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Bandung Conference Series: Communication Management
Published by Universitas Islam Bandung
ISSN : -     EISSN : 28282183     DOI : https://doi.org/10.29313/bcscm.v2i2
Core Subject : Humanities, Education, Social,
Humanities Languange, Linguistic, Communication & Media Social Sciences
Bandung Conference Series: Communication Management (BCSCM) menerbitkan artikel penelitian akademik tentang kajian teoritis dan terapan serta berfokus pada Manajemen Komunikasi dengan ruang lingkup diantaranya adalah Awareness, Brand equity, Brand Image, Connecting Community Building, Content Creation, Content Sharing, Daya Tarik Iklan, Drama Televisi, Event, Gaya Hidup, Interior Display, Jingle, Kampanye, Keputusan Pembelian, Keterikatan Pelanggan, Komunikasi antar pribadi, Komunikasi Pemasaran, Konsep Diri, Kredibilitas Komunikator, Kualitas Pelayanan, Literasi Media, Loyalitas Konsumen Manajemen branding, Media Sosial, Minat Beli Konsumen, Online Review, Pemasaran Konten, Penjualan produk, Persepsi Budaya, Personal Branding, Promosi online, Sikap, Store Atmospheredan Layout, Tagline, Terpaan Media, Tindakan Membeli, Transportasi Online, Ujaran Kebencian, Website, Word of Mouth. Prosiding ini diterbitkan oleh UPT Publikasi Ilmiah Unisba. Artikel yang dikirimkan ke prosiding ini akan diproses secara online dan menggunakan double blind review minimal oleh dua orang mitra bebestari.
Arjuna Subject : Ilmu Sosial - Komunikasi
Articles 1 Documents
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Penggunaan Game Roblox sebagai Media Pembelajaran Virtual oleh Mahasiswa President University Sausan Mumtaz Sabila; Wiki Angga Wiksana
Bandung Conference Series: Communication Management 1113 - 1120
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcscm.v6i2.26215

Abstract

The development of digital technology has encouraged universities to explore learning media that can expand the communication space between lecturers and students. One form of this innovation is the use of Roblox, an online game platform built on a virtual world, as a supporting learning medium at President University. This article describes how Roblox is used in learning activities and analyzes the communication patterns that emerge from the perspective of Computer-Mediated Communication (CMC). The study applied a qualitative approach with a descriptive method. Data were obtained through in-depth interviews with two students who took the Roblox course, an interview with a communication expert for source triangulation, and documentation of assignments and learning activities. Data were analyzed through reduction, display, and conclusion drawing. The results show that the Roblox course combines face-to-face meetings, Google Meet, and activities inside the virtual map, and integrates avatar development, video production and editing, portfolio preparation, and projects tailored to each student's field. Communication occurs through synchronous and asynchronous channels, avatar-based self-representation, two-way interaction, and a relatively informal atmosphere that is nevertheless shaped by lecturers' communication styles and technical constraints. Roblox is therefore best positioned as a supporting medium that complements formal learning rather than replacing face-to-face classes or video-conferencing platforms. Perkembangan teknologi digital mendorong perguruan tinggi untuk mengeksplorasi media pembelajaran yang dapat memperluas ruang komunikasi antara dosen dan mahasiswa. Salah satu bentuk inovasi tersebut adalah pemanfaatan Roblox, platform permainan daring berbasis dunia virtual, sebagai media pendukung pembelajaran di President University. Artikel ini bertujuan mendeskripsikan penggunaan Roblox dalam kegiatan pembelajaran serta menganalisis gambaran komunikasi yang terbentuk berdasarkan perspektif Computer-Mediated Communication (CMC). Studi menggunakan pendekatan kualitatif dengan metode deskriptif. Data bersumber dari wawancara mendalam dengan dua mahasiswa yang mengikuti mata kuliah Roblox, wawancara ahli komunikasi sebagai triangulasi sumber, serta dokumentasi tugas dan aktivitas pembelajaran. Data dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan bahwa mata kuliah Roblox tidak hanya berisi aktivitas di dalam permainan, tetapi mengintegrasikan presentasi, pengembangan avatar, produksi dan penyuntingan video, penyusunan portofolio, serta proyek yang disesuaikan dengan bidang mahasiswa. Komunikasi berlangsung melalui kombinasi tatap muka, lingkungan virtual, presentasi, dan kerja kolaboratif. Roblox memfasilitasi komunikasi sinkron, representasi diri melalui avatar, interaksi dua arah, dan suasana komunikasi yang relatif cair. Karena itu, Roblox lebih tepat ditempatkan sebagai media pendukung yang melengkapi pembelajaran formal daripada menggantikan seluruh fungsi kelas tatap muka atau platform konferensi video.

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