Traditional Game-Based Augmented Reality Media to ImproveStudent Numeracy Literacy
DOI:
https://doi.org/10.30812/bite.v7i2.5706Keywords:
Augmented Reality, Digital Learning Media, Literacy Numeracy, Mathematics Education, Traditional GamesAbstract
Background: Elementary school learning still faces challenges in providing meaningful, contextual learning experiences
that foster students’ reasoning skills.
Objective: This study aimed to design and develop an augmented reality–based mathematics learning medium that
integrates traditional Luwu games, Madende and Maguli, to enhance elementary students’ numeracy literacy.
Methods: A needs analysis was conducted through classroom observations, teacher interviews, and student questionnaires.
Numeracy elements were identified from the rules of the traditional games. The learning media were designed and
implemented using Unity with image-based tracking technology. Expert validation and a limited trial were conducted with
25 fifth-grade students.
Result: The developed product was rated as highly feasible, with an average validity score of 85%. Students’ mean scores
increased from 62.4 to 80.6, yielding a normalized gain score of 0.48. User responses were positive, and teachers assessed
the media as suitable for classroom use.
Conclusion: The integration of Augmented Reality with local cultural contexts supports numeracy learning and has the
potential for broader adoption following performance optimization and further comparative testing.
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