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Procedia Computer Science 116 (2017) 638–644

2nd International Conference on Computer Science and Computational Intelligence 2017, ICCSCI
2nd International Conference on Computer
2017, Science
13-14 October andBali,
2017, Computational
Indonesia Intelligence 2017, ICCSCI
2017, 13-14 October 2017, Bali, Indonesia
A Gamification Interactive Typing for Primary School Visually
A Gamification Interactive Typing for Primary School Visually
Impaired Children in Indonesia
Impaired Children in Indonesia
YanFi**, Yogi Udjaja, Azani Cempaka Sari
YanFi , Yogi Udjaja, Azani Cempaka Sari
Computer Science Department, School of Computer Science, Bina Nusantara University, Jl. K. H. Syahdan No. 9 Kemanggisan, Palmerah,
Jakarta
Computer Science Department, School of Computer Science, Bina11480 Indonesia
Nusantara University, Jl. K. H. Syahdan No. 9 Kemanggisan, Palmerah,
Jakarta 11480 Indonesia

Abstract
Abstract
The purpose of this research is to assist the elementary visually impaired students to learn to type a word, where the students are
initially
The unable
purpose to utilize
of this theiscomputer,
research thus
to assist the requiringvisually
elementary the application
impaired to help the
students learning
to learn process.
to type a word,Thewhere
process of applying
the students are
initially unable
gamification to utilize
is included the computer,
understanding thethus
targetrequiring
audiencetheandapplication
the context,todefining
help the learning
learning process.structuring
objectives, The process the of applying
experience,
gamification
identify is included
resources, understanding
and applying the targetelements.
gamification audienceSome
and thetyping
context, defining learning
applications objectives,
for visually structuring
impaired people theare experience,
consuming
braille,
identifytouchscreen,
resources, and andapplying
deliveredgamification
in English. As for someSome
elements. educational-based gamified
typing applications forapplications have not
visually impaired supported
people typing for
are consuming
braille,
the blindtouchscreen, and delivered
children especially in English.
in Indonesia. As for some
Therefore, educational-based
in this gamified
contribution, a novel applications
gamified have not
application for supported typing for
typing is presented.
the blind children
Moreover, especially
this application in Indonesia.
is delivered Therefore,
in Indonesian in this contribution,
language. As a materialafornovel gamified
typing, application
this application for typing
consumes is presented.
questions based
on the curriculum
Moreover, applied in
this application is Indonesia.
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includes initialization, This model
pre-production, is developed
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and release. The Development Lifebeen
application has Circletested
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respondents. Theinitialization, pre-production,
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that this application testing, and
is valuable, easyrelease. Theeasy
to use, and application has been tested on several
to understand.
respondents. The respondents believe that this application is valuable, easy to use, and easy to understand.
© 2017 The Authors. Published by Elsevier B.V.
© 2017 The Authors. Published by Elsevier B.V.
© 2017 The under
Peer-review Authors. Published by
responsibility of Elsevier B.V. committee of the 2nd International Conference on Computer Science and
the scientific
Peer-review under responsibility of the scientific committee of the 2nd International Conference on Computer Science and
Computational
Peer-review Intelligence
under 2017.
responsibility
Computational Intelligence 2017.of the scientific committee of the 2nd International Conference on Computer Science and
Computational Intelligence 2017.
Keywords: Gamification, Interactive Typing, Primary School, Visually Impaired, Children, Indonesia, Human-Computer Interaction
Keywords: Gamification, Interactive Typing, Primary School, Visually Impaired, Children, Indonesia, Human-Computer Interaction

1. Introduction
1. Introduction
Competition in the world of high work requires job seekers to develop themselves let alone most the work has been
Competition in the world of high work requires job seekers to develop themselves let alone most the work has been

 * Yanfi. Tel.: +62821-2551-9291.

