<![CDATA[Background: Interactive digital education may strengthen childbirth preparation by presenting clinically relevant information in an engaging and repeatable format. Purpose: This study evaluated the effectiveness of educational game media in improving pregnant women’s knowledge and readiness for safe childbirth. Methods: A quasi-experimental one-group pretest–posttest study was conducted with 35 pregnant women receiving antenatal care in Balikpapan, Indonesia. Knowledge was measured with five dichotomous items, and childbirth readiness with five Likert-type items. Descriptive statistics, validity and reliability screening, Shapiro–Wilk tests, paired t-tests, Wilcoxon signed-rank sensitivity tests, effect-size analysis, and Spearman correlation were applied. Results: Mean knowledge increased from 2.43 (standard deviation 0.95) to 3.54 (standard deviation 0.92), with a mean change of 1.11 points and p < .001. Mean readiness increased from 15.46 (standard deviation 2.12) to 21.31 (standard deviation 1.88), with a mean change of 5.86 points and p < .001. Wilcoxon tests confirmed significant improvements in both outcomes. The mean game-use score was 22.49/25, and the association between game-use score and post-intervention readiness was not significant. Internal consistency was limited across the three brief scales. Conclusions: The educational game was associated with significant short-term improvements in knowledge and childbirth readiness. It may complement antenatal education, although the one-group design, small sample, and limited internal consistency of the instruments require cautious interpretation and further controlled validation.]]>
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