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Game-based learning for nutrition literacy: Design and feasibility of an interactive snakes and ladders game in stunting-prone areas

Proceedings Academic Universitas Jambi · Vol. 1 No. 2 (2025) · pp. 869–878

DOI
10.22437/proca.v1i2.50509
Published
2025-11-30
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

Background: Nutrition education among elementary school children in stunting-prone areas remains limited and often relies on monotonous lecture-based approaches. Interactive learning strategies such as game-based education can enhance engagement, comprehension, and retention of health information. Objective: This study aimed to design, validate, and assess the feasibility of the interactive snakes and ladders game as a tool for promoting nutrition literacy among elementary school students. Methods: A Research and Development (R&D) approach adapted from the Borg and Gall model was employed in four phases: needs assessment, design and development, expert validation, and feasibility testing. Three experts evaluated the game using a structured validation form, while 60 students participated in classroom feasibility trials. Quantitative data were analyzed using descriptive statistics and the Content Validity Index (CVI), complemented by qualitative feedback from experts and users. Results: The overall CVI score of the game was 0.89, indicating high content validity. Expert feedback emphasized that the game’s content, visuals, and language were relevant and age-appropriate. Feasibility testing showed strong positive responses from students 95% found the game enjoyable, 90% reported increased knowledge, and teachers rated its classroom practicality at 90%. Observations revealed high enthusiasm and cooperation during gameplay. Conclusion: The game proved to be a valid, feasible, and engaging educational tool that effectively integrates entertainment and learning to enhance children’s nutrition literacy. Its low-cost and culturally relevant design makes it suitable for implementation in school-based health promotion programs, particularly in regions vulnerable to stunting.

Keywords

Collaboration network of the authors

40 authors · 267 co-authorship links · showing the 40 most connected

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  • Universitas Jambi
  • Diponegoro University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ima MariaAffiliation unknown28
Nuriyah NuriyahAffiliation unknown26
Nyimas Natasha Ayu ShafiraAffiliation unknown14
Anggelia PuspasariAffiliation unknown14
Huntari HarahapAffiliation unknown14
Amelia Dwi FitriAffiliation unknown13
Rina Nofri EnisAffiliation unknown12
Herlambang HerlambangUniversitas Jambi12
Citra MaharaniAffiliation unknown11
AuroraAffiliation unknown10
Attiya IstariniAffiliation unknown8
Tengku Arief Buana PerkasaAffiliation unknown8
Patrick Wiliam GadingAffiliation unknown8
NuriyahAffiliation unknown7
Mara Imam Taufiq SiregarAffiliation unknown7
Tia Wida EkaputriAffiliation unknown6
Maria Estela KarolinaAffiliation unknown6
Miftahurrahmah MiftahurrahmahAffiliation unknown6
Raihanah SuzanAffiliation unknown5
Asro Hayani HarahapAffiliation unknown5
HafizahAffiliation unknown5
Esa Indah AyudiaAffiliation unknown5
KamariyahAffiliation unknown5
Ave Olivia RahmanAffiliation unknown5
Irawan Anasta PutraAffiliation unknown4
LipinwatiAffiliation unknown4
Susan TarawifaAffiliation unknown4
Diana Nur AfifahAffiliation unknown3
Gemala AnjaniAffiliation unknown3
Sri MulyaniDiponegoro University3
Rita HalimAffiliation unknown3
Humaryanto HumaryantoAffiliation unknown3
Hasna DewiAffiliation unknown3
Hanina HaninaAffiliation unknown3

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Game-based learning for nutrition literacy: Design and feasibility of an interactive snakes and ladders game in stunting-prone areas</dc:title>
	<dc:creator xml:lang="en">Aurora, Wahyu Indah Dewi</dc:creator>
	<dc:creator xml:lang="en">Syauqy, Ahmad</dc:creator>
	<dc:creator xml:lang="en">Sulistiawan, Andika</dc:creator>
	<dc:creator xml:lang="en">Iskandar, Mirna Marhami</dc:creator>
	<dc:creator xml:lang="en">Darmawan, Armaidi</dc:creator>
	<dc:creator xml:lang="en">Kusdiyah, Erny</dc:creator>
	<dc:subject xml:lang="en">Game-based learning; nutrition literacy; snakes and ladders; stunting prevention; nutritional epidemiology</dc:subject>
	<dc:description xml:lang="en">Background: Nutrition education among elementary school children in stunting-prone areas remains limited and often relies on monotonous lecture-based approaches. Interactive learning strategies such as game-based education can enhance engagement, comprehension, and retention of health information. Objective: This study aimed to design, validate, and assess the feasibility of the interactive snakes and ladders game as a tool for promoting nutrition literacy among elementary school students. Methods: A Research and Development (R&amp;amp;D) approach adapted from the Borg and Gall model was employed in four phases: needs assessment, design and development, expert validation, and feasibility testing. Three experts evaluated the game using a structured validation form, while 60 students participated in classroom feasibility trials. Quantitative data were analyzed using descriptive statistics and the Content Validity Index (CVI), complemented by qualitative feedback from experts and users. Results: The overall CVI score of the game was 0.89, indicating high content validity. Expert feedback emphasized that the game’s content, visuals, and language were relevant and age-appropriate. Feasibility testing showed strong positive responses from students 95% found the game enjoyable, 90% reported increased knowledge, and teachers rated its classroom practicality at 90%. Observations revealed high enthusiasm and cooperation during gameplay. Conclusion: The game proved to be a valid, feasible, and engaging educational tool that effectively integrates entertainment and learning to enhance children’s nutrition literacy. Its low-cost and culturally relevant design makes it suitable for implementation in school-based health promotion programs, particularly in regions vulnerable to stunting.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-11-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50509</dc:identifier>
	<dc:identifier>10.22437/proca.v1i2.50509</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 1 No. 2 (2025): The 6th Jambi Medicine and Health Science International Conference (JAMHESIC); 869-878</dc:source>
	<dc:source>10.22437/proca.v1i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50509/22693</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Wahyu Indah Dewi Aurora, Ahmad Syauqy, Andika Sulistiawan, Mirna Marhami Iskandar, Armaidi Darmawan, Erny Kusdiyah</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>