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Digital Multimedia and Visualization Technology
Published by Asosiasi Pengelola Jurnal Informatika dan Komputer Indonesia
ISSN : -     EISSN : 31239994     DOI : 10.66472
Core Subject :
Digital Multimedia and Visualization Technology is a peer-reviewed academic journal that publishes research on digital multimedia technologies and visualization techniques that enhance communication, interaction, creativity, and learning in digital environments, covering topics such as image, audio, and video processing, multimedia systems and applications, augmented and virtual reality technologies, computer graphics and visual computing, interactive media and user experience design, visual analytics and information visualization, as well as multimedia-based education and creative industries. The journal is published in March, June, September, and December.
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Articles 3 Documents
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Search results for , issue "vol. 1 no. 2 (2026): june: digital multimedia and visualization technology" : 3 Documents clear
Toward a Lecturer-Centered Gamification Framework in Pedagogical Design in STEM Higher Education Popon Dauni; Zainal Arifin Hasibuan; Bobi Kurniawan; Wartika Wartika
Digital Multimedia and Visualization Technology Vol. 1 No. 2 (2026): June: Digital Multimedia and Visualization Technology
Publisher : Asosiasi Pengelola Jurnal Informatika dan Komputer Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66472/dimuvi.v1i2.391

Abstract

Gamification has been widely implemented in STEM based higher education to increase student engagement and motivation. However, the conceptual foundation is still dominated by a student-centered or system-centered approach. This study aims to examine the extent to which lecturer-centered perspectives are integrated in gamification-based STEM learning. By following the PRISMA 2020 protocol, a total of 1,321 initial documents were identified from the Scopus database. After going through a rigorous screening and feasibility assessment process, 97 peer-reviewed journal articles were evaluated, and only 11 studies (11.3%) demonstrated structured pedagogical modeling by explicitly placing lecturers as instructional designers. Bibliometric analysis revealed that the dominant themes revolved around gamification, student engagement, engineering education, and game-based learning, while instructional design and the role of lecturers were in a less central position in the main discourse. The thematic synthesis identifies four main dimensions, namely the digital competence of lecturers, the cognitive load in gamification design, the alignment of lecturer and student motivation, and the need for a systematic pedagogical design framework. These findings show a significant gap in the model that systematically guides lecturers in designing pedagogically aligned gamification in the STEM context. In response, this study proposes a conceptual framework of Lecturer-Centered Gamification (LCG) structured in pre-game, in-game, and post-game phases, emphasizing pedagogical intentionality, interaction design, and systematic evaluation. This study makes a theoretical contribution by repositioning the role of lecturers as the core of gamification architecture, as well as practical contributions as the foundation for the development of sustainable and scalable gamified learning designs in higher education.
Adaptive Gamification in Learning Management Systems: A Systematic Literature Review Wiyoga Baswardono; Bobi Kurniawan; Zainal Arifin Hasibuan; Sri Supatmi; Arvy N. Osma
Digital Multimedia and Visualization Technology Vol. 1 No. 2 (2026): June: Digital Multimedia and Visualization Technology
Publisher : Asosiasi Pengelola Jurnal Informatika dan Komputer Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66472/dimuvi.v1i2.408

Abstract

Digital transformation has positioned the Learning Management System (LMS) as the centerpiece of the higher education learning ecosystem. However, current conventional gamification implementations are still dominated by a static, "one-size-fits-all" approach, which often triggers gamification fatigue and a long-term decline in student motivation. This study aims to synthesize literature regarding the convergence between Artificial Intelligence (AI) and the Felder-Silverman Learning Style Model (FSLSM) in developing adaptive gamification within LMS. The research methodology employed is a Systematic Literature Review (SLR) based on the PRISMA protocol, combined with bibliometric analysis using VOSviewer on 31 selected articles ranging from 2021 to 2026. The results indicate a significantly increasing global publication trend, peaking in 2025. The knowledge structure in this domain is divided into two primary pillars: a pedagogical cluster focusing on motivation theory and a technical cluster emphasizing personalization algorithms and system architecture. The main findings confirm that AI and FSLSM integration allows an LMS to transform into a dynamic ecosystem capable of adjusting game elements in real-time based on student psychological profiles, thereby increasing active engagement and learning effectiveness. This research provides a strategic roadmap for educational technology developers to create more inclusive and personalized digital learning environments.
Design of Usability and Accessibility Evaluation for a Multimedia-Based Animal Life Cycle Learning Application for Deaf Students Diana Effendi; Bobi Kurniawan; Zainal Arifin Hasibuan; Sri Supatmi
Digital Multimedia and Visualization Technology Vol. 1 No. 2 (2026): June: Digital Multimedia and Visualization Technology
Publisher : Asosiasi Pengelola Jurnal Informatika dan Komputer Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66472/dimuvi.v1i2.441

Abstract

Previous research on a multimedia-based animal life cycle learning application for deaf students has produced a system design, interface storyboards, instructional materials, an evaluation, and sign language videos; however, it has not yet reached the stage of evaluating the quality of use. This situation highlights the need for further research with stronger scientific rigor, specifically testing the usability and accessibility of the designed application. This article aims to develop a more formal, submission-ready, and conceptually robust follow-up manuscript by placing evaluation as the primary focus of the research. The proposed approach employs an evaluative mixed-methods design combining usage observation, task scenario completion, brief interviews, and the System Usability Scale (SUS) questionnaire. The evaluation framework is structured by integrating usability concepts from ISO 9241-11, accessibility principles from WCAG 2.1, and findings from studies on digital learning media for Deaf and Hard of Hearing students. The main outcomes of this article are: (1) a reformulation of the title to make it more journal-ready, (2) strengthening of the literature review and citations, (3) formulation of operational evaluation indicators, (4) design of task scenarios for application testing, and (5) clarification of the contribution of this follow-up paper compared to the source paper. This manuscript does not yet present empirical field data; therefore, its status is that of a research article draft ready to be supplemented with test results in the next phase. Thus, this article can serve as a methodological bridge from design research to evaluative research that is more suitable for submission to a journal.

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