Mindmatch Game Development to Train Students' Visual Cognitive Skills
DOI:
https://doi.org/10.59388/josc.v4i2.1067Keywords:
Research And Development, Mindmatch Game, Visual Cognition, Visual Discrimination, Visual MemoryAbstract
This study aimed to develop the MindMatch Game as an educational game medium for training elementary school students’ visual cognitive abilities and to determine its feasibility and practicality. The study employed a Research and Development (R&D) method using the Four-D (4D) development model, consisting of the Define, Design, Develop, and Disseminate stages; however, the study was limited to the Develop stage. The research subjects consisted of one media expert, one subject-matter expert, one Grade III-C classroom teacher, and 15 Grade III-C students at SDN 101873 Desa Baru. Data were collected through observation, interviews, and questionnaires and were analyzed using descriptive quantitative and qualitative methods. The needs analysis indicated that students’ visual cognitive abilities were in the low category, with a percentage of 37.6%, while the need for game-based media reached 92.27%, indicating that such media were highly needed. The MindMatch Game was developed as a picture-card-based educational game consisting of a user guide, main picture cards, choice cards, distractor cards, a timer, and a bottle flip, with five levels of difficulty. The results of media expert validation improved from 60%, categorized as moderately feasible, to 80%, categorized as feasible, following revision, while subject-matter expert validation yielded a score of 80%, categorized as feasible. The practicality test showed a teacher response of 97.5%, categorized as highly practical, and a student response of 69.70%, categorized as practical. Thus, the MindMatch Game was considered feasible and practical as an alternative game-based medium in elementary schools for providing practice in students’ memory, recognition, concentration, processing speed, and visual accuracy. However, this study did not establish the effectiveness of the medium in improving visual cognitive abilities because it did not employ a pretest-posttest experimental design or a control group.
References
Agbo, F. J., Oyelere, S. S., Suhonen, J., & Tukiainen, M. (2023). Design, development, and evaluation of a virtual reality game-based application to support computational thinking. Educational technology research and development, 71(1), 505–537. Retrieved from http://link.springer.com/article/10.1007/s11423-022-10161-5
Arikunto, S. (2021). Prosedur penelitian: Suatu pendekatan praktik. Jakarta: Rineka Cipta.
Bile, A. (2022). Development of intellectual and scientific abilities through game-programming in Minecraft. Education and Information Technologies, 27(1), 7241–7256. Retrieved from https://link.springer.com/article/10.1007/s10639-022-10894-z
Chalik, C., & Cahyani, I. (2024). Perancangan Board Game Knowledge Dash Sebagai Media Pendukung Program Literasi dan Numerasi Sekolah Dasar. Mavis : Jurnal Desain Komunikasi Visual, 6(2), 149 - 161. doi:https://doi.org/10.32664/mavis.v6i02.1465
Dong, X., Liang, H., Ding, X., & Zhang, Y. (2024). Enhancing children’s cognitive skills: An experimental study on virtual reality-based gamified educational practices. Education and Information Technologies, 29(1), 7569–7594. Retrieved from https://link.springer.com/article/10.1007/s10639-023-12075-y
French, F., Levi, D., Maczo, C., Simonaityte, A., Triantafyllidis, S., & Varda, G. (2023). Creative Use of OpenAI in Education: Case Studies from Game Development. Multimodal Technologies and Interaction, 7(8), 81. doi:https://doi.org/10.3390/mti7080081
Govender, T., & Moreno, J. A. (2021). An Analysis of Game Design Elements Used in Digital Game-Based Language Learning. Sustainability, 13(12), 6679. doi:https://doi.org/10.3390/su13126679
