Design and Evaluation of SERLI Interactive Games with Deep

Learning Integration

Serli Marlina

, Jamillah Binti Mohd Basir

, Amalia Husna

and Siti Hafifah

Universitas Negeri Padang, Indonesia

Universiti Pendidikan Sultan Idris, Indonesia

Keywords: Interactive Games, Deep Learning, Prosocial.

Abstract: This research was motivated by the lack of development of deep learning-based social games as integrated,

meaningful, and enjoyable games for children aged 5-6 years. At present, educators routinely employ

commercially produced games, which adversely affects the engagement levels of the educational process and

can frequently lead to a decline in attentiveness among students. The primary aim was to assess social games

founded on deep learning methodologies to promote prosocial behaviors in children aged 5 to 6 years. The

conceptualization and evaluation of SERLI Interactive Games that integrate Deep Learning methodologies

were conducted utilizing the ADDIE Model, which consists of five discrete stages: analysis, design,

development, implementation, and evaluation. The interactive game design was tailored to teachers' needs in

using games for prosocial stimulation. The games were designed to emphasize children's developmental

characteristics and prosocial skills, as assessed based on evaluations of child development, the number of

children, school conditions, and teachers' skills in using technology. The results showed that SERLI

Interactive Games with Deep Learning Integration demonstrated a significant increase in prosocial skills (p <

0.01) and high user satisfaction. This investigation significantly advances the field of adaptive educational

gaming and the implementation of deep learning methodologies within the educational sector.

1 INTRODUCTION

The development and growth of early childhood is

one of the most important things to pay attention to,

from when the child is in the womb until they are born

into the world. Early childhood encompasses the

developmental stage of human beings from the

moment of birth until the age of eight years.

According to (Suryana, 2021), this specific age range

represents an exceptionally pivotal phase in the

holistic growth and maturation of individuals.

Therefore, the provision of appropriate attention and

stimulation throughout this formative period is

imperative for promoting optimal developmental

outcomes in children. This perspective is reinforced

by (Windayani et al., 2021), who assert that early

childhood is the period when the foundation of a

child's personality is formed, which will shape their

experiences in the future. Thus, during this period, it

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is crucial to monitor every aspect of their growth and

development and identify their potential to ensure the

achievement of all aspects of their future

development.

In the scholarly conversation regarding the

various dimensions of early childhood maturation and

progression, the sphere of social development

surfaces as a critical element that necessitates

meticulous examination. According to (Khadijah &

Jf, 2021), social development in early childhood is a

form of maturity in interacting with people around

them through the social relationships they form. This

developmental maturity is manifest in the manner in

which children comprehend the existence of their

peers, engage in communication, and exhibit

collaborative conduct across a multitude of contexts.

In agreement with (Kaffa et al., 2021), it is added that

social development is characterized by a child's

ability to socialize, adapt to the social environment,

Marlina, S., Basir, J. B. M., Husna, A. and Haﬁfah, S.

Design and Evaluation of SERLI Interactive Games with Deep Learning Integration.

DOI: 10.5220/0014068500004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 155-163

ISBN: 978-989-758-788-7; ISSN: 3051-7702

155

and adjust to the norms and values prevailing in their

group. Children demonstrating social development

typically forge advantageous interpersonal

connections with increased facility, possess the

ability to conform to societal norms, and display

empathy and compassion towards their peers.

Furthermore, (Harianja et al., 2023) explain that

children's social development is an important and

ongoing process in which children learn to understand

their identity, form interpersonal relationships, and

manage and express their emotions in various social

contexts. This protocol encompasses not only the

capability for interpersonal interaction but also

incorporates an understanding of social norms,

empathetic engagement, cooperative endeavors, and

the competence to resolve conflicts in a constructive

fashion.

According to Vygotsky and Bandura's views,

which are known through social learning theory that

focuses on cognitive development (Hurlock, 1995),

children aged 4–6 years have begun to show progress

in social development. The social development of

children comprises various significant dimensions,

which include: the capacity for self-recognition and

self-regulation (self-awareness), comprehension of

obligations towards oneself and others, and the

exhibition of prosocial behaviors such as sharing,

cooperation, and respect for others. Furthermore,

children initiate the cultivation of communication

competencies, the ability to constructively resolve

conflicts, and the capacity for empathy towards the

emotions of others. Additionally, children begin to

form a social identity as part of a group and learn to

manage their emotions healthily in various situations

(Harianja et al., 2023).

