DAMPAK PENGGUNAAN APLIKASI GAME TERHADAP PERILAKU MORAL DALAM BERMASYARAKAT PADA ANAK USIA DINI: LITERATURE REVIEW
DOI:
https://doi.org/10.23969/jp.v11i02.50044Keywords:
Games; Serious Game for education; Social and moral development in early childhood; educational games help young children learn to collaborate in teams; therapeutic games for children with ADHD.Abstract
Technology influences the social lives of both young children and adults. According to research, games and video games can provide engaging life experiences and keep children occupied without burdening parents with childcare. Games and video games are now widely available in schools and homes around the world. In this literature review, the research focuses on determining whether games and video games have a social-moral impact on the development of young children during their “golden age.”
Research sources were synthesized from articles published in high-quality international databases such as IEEE Xplore, Springer, ScienceDirect, Scopus, and ResearchGate, as well as the nationally indexed SINTA database. The objectives of this study are to identify the purposes of interactive games and videos in the physical and social-moral development of young children; to identify the features of games and videos that impact the physical and social-moral development of young children; and to identify the technologies commonly used to engage young children in their daily lives.
It was found that games or video games influence young children’s interest in learning within the school environment because, when aligned with the school curriculum, they have a very positive impact on moral development, fostering empathy and collaboration with other children. However, on the other hand, the lack of restrictions on the use of games and video games outside the school environment has a negative impact on children’s emotional and mental development. Furthermore, children who become addicted to games without time limits, supervision, or defined goals may develop antisocial behavior.
Downloads
References
[1] H. K. Lukosch, C. Swit, R. Novak, and E. J. White, “Exploring virtual encounters in early childhood education: Results of a pilot study,” Comput. Educ. X Real., vol. 7, p. 100104, Dec. 2025, doi: 10.1016/J.CEXR.2025.100104.
[2] K. Bobrowicz and A. Mendes, “Spatial skills in early childhood education,” Learn. Instr., vol. 103, p. 102308, Jun. 2026, doi: 10.1016/J.LEARNINSTRUC.2025.102308.
[3] X. Ding and Y. Song, “Maternal education and early childhood outcomes in China,” Econ. Educ. Rev., vol. 107, p. 102660, Aug. 2025, doi: 10.1016/J.ECONEDUREV.2025.102660.
[4] S. Anita, A. Rachmat, and S. A. Mahadany, “Design of Personalization Exam Classification Model Based on Imbalanced Class,” J. Sist. Cerdas, vol. 7, no. 1, pp. 45–54, Apr. 2024, doi: 10.37396/JSC.V7I1.386.
[5] K. M. Gagnier et al., “Spatially-enhanced science instruction in elementary school: Impacts on teachers’ and students’ spatial skills,” Learn. Instr., vol. 101, p. 102248, Feb. 2026, doi: 10.1016/J.LEARNINSTRUC.2025.102248.
[6] A. Ramadhani, Darmansyah, A. Masnur, and K. Alfahani, “PENGEMBANGAN MEDIA GAME EDUKASI BERBASIS PROBLEM SOLVING PADA MATERI KEBERAGAMAN DAN TOLERANSI DALAM PEMBELAJARAN PKN SMP,” Pendas J. Ilm. Pendidik. Dasar, vol. 11, no. 02, pp. 212–223, May 2026, doi: 10.23969/JP.V11I02.47120.
[7] I. P. Samuelsson, “Play-responsive teaching as an alternative way of perceiving the relations between play, teaching and learning,” Learn. Instr., vol. 95, p. 102040, Feb. 2025, doi: 10.1016/J.LEARNINSTRUC.2024.102040.
[8] “PERATURAN MENTERI PENDIDIKAN DAN KEBUDAYAAN REPUBLIK INDONESIA”.
[9] Suyadi, I. D. Selvi, Sibawaihi, U. Zahroh, and Muassomah, “Children’s Future Adversity: Learning Loss Risk during Online Learning in Covid-19 Pandemic,” Int. J. Instr., vol. 16, no. 2, pp. 457–478, 2023, doi: 10.29333/iji.2023.16225a.
[10] J. Torpegaard, L. S. Knudsen, M. P. Linnet, M. B. Skov, and T. Merritt, “Preschool children’s social and playful interactions with a play-facilitating cardboard robot,” Int. J. Child-Computer Interact., vol. 31, p. 100435, Mar. 2022, doi: 10.1016/J.IJCCI.2021.100435.