Yanfi.address:
 E-mail
*
Tel.: +62821-2551-9291.
eufrasia.yan.fi@binus.ac.id
E-mail address: eufrasia.yan.fi@binus.ac.id
1877-0509 © 2017 The Authors. Published by Elsevier B.V.
Peer-review underThe
1877-0509 © 2017 responsibility of theby
Authors. Published scientific
Elsevier committee
B.V. of the 2nd International Conference on Computer Science and
Computational
Peer-review Intelligence
under 2017.of the scientific committee of the 2nd International Conference on Computer Science and
responsibility
Computational Intelligence 2017.

1877-0509 © 2017 The Authors. Published by Elsevier B.V.

Peer-review under responsibility of the scientific committee of the 2nd International Conference on Computer Science and
Computational Intelligence 2017.
10.1016/j.procs.2017.10.032
 YanFi et al. / Procedia Computer Science 116 (2017) 638–644 639
2 Yanfi et al. / Procedia Computer Science 00 (2017) 000–000

to use a computer. Moreover, the increasing demand for technology encourages everyone to learn. In general, schools
have provided information technology and computer lessons to students. Unfortunately, some amazingly special
schools for Blind (SLB A) do not provide computer lessons into the curriculum, especially at the elementary and
junior high.
2
The law 1945 paragraph 4 stated that “Subsequent thereto, to form a government of Indonesia to protect the entire
Indonesian nation and the entire homeland of Indonesia and to promote the general welfare, educate people, and
participate in world order based on freedom, lasting peace and social justice, then drafted Indonesia's national
independence in the Constitution of the state of Indonesia, which is established within the structure of the Republic of
Indonesia with sovereignty of the people and based on the belief in one God, humanity, fair and civilized, the unity of
Indonesia, democracy led by the wisdom of consultation/representation, and the realization of social justice for all
Indonesian people”. The government also has required state enterprises to employ persons with disabilities as much
as 2 percent of the total workforce, and 1 percent for private companies. This was stated in the law No. 8 2016 Article
53 3. To facing the job competition and reduce the occurrence of discrimination on the disability, especially the blind,
hence the need for the introduction of computers early on.
Gamification is most simply defined as “…the use of game elements in non-game contexts to improve user
experience and user engagement” 4. Gamification of learning as “the use of game elements, including action language,
assessment, conflict/challenge, control, environment, game fiction, human interaction, immersion, and rules/goals, to
facilitate learning and related outcomes” 5. Students are expected to know and be interested in computer technology.
There is some interactive educational software for visually impaired children. Borges and Tome introduced
Musibraille 6 for teaching music to blind children. Mascetti et al. 7 introduced a braille-based typing application for
touchscreen devices called TypeInBraille. Moreover, an eye-free text entry application for mobile devices called
BrailleTouch 8 introduced by Frey et al. Those systems are utilized touchscreen and delivered in English.
In previous experiment, Li W 9 proved that a gamified tutorial system (GamiCad) is engaging and pleasing more
user with task completion times faster than tutorial system without the gamified components. Moreover, Barata 10
compared the gamified college coursed to its non-gamified version from the previous year. The results indicate that
this is significantly increased from various measured factors of the student’s learning experience such as participation,
attendance, and usage of reference materials.
Previously, there have been some educational-based gamification systems designed like GamiCad 9, Gamified
Multimedia Content Production 10, and Jigsaw 11. In contrast, those educational-based gamification systems are not
aimed for learning to type.
In this work, an interactive learning application is created by applying gamification. The application that aim to
assist visually impaired children both learn to type properly and review the lessons learned in the classroom. The
application will be delivered in Indonesian language.