A pivotal aspect of social advancement that

requires deliberate scrutiny relates to prosocial

conduct. Prosocial behavior refers to positive actions

voluntarily undertaken by an individual to provide

assistance to others, whether in the form of physical

or psychological support, without any element of

coercion (Suparmi & Sumijati, 2021).This behavior

not only reflects concern for others but also serves as

the foundation for building healthy and harmonious

social relationships from an early age. In line with

(Saharani et al., 2021), prosocial behavior can be

delineated as a classification of actions that enhance

interpersonal engagement, cooperation, and selfless

support among individuals without the expectation of

reciprocal advantages. This conduct exerts a positive

impact on social dynamics as it fosters an atmosphere

typified by concord and serenity, while concurrently

promoting mutual regard and affection among

members of the community.

Indicators that reflect social development include:

(1) children begin to understand basic rules both

within the family environment and when playing; (2)

children begin to show compliance with these rules;

(3) the emergence of awareness of the rights and

interests of others; and (4) children begin to be able

to engage in games with peers and gradually expand

their social interactions with adults around them (N.

Fuadia, 2022). This is evident in children's ability to

engage in group activities or interact in peer group

contexts through play and games. Moreover, the

trajectory of social development in children is

characterized by both gradual advancement and

individual specificity. Each child demonstrates a

unique developmental pace, and their social skills are

likely to continue evolving over time, dependent upon

the availability of appropriate support and stimulation

from their educational environments.

However, observations indicate that the lack of

development of deep learning-based social games has

limited stimulation of social skills in children aged 5–

6 years. Educators persist in employing commercially

produced games that do not explicitly aim to cultivate

prosocial behaviors such as cooperation, sharing, and

empathy. Consequently, children frequently

demonstrate diminished engagement in social

interactions, a tendency towards conflicts, and

difficulties in group adaptation. Moreover, non-

contextual games undermine the overall educational

experience, resulting in diminished attention spans

and low levels of social participation among children.

This underscores the pressing need for games that are

thoughtfully designed to effectively enhance the

optimal social development of children.

With the advancement of technology, digital

learning media has begun to be used in early

childhood education (PAUD), one of the significant

transformations being the use of interactive

educational games based on applications as a medium

for stimulating children's development. Research by

(Firanti et al., 2024) indicates that the use of

interactive technology such as tablets, learning apps,

and educational games significantly contributes to

enhancing young children's social-emotional skills,

particularly in aspects such as empathy, emotional

regulation, and the ability to resolve social conflicts

peacefully. Support for these findings is reinforced by

(Elyakim et al., 2024), who state that technology-

based learning models can create a conducive

learning environment for building social skills, such

as cooperation, sharing, and effective communication

among children. In the realm of digital collaborative

learning, children cultivate the ability to articulate

their thoughts, engage in active listening with their

ICECE 2025 - The International Conference on Early Childhood Education

156

peers, and partake in turn-taking while utilizing

devices through the interactive components present in

educational games. This highlights the significant

capacity of technology not only to enhance

educational pursuits but also to improve social skills

in a way that is both flexible and pertinent to specific

contexts.

In light of the extensive possibilities inherent in

technology to facilitate social learning, the advent of

interactive educational games has transformed into

one of the most prominent pedagogical strategies

within the domain of early childhood education. A

particularly noteworthy facet that continues to evolve

is the utilization of technology-based media, as

illustrated by interactive games. Games represent a

crucial element of children's experiential learning and

play an essential role in their developmental

progression. According to (Suryana et al., 2023),

interactive games in an educational context offer an

enjoyable approach for children by combining the

concept of learning through play and serving as an

effective learning medium for conveying content

while also providing an engaging form of

entertainment, thereby enhancing children's

motivation and engagement in the learning process.

(Fajar & Zega, 2023) argue that interactive games

designed with the appropriate approach can provide

significant brain stimulation and support early

childhood learning more optimally.

