Rafika Bayu Kusumandari
Often natural disasters not only disrupt the physical infrastructure of communities but also the emotional well-being and educational continuity of children. This study investigates the potential of trauma-informed game-based learning as an innovative educational strategy to enhance resilience and learning engagement among children aged 7–12 years old in post-disaster contexts. Developed in response to an earthquake in Central Java, Indonesia, a digital learning game integrates trauma-sensitive pedagogical principles with interactive gameplay elements designed to foster emotional safety and cognitive stimulation. A mixed-methods approach was employed, involving 42 children, alongside teachers and psychologists, to evaluate the effectiveness of this intervention. The quantitative findings revealed a statistically significant reduction in trauma symptoms, as measured by the child post-traumatic stress disorder symptom scale and an increase in students’ learning motivation. The qualitative data further supported these outcomes, highlighting improved emotional expression and classroom participation. The results emphasize the importance of merging trauma-aware design with educational technology to support children’s psychological recovery while maintaining academic engagement. Trauma-informed game-based learning presents a promising model for addressing both emotional and educational needs in disaster-affected areas, offering a scalable and context-sensitive approach to resilience-building through learning. © Authors.
Universitas Negeri Semarang, Semarang, Indonesia
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