Designing Mobile Game-Based Learning Application for Preschool Children on Oral Health Education using Malay Culture Elements - sersc
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International Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1595-1602
Designing Mobile Game-Based Learning Application for Preschool
Children on Oral Health Education using Malay Culture Elements
1
Wan Abdul Rahim Wan Mohd Isa*, 2Ahmad Iqbal Hakim Suhaimi,
3
Mudiana Mokhsin@Misron, 4Laydyawati Roy, 5Indah Mohd Amin
1,2,3,4
Faculty of Computer and Mathematical Sciences,
Universiti Teknologi MARA
40450 Shah Alam, Selangor, Malaysia.
5
Faculty of Dentistry, Universiti Teknologi MARA,
47000, Sungai Buloh, Selangor, Malaysia.
Abstract
Educating children at an early age is important for parents because they are still in the learning
process. With the modern age of technology development, values and elements of Malay culture need
to be preserved in technology development. The main objective of this research is to design a mobile
game-based learning application for preschool children on oral health education by using Malay
culture elements. Interview sessions were conducted with a dentist, parents and preschool teachers.
The Digital Educational Game Development Methodology (GAMED) was adapted into three phases
which are (1) requirement, (2) game design, and (3) implementation. The application focuses on the
Malay culture elements which are Malay traditional attire, Malay ‘pantun’, and Malay language.
Future work may include adding more Malay culture elements into the mobile game-based learning
application.
Keywords: Oral health education, mobile learning and technology, mobile-game based learning
application, islamic culture, human-computer interaction
1. BACKGROUND
In general, mobile games are being introduced to assist educate and enhance the literacy skills and
talents of young adults (Shiratuddin & Zaibon, 2010). Children spend time playing games, thus provides
a vast opportunity for an educator to fully benefit mobile games for teaching children (Shoukry et al,
2015). Computer and video games can assist learners in learning methods to stress immersion in
training, backed by structures that contribute to knowledge, professional abilities and creative thinking
(Admiraal et al, 2011).
2. LITERATURE REVIEW
2.1 Importance of Oral Health Education for children.
Mouth health reflects the whole body condition. For example, if the mouth is healthy, there is a good
chance of overall health. On the other side, it may have other health issues if it has bad oral health.
Other research also said that do not take care of oral health may eventually lead to gum problems. The
excellent news is when the cavity-preventing advantages can last a lifetime when dental habits are built
early. Informational awareness and social awareness of dental care will considerably enhance general
health (Allukian, 2008).
2.2 Using Local Cultural Elements in Educational Game
Culture may impact the learning techniques for a student (Subramony, 2004). It is imperative to consider
culture when designing mobile learning applications (Ariffin et al, 2015). The elements of culture
embedded in mobile games are considered good practices towards enriching the learning experience of
young people. This is because it helps to shape student’s identity, sharpen their critical skills and expand
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC
1595International Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1595-1602
the horizons of their world while encouraging them to play an active role in it. Incorporating local
culture elements in educational games may also reduce culture shock and anxiety (Shiratuddin &
Zaibon, 2010). Local culture may motivate students in mobile learning because they use their own
culture or their natural settings (Ariffin et al, 2015). Young (2007) highlighted that one of the challenges
of developing mobile game-based learning applications is the lack of local culture guidelines. There are
growing numbers of studies on cultural incorporation in the technology design (Young, 2008; Shafie et
al, 2010; Wan Abdul Rahim et al, 2008; Wan Abdul Rahim et al, 2009) and working culture (Wan
Abdul Rahim et al., 2019). The main objective of this research is to design a mobile game-based
learning application for preschool children on oral health education by using Malay culture elements
called ‘Kenali Gigi’.
3. METHODOLOGY
The Digital Educational Game Development Methodology (GAMED) was adapted into three phases
which are (1) requirement, (2) game design, and (3) implementation.
4. RESULT AND FINDINGS
4.1 Phase 1: Requirement
The main objective of the interview sessions is to get information from relevant stakeholders and to
identify the problem that the children are facing. The interview sessions were conducted with a dentist,
preschool teachers and parents. The interview was conducted with a dentist with 6 years of working
experience. The dentists give information on children aged between 2 to 5 years, approximately twenty
primary teeth will start to grow and will remain until 6 years old. Between the ages of 6 to 12 years of
age, milk teeth will begin to replace permanent teeth. The dentist informed that there are approximately
20 different types of teeth that will grow for children which comprise of 10 teeth at the top and 10 teeth
at the bottom position of the mouth.