Regarding interactive games, a number of

previous researchers have studied them for

application in children. One study conducted by

(Andi Saputri et al., 2024) used innovative interactive

learning media to improve six key social-emotional

skills in children, namely empathy, emotional

regulation, cooperation, communication, conflict

resolution, and self-awareness. Meanwhile, (Elyakim

et al., 2024) investigated the impact of using

educational app-based games on children aged 4–6

years. The results of the investigation suggested that

children who were exposed to sufficient time and

supervision demonstrated superior advancement in

the areas of empathy, emotional understanding, and

social conflict resolution skills when compared to

their peers who did not engage in interactive gaming

experiences.

Consistent with preceding research that elucidates

the capacity of interactive media to facilitate the

social-emotional growth of children, the investigators

in this study intend to devise educational media in the

form of technology-driven interactive games as a

mechanism for fostering prosocial behaviors during

early childhood development. The main difference

from previous studies lies in the technological

approach used, namely through the application of an

adaptive deep learning system that enables the media

to respond to children's behavior in real-time.

Therefore, this study aims to examine the “Design

and Evaluation of SERLI Interactive Games with

Deep Learning Integration.”

2 METHOD

This research is a research and development (R&D)

study. The development model used is the ADDIE

model. This model was chosen because its steps are

practical and suitable for the development of the

SERLI game based on deep learning for stimulating

the social development of children aged 5-6 years.

The ADDIE framework is comprised of five distinct

phases: analysis, design, development,

implementation, and evaluation. The ADDIE

development procedure and activities to be carried

out at each stage:

Chart 1: SERLI Game Development Procedure Based

Deep

Learning.

The subjects of this study were students in Group

B at the UNP Development Kindergarten and the

Pertiwi Kindergarten at the Padang Governor's

Office. The selection of these early childhood

education institutions as the central subjects of the

study was based on their congruence with the

research aims. The information necessary for this

investigation included both quantitative and

qualitative aspects, which comprised data from the

preliminary study (analytical findings) as well as

results from product evaluations. The data from the

preliminary study consists of information related to

needs assessment, curriculum development,

pedagogical strategies, teacher training, and student

Design and Evaluation of SERLI Interactive Games with Deep Learning Integration

157

achievement outcomes; conversely, the product

evaluation data includes analyses of the model's

validity, feasibility, and effectiveness.

The instruments to be used in this study consist of

(1) interview guidelines; (2) observation guidelines;

(3) model validity test sheets and learning tools by

experts; (4) model practicality test sheets; and social

development measurement scales to test the

practicality of the model. The data to be collected are

quantitative and qualitative. Data from the validity

and practicality tests will be analyzed using the

Cohen's Kappa formula, while data on practicality

from the implementation aspect will be analyzed

using percentage and achievement level techniques.

Quantitative data from the effectiveness test will be

processed using the t-test statistic. Qualitative data

acquired from interviews and observational studies

will undergo procedures involving data reduction,

data presentation, and the formulation of conclusions.

The research product trial will be conducted at the

UNP Labor Development Kindergarten, with

kindergarten B children as the trial subjects.

3 RESULT AND DISCUSSION

To strengthen the results of the development of

SERLI Interactive Games with Deep Learning

Integration, researchers also conducted in-depth

interviews with several early childhood education

(PAUD) teachers to gain a contextual understanding

of children's social, motor, and literacy development

over the past three years. These interviews aimed to

obtain qualitative data to support the effectiveness of

the developed media and to explore real-world needs

related to technology-based learning for early

childhood. The following is a summary of the

interview results:

Table 1: Teacher Needs Analysis.

Question

Answer

How has

the child's

social

develop-

ment been

over the

past three

years?

Children's social development over the past

three years (2022–2025) has shown

considerable progress and is in line with their

age group, although challenges remain. n the

year 2022, subsequent to the COVID-19

pandemic, numerous children encountered

social developmental delays attributable to

restricted face-to-face interactions and a

heightened reliance on electronic devices.

