and reproduced for the questions they give.
4. Conclusion Based on the results of the study, the beta error level of the tester when answering questions experienced decline after using this learning media application, from 21.25% to 12.5% during post-testing. This proves that this learning media application is able to increase the knowledge and understanding of blind children. In addition, from the interviews, all beta testers gave a positive response to the application developed. For further development, a collection of questions with various levels of difficulty will be reproduced, and also create a content management system that will be given to the school to create new story questions and content in this application. Acknowledgment Special thanks for SLB A Pembina Tingkat Nasional Jakarta, Mrs. Dwi, Mr. Aris and all of student for their help and contribution to make this study work well. References 1
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