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All Journal Sistemasi: Jurnal Sistem Informasi Journal of Ethics and Character Education
Maizatul Hayati Mohamad Yatim
Universiti Pendidikan Sultan Idris
Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics

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PHYGITAL INTERFACE DESIGN FOR SOCIOEMOTIONAL: A QUALITATIVE CHILD-COMPUTER INTERACTION STUDY Nurasilah Osman; Tengku Siti Meriam Tengku Wook; Maizatul Hayati Mohamad Yatim; Nor Masharah Husain; Norly Jamil; Nadia Akma Ahmad Zaki
JECE (Journal of Ethics and Character Education) Vol. 4 No. 1 (2026): JECE (Journal of Ethics and Character Education)
Publisher : YHMM PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56327/jece.v4i1.185

Abstract

Phygital learning environments, which merge tangible play with real-time digital feedback, are gaining attention in early childhood education, yet their socioemotional impact remains underexplored. Existing studies on phygital systems primarily emphasize cognitive or usability outcomes, leaving limited empirical evidence on how interface design shapes children’s emotional and social behaviours. This study investigated how phygital interface design supports socioemotional competencies among Malaysian preschoolers. Fifteen children aged 5-6 from two preschools engaged with Osmo phygital games involving both individual and collaborative play. Video recordings, observation checklists, and field notes were analysed using reflexive thematic analysis, supported by triangulation and peer debriefing to ensure credible behavioural interpretation. Findings show socioemotional behaviours like self-awareness, self-control, self-concept, self-confidence, and social skills with empathy emerge from design features such as hybridization, tangibility, interactivity, multisensory feedback, contextual relevance, personalization, and collaboration. Embodied emotional feedback enhanced self-regulation, hybrid tangible-digital play promoted motivation and confidence, and collaborative interaction strengthened empathy and peer support. This study positions phygital interfaces as emotionally responsive systems that integrate affective, cognitive, and social learning, offering evidence-based design implications for child-centred educational technologies.
Systematic Literature Review of HCI Principles in Role – Playing Game Design: Towards a Comprehensive Framework for Enhancing Programming Skills Panji Rachmat Setiawan; Maizatul Hayati Mohamad Yatim
SISTEMASI Vol 15, No 1 (2026): Sistemasi: Jurnal Sistem Informasi
Publisher : Universitas Islam Indragiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/stmsi.v15i1.5493

Abstract

The absence of a comprehensive Human-Computer Interaction (HCI) framework specifically tailored for Role-Playing Games (RPGs) in programming skill development represents a critical research gap. This study conducts a systematic literature review (SLR) to synthesize interdisciplinary insights from game design, HCI, and cognitive psychology, aiming to establish foundational guidelines for integrating HCI principles into RPG design. Thirty peer-reviewed studies published between 2019 and 2025 were analyzed using the PRISMA approach. Findings reveal that embedding programming tasks into narrative-driven gameplay, supported by adaptive interfaces and motivational gamification, enhances learner engagement by approximately 35-50%, usability by 30-40%, and perceived effectiveness by 25-45%, depending on design strategies. Despite these promising outcomes, existing research remains fragmented, lacking a unified conceptual model linking usability, motivation, and technological innovation within RPG-based learning environments. This review identifies five key design dimensions usability heuristics, adaptive interaction, gamified motivation, narrative immersion, and personalization as essential to improving programming skill acquisition for novice users. Accordingly, the study proposes a preliminary structured framework to guide future RPG development that balances player experience with measurable learning outcomes. The novelty of this work lies in consolidating HCI principles into a systematic model for RPG-based programming learning, bridging the current gap between interaction design and educational functionality.
Co-Authors Nadia Akma Ahmad Zaki Nor Masharah Husain Norly Jamil Nurasilah Osman Panji Rachmat Setiawan Tengku Siti Meriam Tengku Wook