These children displayed a proclivity towards

fostering enhanced attachment to their

caregivers, exhibited a deficiency in self-

confidence within unfamiliar environments,

and encountered challenges in collaborative

behaviors including sharing, turn-taking, and

conflict resolution. The linguistic constructs

employed by these children at times

reflected adult vernacular as a result of the

omnipresent impact of digital media,

notwithstanding their partial grasp of the

fundamental significances. As we enter

2023, children are beginning to adapt and

recover their social skills through direct

interaction at school and group activities

such as playing together, collaborative

projects, and field trips. Teachers and

parents actively provide social interaction

exercises such as role-playing and

discussions about emotions. By 2024–2025,

children's social development becomes

more stable: they are more confident in

communicating, demonstrate indepen-

dence, understand social rules, and are able

to share and resolve minor conflicts with

guidance. Furthermore, children

commenced displaying a sense of ease

within expansive social networks, fostering

close interpersonal relationships, and

demonstrating nascent indications of

empathy—evidenced by their solicitude for

peers experiencing distress, as exemplified

by the observation of a companion in tears.

Although some children still struggle to

control their emotions or adapt to new

environments, overall they are able to

socialize well, no longer rely on their parents

at school, and actively play and share with

their peers.

In what

ways has

the motor

developm

ent of

your child

evolved

over the

preceding

three

years?

The motor development of children over the

past three years (2022–2025) has generally

shown positive progress and is in line with

their age stages, both in terms of gross

motor skills and fine motor skills. Following

the global health crisis in 2022, a substantial

number of children exhibited delays in

motor development attributable to the

constrained physical activity experienced

during the period of lockdown. The

prospects for children to participate in

physical activities such as running, jumping,

and engaging in outdoor play have been

significantly curtailed, which has

subsequently resulted in constraints

regarding their gross motor skills,

encompassing balance and the coordination

of physical movements. Nevertheless, with

the reopening of educational institutions

and recreational facilities, a significant

improvement in motor skills has been

documented. Children have initiated active

ICECE 2025 - The International Conference on Early Childhood Education

158

participation in a variety of activities,

including cycling, ball games, gymnastics,

climbing, and jumping, which have

facilitated the strengthening of their large

muscle groups. Simultaneously, there has

been a significant advancement in fine

motor development, predominantly due to

the heightened involvement in tactile

activities within educational environments,

such as drawing, cutting, folding, stringing,

and writing. Children have started to exhibit

improved hand-eye coordination and

increased manual dexterity. However, a

segment of children continues to experience

delays in motor development, potentially

influenced by the widespread utilization of

digital devices or other factors such as

inadequate stimulation, nutritional

insufficiencies, or health-related challenges.

Although the progress is not homogeneous

across the population, the majority of

children now exhibit a heightened

enthusiasm for engaging in various motor

activities orchestrated by educators and

demonstrate significant advancements in

both their physical capabilities and

coordination skills.

How has

children's

literacy

developed

over the

past three

years?

The development of literacy among

children aged 4–6 years over the past three

years has shown positive progress in line

with their age group, although it has been

uneven. Children have begun to develop

from simply recognizing letters to being

able to understand simple texts and write

with guidance. This phenomenon has been

shaped by a diverse array of engaging

pedagogical approaches, including the

practice of reading aloud, which facilitates

children's ability to narrate stories utilizing

their own linguistic expressions. Reading

interest is also beginning to grow,

especially among children who receive

support from home and school and have

access to adequate literacy media. Certain

children exhibit the capability to identify

individuals, inanimate items, and various

species, while also adhering to

uncomplicated directives. Furthermore,

they are commencing to discern letters,

numerals, and lexical items with increasing

proficiency. However, this development is

not yet uniform—there are still children

who show slow development, even

experiencing speech delays, especially

those who are more frequently exposed to

gadgets than books. Determinants such as

the caliber of cognitive engagement within

the home environment, the proactive

involvement of caregivers, and the

availability of enriching educational

resources serve as pivotal influences on the

literacy achievements of children. Not

withstanding, an overarching analysis of

the trajectory of children's literacy

advancement over the preceding three

years indicates a favorable and encouraging

progression.

What types

of games

have

educators

implemente

d to

enhance the

social

developmen

t of

children?

A diverse array of games incorporated into

early childhood educational practices

during the preceding three years has

demonstrated efficacy in facilitating both

social and cognitive growth. The games

used include traditional games such as

hide-and-seek, hopscotch, congklak, snake

and ladder, marbles, and jump rope, as well

as modern games involving group or team

activities, such as ball relay, building towers

together, playing ball in a circle, and races.

