Noer Intan Oktavia, Sutarno Sutarno, Khusnul Khotimah

Effectiveness of Gamification-Based Learning Application to Prevent Bullying Behavior in Elementary School

Introduction

Effectiveness of gamification-based learning application to prevent bullying behavior in elementary school. Gamified learning app boosts bullying prevention awareness in elementary students. Study shows significant improvement in understanding, a valuable educational tool.

Abstract

Purpose of the study: The purpose of this study was to assess the effectiveness of a gamification-based learning application in improving elementary school students' understanding and awareness of bullying prevention Methodology: A quantitative method using a quasi-experimental one-group pretest and posttest design was used. The study included 49 fifth-grade students from an elementary school in Malang. Data was gathered through pretest and posttest tools consisting of 25 questions. The pretest was administered before the intervention and the posttest after. Data analysis used IBM SPSS Statistics version 26, including normality tests, paired sample t-tests, and N-gain analysis to assess statistical significance and effect size. Main Findings: The results indicate that there was a significant improvement in students' understanding following the intervention. The average pretest score was 52.33, rising to 87.51 in the posttest. The paired sample t-test produced a significance value of p < 0.001, indicating strong effectiveness. Furthermore, the N-gain analysis yielded a value of 0.71 indicated high effectiveness. Therefore, the gamification-based application serves as a valuable educational tool for increasing bullying prevention awareness in elementary schools. Novelty/Originality of this study: This study provides the first empirical evidence for the effectiveness of a gamification-based mobile application specifically designed to teach bullying prevention to elementary school students. It bridges a critical research gap by quantitatively validating how tailored game mechanics (combines quizzes, mini-games, and role-playing scenarios) enhance comprehension of bullying dynamics and addressing the absence of methodologically rigorous evaluations in context-specific gamified learning for child safety education.

Review

This study presents a timely and important investigation into the potential of gamification to address bullying behavior in elementary school settings. The authors aimed to assess the effectiveness of a gamification-based learning application in enhancing students' understanding and awareness of bullying prevention. Employing a quantitative, quasi-experimental one-group pretest-posttest design with 49 fifth-grade students, the study reports a significant improvement in student scores following the intervention. The findings, supported by robust statistical analysis (p < 0.001 and N-gain of 0.71), strongly suggest that the developed application is a valuable educational tool, offering a promising approach to promoting child safety and well-being. A significant strength of this study lies in its clear attempt to bridge a critical research gap. The abstract highlights that this is the first empirical evidence for the effectiveness of a gamification-based *mobile application* specifically tailored for bullying prevention in *elementary school students*. The inclusion of tailored game mechanics—such as quizzes, mini-games, and role-playing scenarios—provides a plausible mechanism for the observed enhancements in comprehension. The rigorous statistical evaluation, incorporating both paired sample t-tests and N-gain analysis, provides a strong quantitative validation of the application's immediate impact on students' understanding. This methodological approach and the reported high effectiveness are commendable and contribute valuable insights to the field of educational technology and anti-bullying initiatives. While the study offers compelling initial evidence, several considerations and avenues for future research emerge. The quasi-experimental one-group pretest-posttest design, while practical, limits the ability to definitively attribute the observed improvements solely to the intervention, as it cannot fully account for potential confounding variables like maturation or external influences. Furthermore, the sample size of 49 students from a single elementary school in Malang, Indonesia, may limit the generalizability of the findings to broader populations or different cultural contexts. Future research would benefit significantly from incorporating a control or comparison group, utilizing a larger and more diverse sample, and potentially extending the follow-up period to assess the long-term retention of knowledge and, crucially, the impact on actual bullying behaviors and bystander intervention in real-world scenarios, beyond just understanding and awareness.

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