2. Research Method

The process of applying gamification utilized in the current work was adopted from Huang, et al. 12 with a few
adjustments, which would be discussed in Section 3. The algorithm flowchart was reproduced in Fig. 1 that would be
shortly discussed in this section for the self-reliance of this document; however, the interested readers are
recommended to consult Huang, et al. 12 for more in-depth description.
Students’ motivation to participate in training depends on the context of learning process and what follows from
their achievements 12.
Gamification is a powerful tool for delivering corporate training and education 13. Gamification is an effective
approach to make positive change in students’ behavior and attitude towards learning, to improve their motivation and
engagement as stated by Kiryakova, et al. 14.
640 YanFi et al. / Procedia Computer Science 116 (2017) 638–644
Yanfi et al. / Procedia Computer Science 00 (2017) 000–000 3

Fig 1. The Flowchart of Gamification in Education

As described above, the process would be adopted to create an application that supported visually impaired children
and evaluation toward it. First, we set the target audiences which are visually impaired children. In an institute or
school, the development of motor skills and socialization is a priority in learning.
Some visually Impaired primary institute/schools in Jakarta have not provided computer education yet.
There are a visually impaired school that began introducing computer lessons to fourth grade elementary students.
After interviewing a computer teacher and observing students learning computer at that school, they do not utilize
braille keyboard for typing. Therefore, the teacher asks students for remember each letter of the QWERTY keyboard
format and practice typing in the right way, but this is a bit difficult because there is nothing to attract students. Hence,
this interactive typing is expected to introduce computers to visually impaired children. It could improve their memory
while answering the questions. Besides, typing also could support them improve fine motor skills.
In this gamification, lessons from first to second grade with the competition-based curriculum of 2013 are provided.
The lessons include Bahasa Indonesia, Kewarganegaraan, IPA, and IPS that were randomly asked to the users. The
rule for completing this level is to answer all the questions by filling several letters.
Other than total working time, total number of incorrect letters would be part of the evaluation of the usability of
this system. By using this system, users learning to be better from tests than studying, because they can see what they
did wrong and fix gaps in their understanding.
Based on that and the observations that have been made, the basic model of the game will be based on sound, where
in the game there are some features such as user guidance, timer, score, error typing, answer
question, warning signal when excess quantities of words, and save features for name, time, error typing and
assessment. Later, these features will be used for analyzing the effect of timer and score toward the error typing and
total answered words.
This model is developed with utilized the Game Development Life Circle (GDLC) method. The advantage of GDLC
is every iteration performed (Alpha-Beta-Alpha) shows a good change because when the initial process shows the
lack of functionality then followed by the subsequent iteration do that the deficiencies can be fixed to a quality that
supports the game 15. This method is including:
1. Initialization
After doing the target analysis the user needs a game design document (GDD) as well as supporting data that will
be implemented such as voice, and question in this game.
2. Pre-Production
At this stage, it made the component in the form of sound recording. On the other hand, this game does not require
a user interface for the player, therefore the user interface made not too interesting, just can be processed by
researchers.
3. Production
In this phase, developing is done using C# programming language.
4. Testing
After production done, there is a testing phase to determine either bug or the programming less appropriate. When
the test results are still not appropriate, it will return to pre-production phase. Besides testing by internal team, the
game application also tested by visually impaired children in special school with some adjustments related to their
experiences and knowledge.
5. Release
When the game application is done and ready to use, it will be delivered to the school and maintained.
 YanFi et al. / Procedia Computer Science 116 (2017) 638–644 641
4 Yanfi et al. / Procedia Computer Science 00 (2017) 000–000

3. Results and Discussion

This section discusses the page flow diagram of this interactive typing application, how to evaluate, and evaluation
results and discussion.
Figure 2 shows six types of page that need to be passed in sequence when using the application ideally. These six
types of page are title page, player name registration (blank), player name registration page (filled), question-answer
page (answer box inactive), question-answer page (answer box active), and score page. Every instruction is presented
in a recorded voice, and hence making it easier for the blind to engage in the application.
First, there will be a welcome to the user in this application followed by an explanation of how to use the application,
and then the user is asked to select the desired level. Accordingly, user can choose either first or second grade of
elementary school. Second, the application asks user for entry user’s name. Third, application will validate the user’s
name. Fourth, based on the selected level, questions will be issued up to 100 letters randomly. When the application
is reading a question, the answer box will not be active. Fifth, when the application has finished reading the question,
the answer box will change to active. Consequently, the user can fill the blank with the correct answer. User also can
either know their current score or rephrasing the question by typing a control key shortcut. Each time user completes
the answer, the system will declare true or false according to the actual answer which will be followed by mentioning
the correct answer when the user fills the wrong answer. When user has answered all the questions presented, score
page will appear automatically. In the score page, user will know their final score, total wrong letters, and total time
on task. Nevertheless, the application will ask if the user want to re-play or quit the program.