Additionally, role-playing games like

“marketplace,” “doctor and patient,”

“family,” and becoming a merchant, buyer,

teacher, or student are highly popular

among children because they provide

opportunities for self-expression, commu-

nication, taking turns, and understanding

social roles in daily life. Activities like

playing shop and queuing at the cashier

also develop social skills and discipline.

Teachers actively create variations of

games, including storytelling, drawing, and

question-and-answer games that enrich

children's imagination and strengthen

social interaction. Daily school activities like

cleaning the environment together are also

turned into collaborative games that instill

values of cooperation and responsibility. All

variants of these games, encompassing

traditional, contemporary, or role-playing

formats, confer substantial advantages in

the enhancement of children's social

competencies, communicative abilities,

empathy, and collaborative skills.

What

categories

of games

do they

encompass

and what

are their

respective

titles?

The majority of educators specializing in

early childhood development possess

proficiency in the formulation and

execution of integrated play activities

aimed at concurrently enhancing multiple

dimensions of child development, including

social interaction, motor skills, and literacy

competencies. These games are often

tailored to weekly themes or learning

projects in the classroom. Instances

encompass Market Play or Role Play, in

which children assume the roles of vendors

and consumers utilizing toys, repurposed

materials, or self-constructed props.

Children learn to read price labels, write

shopping lists, and perform simple

transactions, which simultaneously

stimulate social skills (cooperation, taking

turns, politeness), motor skills (writing,

carrying bags, holding toy money), and

literacy skills (reading text and product

labels). Games like Word Market, Smart

Mat, or Snake and Ladder searching for

letters and numbers are also examples of

fun and effective integrated activities. In

these educational activities, children have

the opportunity to acquire knowledge of

letters, words, or numerical concepts,

concurrently enhancing their cognitive

abilities, motor skills, and social interaction

competencies with their peers. Some

teachers even combine physical games like

relay races moving word cards or simple

dramas with literacy and social elements.

Although some have never tried it, most

teachers report frequently conducting

these activities because they are highly

beneficial in developing children's various

skills comprehensively and enjoyably.

ICECE 2025 - The International Conference on Early Childhood Education

160

In the event

that a game

amalgamates

technological

advance-

ments with

traditional

gaming

formats

grounded in

deep learning

methodologie

s, do you

believe it is

imperative to

foster social,

motor, and

literacy

dvancement

? If so, what

kind of game

is needed?

Games that combine technology with

physical and conventional activities are

considered highly promising and necessary

in stimulating children's social, motor, and

literacy development in a comprehensive

manner. Various educators have utilized

technology such as interactive applications

that provide guidance or instructions

during learning, as well as digital-based

games that encourage children to move

and express themselves actively. Examples

include picture guessing games, puzzles,

sound recognition, and educational games

based on deep learning such as “Smart

Thematic Puzzle,” where children assemble

physical puzzles, then scan the results into

an application to hear stories and answer

interactive questions. These participatory

activities facilitate the advancement of

literacy skills (through the understanding of

narratives and the refinement of

storytelling abilities), augment fine motor

skills (through the construction of puzzles),

and encourage social skills (through

cooperative engagement and the sharing of

roles). Furthermore, hybrid gaming

frameworks that amalgamate tangible

tools with adaptive artificial intelligence, in

conjunction with augmented reality

applications such as nature exploration

games, incentivize children to engage in

physical movement within real-world

contexts while gaining insights into their

environment. Activities of this kind are not

merely engaging and enjoyable; they also

enhance children's cognitive abilities for

conceptualization while engaged in play.

Most critically, digital games ought to be

constructed with a contextual framework

that resonates with children’s real-world

experiences—incorporating physical

movement, social engagement, and tactile

interactions—thereby ensuring that they

do not supplant but, rather, enhance their

recreational activities.

This study raises the important issue of stimulating

the social development of children aged 5-6 years

through SERLI Interactive Games that integrate deep

learning technology. The findings of the research

indicate that interactive games employing deep

learning techniques have a significant impact (p <

0.01) on the improvement of prosocial skills in

children. The aspects of socio-emotional

development that were scrutinized in this study

produced encouraging results, especially concerning

the enhancement of prosocial behaviors such as

cooperation, empathy, and compliance with social

norms. This is in line with the view (N. N. Fuadia,

2022) who stated that children's socio-emotional

development can be effectively stimulated through

specially designed games, where children can learn to

interact, share, and show empathy in a fun context.