[11] I. Oihu, Basri, and M. Ridwan, “TRANSFORMASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MELALUI TEKNOLOGI KECERDASAN BUATAN,” Pendas J. Ilm. Pendidik. Dasar, vol. 11, no. 02, pp. 293–305, May 2026, doi: 10.23969/JP.V11I02.47015.
[12] E. Pollarolo, S. Papavlasopoulou, F. Granone, and E. Reikerås, “Play with Coding Toys in Early Childhood Education and Care: Teachers’ Pedagogical Strategies, Views and Impact on Children’s Development. A Systematic Literature Review,” Entertain. Comput., vol. 50, p. 100637, May 2024, doi: 10.1016/J.ENTCOM.2024.100637.
[13] W. Yang, “A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers,” Comput. Educ., vol. 231, p. 105282, Jul. 2025, doi: 10.1016/J.COMPEDU.2025.105282.
[14] S. Alonso-García, A. V. Rodríguez Fuentes, M. Ramos Navas-Parejo, and J. J. Victoria-Maldonado, “Enhancing computational thinking in early childhood education with educational robotics: A meta-analysis,” Heliyon, vol. 10, no. 13, p. e33249, Jul. 2024, doi: 10.1016/J.HELIYON.2024.E33249.
[15] C. Ç. Ekin, K. Çağiltay, and N. Karasu, “Usability study of a smart toy on students with intellectual disabilities,” J. Syst. Archit., vol. 89, pp. 95–102, Sep. 2018, doi: 10.1016/J.SYSARC.2018.08.001.
[16] C. Rebollo, R. García-Castellar, I. Remolar, and V. Rossano, “Methodology for the design and development of serious games as a tool for the treatment of ADHD-related symptoms in children,” Entertain. Comput., vol. 57, p. 101093, May 2026, doi: 10.1016/J.ENTCOM.2026.101093.
[17] Muhammad Abid Al Faqh, Sigit Prasetyo, Sibawaihi, and Dini Septi Harianti, “Dampak Negatif dan Positif Youtube terhadap Perkembangan Bahasa Anak Usia Dini (Studi Kasus di Lingkungan Pelita Kota Mataram),” Indones. J. Early Child. J. Dunia Anak Usia Dini, vol. 7, no. 1, pp. 57–64, 2025, doi: 10.35473/ijec.v7i1.3505.
[18] M. A. Kay and M. Sağlam, “As predictives of digital game addiction in early childhood; digital parenting, family relations and social competence,” Ann. Médico-psychologiques, Rev. Psychiatr., vol. 183, no. 4, pp. 429–438, Apr. 2025, doi: 10.1016/J.AMP.2024.11.003.
[19] Q. Li, Y. Yu, X. Wang, S. Y. shan Wong, and X. Yang, “The relationship between parental affective disorders and digital addiction in children and adolescents: A systematic review and meta-analysis,” Addict. Behav., vol. 164, p. 108282, May 2025, doi: 10.1016/J.ADDBEH.2025.108282.
[20] X. Yi et al., “Adverse childhood experiences and suicidality in adolescents and young adults with internet gaming disorder: a large-scale school-based study in 13,509 Chinese students,” J. Affect. Disord., vol. 405, p. 121525, Jul. 2026, doi: 10.1016/J.JAD.2026.121525.
[21] T. Gao, Y. Chen, Q. Gai, C. D’Arcy, and Y. Su, “The co-occurrence between symptoms of internet gaming disorder, depression, and anxiety in middle and late adolescence: A cross-lagged panel network analysis,” Addict. Behav., vol. 161, p. 108215, Feb. 2025, doi: 10.1016/J.ADDBEH.2024.108215.
[22] A. P. Sun, C. H. Ho, D. J. Kuss, and C. L. Cross, “The temporal stability of problematic gaming and gaming disorder: A systematic review and meta-analysis,” Addict. Behav. Reports, vol. 21, p. 100592, Jun. 2025, doi: 10.1016/J.ABREP.2025.100592.
[23] Z. XU, Y. ZHAO, J. WANG, J. CHANG, and Y. ZHANG, “Framework for adaptive multimodal serious games for early intervention of autistic children,” Virtual Real. Intell. Hardw., vol. 7, no. 5, pp. 523–542, Oct. 2025, doi: 10.1016/J.VRIH.2025.08.002.