Fig. 2 Page Flow Diagram of the Application

This study adopted the qualitative analysis method 1 included data reduction, data presentation, and conclusions.
After analyzing the data, testing validity is conducted. In this study, testing validity included credibility testing consist
of data triangulation, and methodological triangulation. Observation and interview are conducted to two kinds of
respondent included eleven normal respondents which mean they can see and look well (Type A), and five blind
respondents (Type B). The normal respondents are lecturers and bachelor students, while the blind respondents are a
college student, and two religious teachers, an Indonesian language teacher, and a computer teacher.

Table 1. List of Questions

Q- QUESTIONS
Q1 What problem do you face when trying this application?
Q2 What suggestions/feedback do you have for improving this application?
Q3a Does user experience already facilitate the operation of this application? Y/N
642 YanFi et al. / Procedia Computer Science 116 (2017) 638–644
Yanfi et al. / Procedia Computer Science 00 (2017) 000–000 5

Q3b According to your answer in the question 3a, please give your reason!
Q4a On a scale of 1-10, how would you rate this application?
Q4b According to your answer in the question 4, please give your reason!

First, the respondent will try the application from start to finish without any guidance. After the application tested
completed, they will be asked to answer some questions as listed on table 1. At the time of experimentation on each
participant of type A, the application screen is darkened.
Table 2 shown that 7 out of 11 (64%) respondents think that this application is very good and almost perfect, while
4 out of 11 (36%) think that it is good. This table also indicated that 6 out of 11 (55%) respondents who can typing
using proper way give higher score than others. Moreover, although the problems chosen is more difficult, these
respondents get the higher score with average 84 of 100 than the respondents who cannot typing in proper way.

Table 2. Result Response of Type A

Total Typing Ability of 10 Level of Elementary
Q3a Q4a Grade
Person Fingers School
Yes 7 1 Improper 1 74
Yes 8 1 Improper 1 91
Yes 8 2 Improper 2 70, 85
Yes 9 1 Improper 1 64
Yes 9 3 Proper 2 70, 75, 83
Yes 9 3 Proper 2 89, 92, 96

Table 3 shown that 1 out of 11 (20%) respondents think that this application is perfect enough, while 1 respondent
think it is very good, and 3 out of 11 (60%) think that it is good. Furthermore, respondents who cannot typing using
proper way (R2) give the highest score although the score received by is also not lower than one of the respondents
who can type correctly (R4). Based on the observation, although R2 typing in improper way, but this respondent
remembers every alphabetical location on the keyboard, and discovered it without difficulty. Further observations
found that what make the respondents in this type to have loss score are mostly because they started typing the answer
but the answer sheet has not active yet, otherwise, they really do not know the answers.

Table 3. Result Response of Type B

Typing Ability Of Level of Elementary
Respondents (R) Q3a Q4a Total Person Grade
10 Fingers School
R1 Yes 6.5 1 Proper 1 78
R2 Yes 10 1 Improper 2 57
R3 Yes 9 1 Proper 1 73
R4 Yes 8 1 Proper 1 45
R5 Yes 7 1 Proper 1 95

T-test was performed with assumption that H0: Average grade of respondents’ A = Average grade of respondents’
B, and H1: there is no average similarity between them, and 5% significant level. Table 4 shows that p-value 0.152
proves statistically that there is no difference between average grade of respondents’ A and average grade of
respondents’ B.