The interview with preschool teachers was conducted at a local kindergarten at Kota Damansara,
Selangor. The four parents are also interviewed. In general, the parents informed that most of their
children have dental health problems due to lack of proper dental care and lack of supervision of
children's nutrition. Children are also less knowledgeable about teeth such as proper dental names and
dental positions as they are more focused on dental care. Based on the transcripts during the interview,
most parents do not have the time to teach their children about dental knowledge. For example, parent
1 said, their children play the game on mobile device occasionally and requires parental supervision.
For parents 2, he said that his children are more interested in mobile devices compared to reading books.
Parents 3 informed that their children learn while playing games on mobile devices. Parent 4 disagree
with exposing their children to mobile devices because it would give a bad effect on exposing them to
mobile games. The requirements were used to guide the design of the use case diagram. Fig. 1 shows
the interactions of the actor (player). Table 1 is the use case description for the use case diagram. Fig.
2 shows the flow chart of the application.
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC
1596International Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1595-1602
Fig. 1. Use Case Diagram
Table 1. Description of Use Case Diagram
Actor Use Case Name Description
Watch tutorial The player can choose to watch the tutorial at each
level before playing the game.
Play Level 1 The player needs to start from level 1 where they
need to arrange the top 5 teeth and then proceed to
the next level
Play Level 2 The player continues playing the games by
arrange all the upper teeth and proceed to the last
level
Play Level 3 The player proceeds to level 3 where they need to
arrange the whole teeth to complete all the tasks
given.
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC
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Vol. 29, No. 6s, (2020), pp. 1595-1602
Fig. 2. Game Flow Chart
4.2 Phase 2: Game Design
The designing process is the most significant part in attracting the user’s attention. The application
focuses on the Malay culture elements which are Malay traditional attire, Malay ‘pantun’, and Malay
language. In this mobile game application for children's dental education interface design that
incorporated Malay culture elements is shown as the following:
(i) Character
Fig. 3. Malay characters of ‘kenali gigi’ game
Fig. 3 shows the Malay character where the boy wearing ‘Baju Melayu’ which shows the Malay
traditional attire. The character is a girl wearing ‘Baju Kurung’ and wearing ‘hijab’ shows the Malay
traditional attire. Male and female characters reflect the characteristics of Malay culture in which they
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC
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wear the traditional Malay attire. Using scarves for women showed that she practiced the Malay culture
as the culture of the country because Islam is the official state religion.
(i) Game Layout Design
Storyboard of Kenali Gigi Game
The graphical representation is designed to decide the conceptual design of the project. ‘Kenali Gigi’
mobile game application consists of three levels. In general, the player needs to arrange the teeth based
on a limited timeframe. Below are the storyboards of the mobile game application for children’s dental
education. Fig. 4 below shows the sample of (i) storyboard for the home screen, (ii) storyboard of
tutorial, and (iii) storyboard for ‘pantun’.
a b c
Fig. 4 (a) storyboard for the home page, (b) storyboard of tutorial (b) storyboard for ‘pantun’
On the home page, there are two buttons, (i) The first button is for the tutorial session where the
player can learn how to play the game and (ii) The second button is the ‘play’ button to go directly
playing the games. There are two characters on the home page which is the girl wear a scarf and ‘Baju
Kurung’ to represent traditional Malay attire and traditional Malay attire for the boy is ‘Baju Melayu’,
‘sampin’ and ‘kopiah’.
In the tutorial button, there is a female doctor who will teach the player how to play dental games.
The doctor will read a ‘pantun’ in the Malay language as the ‘pantun’ is one of Malay cultural elements.
For new players, they will be taught by a doctor on how to identify the part of the tooth. The player
needs to remember and understand the part of the tooth before playing the game.
a b c
Fig. 5. (a) storyboard for the top five teeth arrangement game (level 1); (b) storyboard for all upper
teeth arrangement game (level 2); (c) storyboard for the whole teeth arrangement game (level 3)
Fig. 5 (a) shows the sample of the storyboard for the top 5 teeth arrangement game (level 1). In this
game, the player needs to match the correct tooth to the empty tooth. There are four different answers
according to the name of the tooth and the player needs to choose one to put in the appropriate place.
