Development and Effectiveness of the Pint@r Hybrid Game-Based Learning in Improving Literacy Numeracy and Motivation of Hospitalized Primary School Students

Abstract

Primary school students undergoing treatment in hospitals often face the challenges of academic dropout and psychosocial stress that affect learning motivation. Therefore, the PInT@R innovation (Permainan Interaktif Tangga QR / Interactive QR Ladder Game) was developed to design, implement and evaluating the effectiveness of a hybrid game media to improve literacy numeracy and learning motivation among primary school students in hospitals. The methodology for developing this innovation is structured using the ADDIE instructional design model. A study with a pre-post quasi-experimental design was conducted on 3 students, parents, and teachers. Data were collected through literacy numeracy achievement tests, motivation scale questionnaires, and structured observations. The study findings showed that PInT@R works and successfully produced a statistically significant increase from 45% to 78% in the mean score of students' literacy numeracy mastery after the intervention. In addition, the level of students' motivation towards learning literacy numeracy also increased significantly from 2.8/5.0 to 4.7/5.0. Feedback from students and mentors was also overwhelmingly positive, with students agreeing that PInT@R was reported to be fun, easy to use, and practical in the hospital setting. In conclusion, PInT@R has proven to be successful as an effective and holistic intervention tool for learning outside the formal classroom. The implications of this innovation suggest that integrating simple technology with traditional games can create meaningful learning experiences. PInT@R contributes to a cost-effective and replicable solution model for the Hospital School Program, while also providing empirical evidence of the potential of game-based learning as a therapeutic tool for special needs student populations.