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All Journal Journal of Education and Learning (EduLearn) Journal of Ethics and Character Education
Norly Jamil
Universiti Pendidikan Sultan Idris
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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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.
Preschool educators’ pre-numerical skill pedagogical challenges Julianty Idris; Norly Jamil; Arulmozhi Narayanasamy
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23238

Abstract

The current study seeks to determine the challenges encountered by preschool educators’ pre-numerical skill pedagogical challenges. A qualitative approach, namely interviews, was employed and conducted among six experienced preschool teachers to acquire in-depth insights into the challenges encountered in inculcating pre-numerical skills. The six respondents were recruited via purposive sampling, namely maximum variation sampling, to fulfil specific criteria. Four primary themes were revealed, namely i) Theme 1: teachers lack specific guidance due to the highly general Kurikulum Standard Prasekolah Kebangsaan (KSPK); ii) Theme 2: students from low socioeconomic backgrounds exhibit deficiencies in pre-numerical knowledge; iii) Theme 3: teachers demonstrate an insufficient competence in pre-numerical teaching pedagogies; and iv) Theme 4: an inadequate awareness among teachers regarding the importance of pre-numerical skills exists. The implications highlighted the requirement for tailored support and training to improve preschool teachers’ pre-numerical skill pedagogies. The findings also contributed to the curricular improvement to assist preschool educators in providing more effective pedagogical practices, especially pre-numerical skills. Future scholars can conduct a more in-depth investigation of effective teaching strategies and interventions to aid students from low socioeconomic backgrounds in mastering pre-numerical competencies.
Co-Authors Arulmozhi Narayanasamy Julianty Idris Maizatul Hayati Mohamad Yatim Nadia Akma Ahmad Zaki Nor Masharah Husain Nurasilah Osman Tengku Siti Meriam Tengku Wook