[24] C. Bäcklund, D. E. Sörman, H. M. Gavelin, O. Király, Z. Demetrovics, and J. K. Ljungberg, “Coping, escapism, and fantasy motives and depression symptoms mediate the relationship between emotion dysregulation and gaming disorder,” Addict. Behav. Reports, vol. 23, p. 100663, Jun. 2026, doi: 10.1016/J.ABREP.2025.100663.
[25] M. Radunz et al., “Common practice elements of cognitive behavioral therapy for gaming disorder: A systematic review and expert panel evaluation,” Clin. Psychol. Rev., vol. 126, p. 102740, Jun. 2026, doi: 10.1016/J.CPR.2026.102740.
[26] D. Gough, S. Oliver, and J. Thomas, “An introduction to systematic reviews (2nd Edition),” Psychol. Teach. Rev., vol. 23, no. 2, pp. 95–96, 2017, doi: 10.53841/BPSPTR.2017.23.2.95.
[27] C. Jatoth, G. R. Gangadharan, and R. Buyya, “Computational Intelligence Based QoS-Aware Web Service Composition: A Systematic Literature Review,” IEEE Trans. Serv. Comput., vol. 10, no. 3, pp. 475–492, May 2017, doi: 10.1109/TSC.2015.2473840.
[28] S. F. . Rief, “How To Reach And Teach Children with ADD/ADHD : Practical Techniques, Strategies, and Interventions,” 2013.
[29] C. Berenguer Forner, B. Roselló Miranda, I. Baixauli Fortea, R. G. Castellar, C. C. Diago, and A. Miranda Casas, “ADHD Symptoms and peer problems: Mediation of executive function and theory of mind,” Psicothema, vol. 29, no. 4, pp. 514–519, 2017, doi: 10.7334/PSICOTHEMA2016.376.
[30] J. G. García and J. M. G. Calleros, “Videojuegos en educación especial: niños con TDAH,” Rev. la Asoc. Interacción Pers. Ordenad., vol. 2, no. 1, pp. 48–59, Mar. 2021, Accessed: May 03, 2026. [Online]. Available: https://revista.aipo.es/index.php/INTERACCION/article/view/35
[31] C. Tye et al., “Response time variability under slow and fast-incentive conditions in children with ASD, ADHD and ASD+ADHD,” J. Child Psychol. Psychiatry Allied Discip., vol. 57, no. 12, pp. 1414–1423, Dec. 2016, doi: 10.1111/JCPP.12608;SUBPAGE:STRING:FULL.
[32] C. A. G. Ríos, V. E. G. Ríos, https://dialnet.unirioja.es/servlet/autor?codigo=5122534, and https://dialnet.unirioja.es/servlet/autor?codigo=5122535, “Videojuegos para niños con trastorno por déficit de atención e hiperactividad,” Dominio las Ciencias, ISSN-e 2477-8818, Vol. 6, No. Extra 3, 2020 (Ejemplar Dedic. a Espec. Junio 2020), págs. 706-717, vol. 6, no. 3, pp. 706–717, 2020, doi: 10.23857/dc.v6i3.1242.
[33] P. A. Chan, T. Rabinowitz, F. Allen Healthcare, and T. Rabinowitz -TerryRabinowtiz, “A cross-sectional analysis of video games and attention deficit hyperactivity disorder symptoms in adolescents,” Ann. Gen. Psychiatry 2006 51, vol. 5, no. 1, pp. 16-, Oct. 2006, doi: 10.1186/1744-859X-5-16.
[34] V. Benzing and M. Schmidt, “The effect of exergaming on executive functions in children with ADHD: A randomized clinical trial,” Scand. J. Med. Sci. Sport., vol. 29, no. 8, pp. 1243–1253, Aug. 2019, doi: 10.1111/SMS.13446;PAGEGROUP:STRING:PUBLICATION.
[35] S. Cortese et al., “Cognitive Training for Attention-Deficit/Hyperactivity Disorder: Meta-Analysis of Clinical and Neuropsychological Outcomes From Randomized Controlled Trials,” J. Am. Acad. Child Adolesc. Psychiatry, vol. 54, no. 3, pp. 164–174, Mar. 2015, doi: 10.1016/J.JAAC.2014.12.010.
[36] P. García-Redondo, T. García, D. Areces, J. C. Núñez, and C. Rodríguez, “Serious Games and Their Effect Improving Attention in Students with Learning Disabilities,” Int. J. Environ. Res. Public Heal. 2019, Vol. 16, Page 2480, vol. 16, no. 14, p. 2480, Jul. 2019, doi: 10.3390/IJERPH16142480.
