Bilingual Android App for Early Nutrition Education
Keywords:
Nutrition Education; Interactive Learning; Bilingual Application
Abstract
This study investigates the implementation and effectiveness of NutriPlay, an Android-based application designed to enhance understanding of balanced nutrition among early childhood students in Pekanbaru, Indonesia. NutriPlay features interactive, visually engaging, and bilingual content aimed at enriching children’s vocabulary while promoting nutrition education. The study involved 30 students from PAUD Lily Jaya and PAUD Al-Fatah, with data collected on usage duration, interest level, ease of use, and improvement in nutrition understanding. The results indicate that 70% of the students used NutriPlay for less than 5 minutes per session, while 30% used it for 5-10 minutes per session, and none of the students used it for more than 10 minutes. Despite the short usage periods, 85% of the students reported increased interest in the application, and 90% showed significant improvement in their understanding of nutrition concepts. These findings suggest that NutriPlay is effective in delivering educational content within short usage periods, sustaining children’s interest through repeated use, and significantly improving their understanding of nutrition concepts.
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[3] G. M. Sari, “Early stunting detection education as an effort to increase mother’s knowledge about stunting prevention,” Folia Medica Indonesiana, vol. 57, no. 1, pp. 70–75, 2021.
[4] P. N. Chávez‐Dulanto, A. A. Thiry, P. Glorio‐Paulet, O. Vögler, and F. P. Carvalho, “Increasing the impact of science and technology to provide more people with healthier and safer food,” Food and Energy Security, vol. 10, no. 1, p. e259, 2021.
[5] R. R. Marzo, “Bridging the Digital Divide: AI Solutions for Health Literacy in Underserved Populations,” in Modern Management Science Practices in the Age of AI, IGI Global, 2024, pp. 151–180.
[6] D. Anurogo, H. La Ramba, N. D. Putri, and U. M. P. Putri, “Digital Literacy 5.0 to enhance multicultural education,” Multicultural Islamic Education Review, vol. 1, no. 2, pp. 109–179, 2023.
[7] D. Zarnowiecki et al., “A systematic evaluation of digital nutrition promotion websites and apps for supporting parents to influence children’s nutrition,” International Journal of Behavioral Nutrition and Physical Activity, vol. 17, pp. 1–19, 2020.
[8] D. Rodríguez, A. Carrasquillo, and K. S. Lee, The bilingual advantage: Promoting academic development, biliteracy, and native language in the classroom. Teachers College Press, 2014.
[9] R. M. Kaplan and R. D. Hays, “Health-related quality of life measurement in public health,” Annual review of public health, vol. 43, no. 1, pp. 355–373, 2022.
[10] Z. Ali, N. Bakar, W. Ahmad, and J. Saputra, “Evaluating the use of web-based games on students’ vocabulary retention,” International Journal of Data and Network Science, vol. 6, no. 3, pp. 711–720, 2022.
[11] L. Vorona-Slivinskaya, D. Bokov, and O. Li, “Visualization of learning and memorizing processes using mobile devices: Mind mapping and charting,” 2020.
[12] R. Lamrani and E. H. Abdelwahed, “Game-based learning and gamification to improve skills in early years education,” Computer Science and Information Systems, vol. 17, no. 1, pp. 339–356, 2020.
[13] Y. Wen, “Augmented reality enhanced cognitive engagement: Designing classroom-based collaborative learning activities for young language learners,” Educational Technology Research and Development, vol. 69, no. 2, pp. 843–860, 2021.
[14] M. Vedechkina and F. Borgonovi, “A review of evidence on the role of digital technology in shaping attention and cognitive control in children,” Frontiers in Psychology, vol. 12, p. 611155, 2021.
[15] P. W. John, M. Mohamad, S. N. D. Mahmud, and N. I. M. Fuad, “The perceptions of tertiary level learners on the use of mobile app ‘Balloon Vocabulary’in improving vocabulary for reading comprehension,” Theory and Practice in Language Studies, vol. 11, no. 9, pp. 1007–1017, 2021.
[16] A. Khakpour and R. Colomo-Palacios, “Convergence of gamification and machine learning: a systematic literature review,” Technology, Knowledge and Learning, vol. 26, no. 3, pp. 597–636, 2021.
[17] Z. Zainuddin, M. Shujahat, H. Haruna, and S. K. W. Chu, “The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system,” Computers & education, vol. 145, p. 103729, 2020.
[18] A. N. Saleem, N. M. Noori, and F. Ozdamli, “Gamification applications in E-learning: A literature review,” Technology, Knowledge and Learning, vol. 27, no. 1, pp. 139–159, 2022.
[19] C. M. Scheunemann, “Gamification in Digital Mental Health: Effects of Reward Points and Social Comparison on Users’ Intrinsic Motivation, Self-Efficacy Judgments, and Willingness to Recommend,” 2023.
[20] J. Lu, M. Schmidt, M. Lee, and R. Huang, “Usability research in educational technology: A state-of-the-art systematic review,” Educational technology research and development, vol. 70, no. 6, pp. 1951–1992, 2022.
[21] W. O. S. W. Lestari, S. Syarif, H. Hidayanty, A. Aminuddin, and S. Ramadany, “Nutrition education with android-based application media to increase knowledge, attitudes, and behaviors of pregnant women about chronic energy deficiency (KEK),” International Journal of Health and Medical Sciences, vol. 4, no. 1, pp. 15–22, 2021.
[22] I. Agustina, L. A. Siregar, D. L. Husain, A. Asfahani, and P. Pahmi, “Utilization of Digital Technology in Children’s Education to Enhance Creative and Interactive Learning,” At-Tarbawi: Jurnal Pendidikan, Sosial Dan Kebudayaan, vol. 10, no. 2, pp. 276–283, 2023.
[23] M. Meyer et al., “How educational are ‘educational’ apps for young children? App store content analysis using the Four Pillars of Learning framework,” Journal of Children and Media, vol. 15, no. 4, pp. 526–548, 2021.
Published
2025-01-13
How to Cite
OktarianiF., ErowatiD., & RahmatullahM. (2025). Bilingual Android App for Early Nutrition Education. JPK : Jurnal Proteksi Kesehatan, 13(2), 203-209. https://doi.org/10.36929/jpk.v13i2.940
Section
Articles