Hermansyah, H., Nurhairunnisah, N., Ardianti, S., & Sulindra, I. G. (2023). Pengaruh Penggunaan Game Edukasi terhadap Kemampuan Kognitif Fisika Dilihat dari Gender Siswa. JURNAL PENDIDIKAN MIPA, 13(3), 833–838. doi:https://doi.org/10.37630/jpm.v13i3.1184
Ishak, S. A., Hasran, U. A., & Din, R. (2023). Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance. Education Sciences, 13(2), 102. doi:https://doi.org/10.3390/educsci13020102
Mitsea, E., Drigas, A., & Skianis, C. (2023). VR Gaming for Meta-Skills Training in Special Education: The Role of Metacognition, Motivations, and Emotional Intelligence. Education Sciences, 13(7), 639. doi:https://doi.org/10.3390/educsci13070639
Mohammed, M., Fatemah, A., & Hassan, L. (2024). Effects of Gamification on Motivations of Elementary School Students: An Action Research Field Experiment. Simulation & Gaming, 55(4), 600-636. doi:https://doi.org/10.1177/10468781241237389
Moulaei, K., Sharifi, H., Bahaadinbeigy, K., & Dinari, F. (2024). Efficacy of virtual reality-based training programs and games on the improvement of cognitive disorders in patients: a systematic review and meta-analysis. BMC Psychiatry, 24(1), 116. Retrieved from https://link.springer.com/article/10.1186/s12888-024-05563-z
Ng, D. T., Xinyu, C., Leung, J. K., & Chu, S. K. (2024). Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement. Journal of Computer Assisted Learning, 40(5), 2049-2064. doi:https://doi.org/10.1111/jcal.13009
Okankwu, E. A., & A-Okujagu, H. S. (2025). Incorporation of Electronic Educational Games and Mental Skills Development in Preschoolers in Public Early Child Care Centres in Rivers State. Faculty of Natural and Applied Sciences Journal of Computing and Applications, 2(2), 19–29. Retrieved from https://www.fnasjournals.com/index.php/FNAS-JCA/article/view/665
Pasqualotto, A., Altarelli, I., Angeli, A. D., Menestrina, Z., Bavelier, D., & Venuti, P. (2022). Enhancing reading skills through a video game mixing action mechanics and cognitive training. Nature Human Behaviour, 17(1), 545–554. Retrieved from https://www.nature.com/articles/s41562-021-01254-x
Pasqualotto, A., Parong, J., Green, C. S., & Bavelier, D. (2023). Video Game Design for Learning to Learn. International Journal of Human–Computer Interaction, 39(11), 2211-2228. doi:https://doi.org/10.1080/10447318.2022.2110684
Reynaldo, C., Christian, R., Hosea, H., & Gunawan, A. A. (2021). Using Video Games to Improve Capabilities in Decision Making and Cognitive Skill: A Literature Review. Procedia Computer Science, 179(1), 211-221. doi:https://doi.org/10.1016/j.procs.2020.12.027
Salama, R., & Al-Turjman, F. (2025). Chapter 22 - Matching games for long-term memory development and learning. Quaternion-Based Sparse Image Processing Advances in Multispectral Processing, 180(1), 297-310. doi:https://doi.org/10.1016/B978-0-443-29244-6.00022-3
Suárez, V. J., Velasco, A. I., Roldán, S. H., Besteiro, S. R., Guardado, I. M., Rodríguez, A. M., & Aguilera, J. F. (2024). Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities. Children, 11(11), 1299. doi:https://doi.org/10.3390/children11111299
Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sulmayanti, I., Kandau, T. L., & Yanti, Y. (2025). Pembelajaran Berbasis Games Berbahasa Indonesia Untuk Meningkatkan Motivasi Belajar di Era Digital. DEIKTIS: Jurnal Pendidikan, Bahasa Dan Sastra, 5(3), 2290-2297. Retrieved from https://www.dmi-journals.org/deiktis/article/view/1832
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. Bloomington: Indiana University, Center for Innovation in Teaching the Handicapped.
Wiest, G. M., Rosales, K. P., Looney, L., Wong, E. H., & Wiest, D. J. (2022). Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD. Brain Sciences, 12(2), 141. doi:https://doi.org/10.3390/brainsci12020141