Fig. 5 (b) shows the sample of the storyboard for all upper teeth arrangement game (level 2). The
player must arrange all the upper teeth in the correct position. There are different teeth in each place
and the player needs to arrange each tooth until it is finished.
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC
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Vol. 29, No. 6s, (2020), pp. 1595-1602
Fig. 5 (c) shows the sample of the storyboard for the whole teeth arrangement game. In this level, the
player needs to arrange the whole tooth in the right position.
4.3 Phase 3: Implementation
The application is developed using Adobe Photoshop CS5, Autodesk Sketchbook, and Construct2. Fig.
6 and Fig. 7 show the user interface of the developed application and deployed in Google Play.
Fig. 6 (a) development of home page; (b) development of tutorial page; (c) development of ‘pantun’
page
Fig. 6 (a) shows on the home page, two children are representing a boy and a girl that wear traditional
Malay attire which is ‘Baju Melayu’ with ‘sampin’ and ‘kopiah’ for the boy and ‘Baju Kurung’ with a
scarf for the girl. The application focuses on the Malay culture elements which are Malay traditional
attire, Malay ‘pantun’, and Malay language. For the Home button, it is the button where the player
wants to start the game.
After players start with the tutorial button, the dentists will guide the players to play the games, as
shown in Fig. 6 (b). The dentist will explain to the player about the tooth that the child has, such as the
number of teeth, the type of teeth and the place of teeth. By explaining a little about the teeth, children
need to remember and understand about the teeth that they learned from the dentist.
As shown in Fig. 6 (c), the Malay culture elements, ‘pantun’ will be displayed before players start the
game. The ‘pantun’ is about teeth where it warns children to take care of their teeth. This is because
‘Pantun’ is one of the original cultures of the Malays and ‘Pantun’ is the way of writing poetry in Malay
culture.
Fig. 7 (a) game level 1: arrange the top five teeth; (b) game level 2: arrange the upper teeth; (c) game
level 3: arrange the whole tooth
As shown in Fig. 7 (a), in level 1, the player has to assemble the top five teeth in this stage. There are
five different types of teeth and players must use the drag and drop method to move the teeth in the
right place. The player should be able to finish the task in 25 seconds and after a player successfully
arranges their teeth in the right place, they will earn two marks per tooth.
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC
1600International Journal of Advanced Science and Technology
Vol. 29, No. 6s, (2020), pp. 1595-1602
Fig. 7 (b) showed in level 2, the player must arrange all the teeth at the top and place them in the correct
place. There are ten different types of teeth and there are dental names to help children identify the type
of teeth. The time given is 45 seconds and the player should be able to sort all the teeth if they remember
what they learned from the dentist in the tutorial games. The player will be given two marks for each
correct tooth.
Level 3 games are a bit challenging for children, as shown in Fig. 7 (c). This is because, on this stage,
it will test the children's understanding by simply giving them a tooth type without specifying the name
of the tooth. The player needs to remember the type of teeth and the name of the tooth if they want to
complete the task. The time given for this stage is 60 seconds.
5. CONCLUSION
‘Kenali Gigi’, a mobile game-based learning application may create a significant impact on users,
especially among preschool children. The usage of this application help user gains more knowledge
about tooth and correct ways of identifying tooth parts through tutorials in the application. The dentist
in the game will help the user to memorize the tooth parts by giving a better understanding of the tooth.
The implementations of Malay culture elements in the application help the user to shape student’s
identity, sharpen their critical skills and expand the horizons of their world while encouraging them to
play an active role in it. The application focuses on the Malay culture elements which are Malay
traditional attire, Malay ‘pantun’, and Malay language. Future work may include adding more Malay
culture elements into the mobile game-based learning application.
ACKNOWLEDGEMENTS
This research is funded by the Research Entity Initiative (REI), Universiti Teknologi MARA, Malaysia.
(Project Code: 600-IRMI/REI 5/3 (013/2018)).
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