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All Journal Ultimart: Jurnal Komunikasi Visual VCD (Journal of Visual Communication Design) Narada : Jurnal Desain dan Seni Askara: Jurnal Seni dan Desain
Kusumaningtyas, Ester Anggun
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Arts Humanities Languange, Linguistic, Communication & Media Social Sciences Other

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STRATEGI NARASI VISUAL DALAM PERANCANGAN PICTURE BOOK STRESS MANAGEMENT UNTUK USIA 6-9 TAHUN Kusumaningtyas, Ester Anggun; Rarasati, RR Annisa
Narada : Jurnal Desain dan Seni Vol 10, No 3 (2023)
Publisher : Universitas Mercu Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/narada.2023/v10.i3.009

Abstract

The stress experience in the childhood poses significant and enduring risks to both physical and psychological development. Stress not only adversely affects physical health but also correlates with serious issues such as suicide, psychological symptoms, depression, and school dropout rates. The age of 6-9 years is a period of transition in exploratory learning and playing to formal schooling with exams so that this age is vulnerable to early stress. The activity of reading books that children and parents do can provide a sense of comfort, thereby reducing children's stress. Picture books are believed to be related to the formation of children's character, introduce concepts, and have a positive impact on the world of children. The visual narrative implied in the picture book can be a visual approach that attracts children. Until now, there has not been much research discussing visual narrative stress management for children aged 6-9 years. Research on book design using a visual narrative approach to introducing stress management as an alternative solution to problems needs to be carried out and studied. This study aims to design a visual narrative strategy that is implemented in a picture book illustration with the theme of stress management. This study uses a qualitative approach with literature studies, document studies, observations, and interviews to design the visual narrative’s strategy. The finding is that a visual narrative approach of contradiction, metaphor, and humor in children's books can be a illustration approach that provides comfort and a relaxing effect with easy-to-see illustrations.
ANALISIS DESAIN INTERAKSI AUGMENTED REALITY PADA BUKU ENSIKLOPEDIA TERHADAP KONTEN PEMBELAJARAN ANAK SEKOLAH DASAR Kusumaningtyas, Ester Anggun; Noviani, Astri
ASKARA: Jurnal Seni dan Desain Vol 3 No 1 (2024): ASKARA: Jurnal Seni dan Desain
Publisher : LPPM Institut Teknologi Telkom Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20895/askara.v3i1.1433

Abstract

Buku ensiklopedia augmented reality (AR) menawarkan pengalaman yang unik bagi pembaca anak-anak. Beberapa penelitian sebelumnya membahas penerapan buku AR dalam meningkatkan motivasi, pemahaman, dan perkembangan kognitif anak. Namun, penelitian mengenai desain interaksi AR pada buku ensiklopedia masih minim ditemukan. Belum banyak penjelasan desain interaksi AR seperti apa yang cocok untuk konten dan aspek pembelajaran tertentu. Penelitian ini bertujuan untuk mengeksplorasi hubungan interaksi AR dengan konten pembelajaran dan keterlibatan siswa sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan studi literatur, studi komparasi, dan field testing untuk mengidentifikasi dan menjelaskan delapan jenis interaksi AR. Delapan jenis interaksi yang diidentifikasi dan dijelaskan meliputi interaksi menampilkan objek atau karakter 3D, interaksi memperbesar dan memutar, interaksi membongkar objek, interaksi panel informasi 2D, interaksi tombol 2D atau 3D, interaksi permainan, interaksi spasial, dan interaksi video 360o. Temuan ini menyoroti potensi buku ensiklopedia AR sebagai media pembelajaran yang menarik dan meningkatkan keterlibatan siswa sekolah dasar pada mata pelajaran sains. Penelitian ini diharapkan menginspirasi desainer buku yang akan merancang desain interaksi augmented reality untuk media dan konten pembelajaran siswa sekolah dasar.
Augmented Reality Book Development for Elementary Visual Arts Education Using Smartphone-Based Photogrammetry Nabil Oktanuryansyah, Muhammad; Kusumaningtyas, Ester Anggun; Hefira, Vania
ULTIMART Jurnal Komunikasi Visual Vol 18 No 2 (2025): Ultimart: Jurnal Komunikasi Visual
Publisher : Universitas Multimedia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31937/ultimart.v18i2.4370

Abstract

This study develops an Augmented Reality (AR) book to support elementary visual arts learning by enabling intuitive interaction with three-dimensional (3D) forms, scale, and perspective. Using smartphone-based photogrammetry, the book integrates realistic 3D assets for visual exploration beyond two-dimensional (2D) illustrations. The prototype was evaluated through the AREA (Augmented Reality for Enterprise Alliance) heuristic framework to assess usability and functional design. Results show that most interface elements align with heuristic principles, though improvements are needed in navigation, layout, and asset optimization. Overall, the study highlights a set of heuristic insights and preliminary design principles for developing AR-based books: emphasizing multimodal cues, clear spatial orientation, and intuitive object manipulation as key factors to support students’ comprehension of artistic 3D objects. The results show that most interface features met heuristic principles, with Evaluator I recording 51.60% “Yes” responses, Evaluator II 35.20%, and Evaluator III 37.97%. The “No” category reached 45.38% for Evaluator II, while “Somewhat” remained low overall, with the highest from Evaluator III (8.10%). Future studies should expand user testing with elementary learners to validate these heuristic guidelines and refine the interactive design framework for broader educational application   Keywords: Augmented Reality, Heuristic Evaluation, Visual Arts Education, Photogrammetry
Understanding Interaction Design and Student’s Engagement in Augmented Reality Card for Education Kusumaningtyas, Ester Anggun
VCD: Journal of Visual Communication Design Vol. 10 No. 2 (2025): VCD: Journal of Visual Communication Design
Publisher : Universitas Ciputra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37715/vcd.v10i2.6126

Abstract

Elementary students often get bored with passive teaching methods, such as listening to the teacher and paying attention to the blackboard, because they prefer playing the game, exploring things, and interacting with peers. Augmented Reality (AR) card games have emerged as an alternative education media, offering interactive 3D visuals that enrich the learning experience. This study explores how the interaction design of an AR card game influences the engagement of second-grade elementary school students in learning animal vocabulary. Using a qualitative case study approach, observation was conducted during one class session, and the collected data were analyze based on learning outcomes and interaction design principles. The findings revealed a dynamic engagement trajectory, with students starting with curiosity and excitement or needing AR guidance, then actively participating, becoming master, and finally becoming bored after repeated the AR card game. From student engagement, this study revealed that the AR interaction design of the card game fostered curiosity, motivation, enjoyment, collaboration, and attention. The study demonstrated that the 3D visualization, animation, gameplay, interaction variations, audio narrative, and text supported vocabulary development, contextual understanding, memory retention, and problem-solving. However, sustained engagement depends on the variety of AR interactivity, so the insights contribute to improve the user interaction and gameplay design.
Co-Authors Astri Noviani Hefira, Vania Nabil Oktanuryansyah, Muhammad Rarasati, RR Annisa