These findings align with (Hafsania, 2021), it has

been posited that fostering social and emotional

growth in early childhood through play constitutes an

exceptionally efficacious approach, as play serves as

the inherent medium through which children

articulate their emotions and engage with their

environment.

The qualitative interviews conducted in this

research elucidated noteworthy advancements in the

social development of children subsequent to the

COVID-19 pandemic. Empirical data indicates that in

the year 2022, a significant number of children

encountered social delays attributable to restricted

face-to-face interactions and a heightened reliance on

electronic devices. Early childhood social

development is the process of forming social

relationships with their environment, but this process

often encounters various issues that impact children's

social development. This situation reinforces the

urgency of developing SERLI Interactive Games as

an alternative solution that can bridge the need for

technology and stimulate social development.

According to (Rakhmawati, 2022), Efficacious

educational games ought to possess the capacity to

simultaneously enhance various aspects of child

development. These educational games are carefully

engineered to operate as pedagogical tools that

reinforce educational pursuits, aid instructors in

delivering instructional content, and facilitate the

comprehensive development of children. SERLI

Interactive Games fulfills these criteria by integrating

social, motor, and literacy stimulation in a single,

adaptive platform. This SERLI research brings

innovation by integrating deep learning technology

that enables real-time adaptation to children's

behavior. These findings align with the view of

(Setiawan et al., 2019) who stated that digital

educational games can serve as effective learning

tools for early childhood by incorporating fun

learning concepts. Similar research by (Dewi &

Agung, 2021) also shows that interactive multimedia-

based educational games can maximize child

development, particularly in social aspects through an

innovative approach.

The use of the ADDIE model in the development

of SERLI games has proven effective in creating

adaptive learning media that is tailored to teacher

Design and Evaluation of SERLI Interactive Games with Deep Learning Integration

161

needs and child characteristics. This is supported by

research (Irawati, 2012) which shows that developing

educational games using the ADDIE model can

improve children's learning abilities through well-

integrated games. Furthermore, (Handayani, 2018) it

was underscored that meticulously crafted

educational games possess the potential to enhance

the social development of children, as play constitutes

a realm that is intimately familiar to them.

Moreover, the principal advancement of this study

is encapsulated in the application of deep learning

methodologies, which facilitate the game’s capacity

to adjust dynamically in response to the behavioral

patterns exhibited by children. This differs from

previous studies, which generally used static games.

The development of a treasure hunt game based on

paintings to facilitate the social and emotional

development of early childhood children is highly

feasible for use in learning, but has not yet integrated

adaptive technology like that developed in SERLI.

Overall, this investigation provides a substantial

advancement in the formulation of adaptive

educational games and the implementation of deep

learning methodologies within the realm of early

childhood education. The SERLI game is not only

statistically proven to be effective but also relevant to

the needs of education in the digital age, where

technology must be utilized to support children's

holistic development while maintaining the natural

and enjoyable essence of play.

This research further corroborates earlier

conclusions indicating that unsuitable educational

play materials can engender novel difficulties for

children, thereby rendering social development an

essential component. SERLI's interactive games

address this issue with designs tailored to the

developmental characteristics of 5-6-year-olds and

the needs of early childhood education curricula.

4 CONCLUSIONS

This research elucidates that the advancement of

SERLI Interactive Games, grounded in deep learning

methodologies, exerts a beneficial influence on the

enhancement of prosocial competencies in children

within the age bracket of 5 to 6 years. Employing the

ADDIE instructional design framework, this game

was adeptly developed in a manner that is responsive

to the requirements of educators, the distinctive

attributes of young learners, and the contextual

elements pertinent to early childhood pedagogy. The

evaluative findings indicate that the deployment of

this game significantly augments children's abilities

in collaboration, empathy, and compliance with

social norms (p < 0.01), while also producing

heightened levels of user satisfaction among both

educators and learners. Additionally, the game

integrates stimulation of children's social, motor, and

literacy aspects, addressing post-pandemic learning

challenges and overcoming the limitations of

conventional games. Therefore, SERLI Interactive

Games is an effective and relevant educational

innovation to support the development of young

children in the digital age.

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