Table 4. T-test Results for the Grade

Grade A Grade B
 YanFi et al. / Procedia Computer Science 116 (2017) 638–644 643
6 Yanfi et al. / Procedia Computer Science 00 (2017) 000–000

Mean 80.818 69.6

Variance 114.564 372.8
Observations 11 5
Pooled Variance 188.345
Hypothesized Mean Difference 0
Df 14
t Stat 1.516
P(T<=t) one-tail 0.076
t Critical one-tail 1.761
P(T<=t) two-tail 0.152
t Critical two-tail 2.145

The result of the evaluation is divided into several types of categories according to research findings. As for the
type of categories are name page, score, subject matter, sound, user experience, and information.
1. Information
Based on the feedback of respondents’ type A and type B in this category, most of the respondents give the input
to have information about how to edit the answers when wrong typing happened, and progress information to know
the time they have spent on this application and the remaining time to complete the task. Besides, it is necessary to
give some guidance about the application in the beginning. Moreover, it is required a student’s progress report that
consist of class they ever tried, and score achieved. However, respondents’ types A also suggest giving information
about alphabet position on the keyboard.
2. Name page
Based on the feedback of respondents’ type A and type B that the application should be able to sound voice and
spell the alphabet when they were typing, and have instruction to press enter after fill the name.
3. Score
Based on the problem faced by the respondents’ type A, they cannot know the score, and suggest calculating the
score only based on the number of questions. Based on the feedback, all the respondents’ type B that the application
should be able to show the score based on the number of questions that are solved correctly, and score based on the
typed letters correctly. When typing a single letter in a word, it should not make all the letters in the word counted
wrong.
4. Sound
The respondents’ type A think that the spelling answer too slow, and the sound is rather sharp while the sound is
fluctuating. Besides, the sound should align with user’s need, and call out the typing word (not spelling). All the
respondents’ type B suggest allowing user to select the sound tempo, and some of them suggest a speed adjustment
of writing and spelling, selection of voice type such as man, woman, and children.
5. Subject matter
Respondents’ type A think that subject matter too difficult, and too many total questions. Respondents’ type B think
that the questions have in line with the level, however all of them suggested adding all levels of primary school. Some
of them suggest additional randomized questions answers, distribution of subjects from the level.
6. User experiences
Some of the respondents’ type B said that the instruction is clear, the application is like a quiz contest so can sharpen
the brain and expand the knowledge especially for elementary students. On the other hand, some of them also meet
the obstacles such as when the blank answer sheet has not active yet, they have started typing causing the writing
cutoff or when they are started typing but the cursor has not active yet so system considered no answer. Besides, they
also suggested allowing user to change answer after the application read all the typed word, add reset and undo button,
and input punctuation. Moreover, this application is expected to combine with NonVisual Desktop Access (NVDA),
be applicable in every device, and support conversion to Braille after user print it on paper so user can review it.

4. Conclusions
644 YanFi et al. / Procedia Computer Science 116 (2017) 638–644
Yanfi et al. / Procedia Computer Science 00 (2017) 000–000 7

In this study, the average grade of respondents’ type A is 80.8, while the average grade of respondents’ type B is
69.6. Nevertheless, after completed T-test, it known that average grade of respondents’ A is statistically no different
from Average grade of respondents’ B with p-value 0.152. It proved that the blind respondents have same
understanding as the normal respondents. In addition, with the Indonesian language, the application can assistance the
blind people not only to learn to type but also review the lessons that are adapted to the current curriculum in Indonesia.
Overall, both respondents’ type A and type B agreed that this application is advantageous, valuable, and running well
although several negative responses and suggestion is submitted. Based on these responses, it would be worthy
feedback for improvement in the following version application and further research.

Acknowledgment

We thank Sekolah Luar Biasa Tuna Netra (SLB-A) Pembina Tingkat Nasional, and our participants for their help
and contributions.

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