[37] M. E. P. González and C. A. S. Núñez, “Relación Entre Los Deberes Para Casa y el Rendimiento Académico del Alumnado de Primaria,” Eur. Sci. Journal, ESJ, vol. 14, no. 1, pp. 46–46, Jan. 2018, doi: 10.19044/ESJ.2018.V14N1P46.
[38] H. J. Lavigne, A. Lewis-Presser, and D. Rosenfeld, “An exploratory approach for investigating the integration of computational thinking and mathematics for preschool children,” J. Digit. Learn. Teach. Educ., vol. 36, no. 1, pp. 63–77, Jan. 2020, doi: 10.1080/21532974.2019.1693940.
[39] H. Palmér, “Programming in Preschool--With a Focus on Learning Mathematics.,” Int. Res. Early Child. Educ., vol. 8, no. 1, pp. 75–87, 2017.
[40] G. Wang and H. H. Wang, “Study of the impact of computational thinking education based on robots on behaviors of preschoolers,” ACM Int. Conf. Proceeding Ser., pp. 235–238, Jul. 2020, doi: 10.1145/3416797.3416823.
[41] A. Otterborn, K. J. Schönborn, and M. Hultén, “Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice,” Early Child. Educ. J. 2019 483, vol. 48, no. 3, pp. 253–262, Sep. 2019, doi: 10.1007/S10643-019-00976-Y.
[42] M. Fridberg and A. Redfors, “Preschool Teachers’ Role in Establishing Joint Action During Children’s Free Inquiry in STEM,” J. Res. STEM Educ., vol. 5, no. 2, pp. 151–169, Dec. 2019, doi: 10.51355/JSTEM.2019.48.
[43] M. Heikkilä and L. Mannila, “Debugging in Programming as a Multimodal Practice in Early Childhood Education Settings,” Multimodal Technol. Interact. 2018, Vol. 2, Page 42, vol. 2, no. 3, p. 42, Jul. 2018, doi: 10.3390/MTI2030042.
[44] A. Saxena, C. K. Lo, K. F. Hew, and G. K. W. Wong, “Designing Unplugged and Plugged Activities to Cultivate Computational Thinking: An Exploratory Study in Early Childhood Education,” Asia-Pacific Educ. Res. 2019 291, vol. 29, no. 1, pp. 55–66, Aug. 2019, doi: 10.1007/S40299-019-00478-W.
[45] E. Octaviana and S. W. Asih, “Analisis Penggunaan Gadget pada Perkembangan Sosial Emosional Anak di PAUD Darul Aman Kabupaten Temanggung,” J. Ilmu Pendidik. dan Sains Islam Interdisip., vol. 1, no. 1, pp. 53–62, 2022, doi: 10.59944/jipsi.v1i1.15.
[46] M. Fajri, A. Adira, N. Putri, M. Faisal, P. Studi Pendidikan Guru Sekolah Dasar, and F. Ilmu Pendidikan, “PENGARUH INTENSITAS SCREEN TIME TERHADAP MOTIVASI DAN KONSENTRASI BELAJAR IPA SISWA KELAS V SEKOLAH DASAR,” Pendas J. Ilm. Pendidik. Dasar, vol. 11, no. 02, pp. 205–218, May 2026, doi: 10.23969/JP.V11I02.46988.
[47] P. Rahmawati, “PENGGUNAAN GADGET DAN DAMPAKNYA PADA KARAKTER PEDULI SOSIAL ANAK USIA SEKOLAH DASAR(Studi di RT 001 Kel/Desa Ngipik, Kecamatan Pringsurat, Kabupaten Temanggung),” Oct. 2022.
[48] D. K. Irmawati, “What Makes High-Achiever Students Hard to Improve Their Speaking Skill? Apa yang Membuat Siswa Berprestasi Sulit untuk Meningkatkan Keterampilan Berbicara mereka?,” JEES (Journal English Educ. Soc., vol. 1, no. 2, pp. 71–82, Oct. 2016, doi: 10.21070/JEES.V1I2.442.
[49] Marsanda Claudia Paremeswara, “Pengaruh Game Online Terhadap Perkembangan Emosi dan Sosial Anak Sekolah Dasar | Jurnal Pendidikan Tambusai.” https://jptam.org/index.php/jptam/article/view/1122 (accessed May 03, 2026).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
