Innovation in Designing Interactive Game-Based Tactile Carpets for

Sensory and Motor Stimulation in Early Childhood

Elvira Khori Ulni

, Effran Zudeta

and Amalia Husna

Universitas Negeri Padang, Indonesia

Universitas Mercubaktijaya, Indonesia

Keywords: Early Childhood Development, Sensorimotor Stage, Tactile Carpet, Multisensory Learning, Sensory

Stimulation, Texture Exploration.

Abstract: Early childhood is at a crucial stage of sensorimotor development, where learning occurs through direct

experiences such as touching, feeling, seeing, and moving. Therefore, learning media that can stimulate

multiple senses simultaneously is necessary to make information easier to understand and enjoy. One

appropriate medium for this need is a tactile carpet, an interactive carpet with a variety of textures and surfaces

specifically designed for children to explore. Tactile carpets not only provide sensory stimulation but can also

be linked to the introduction of various animals. Each area of the carpet has a different texture, and in each

area, relevant animals are introduced. Through this exploration, children not only learn to recognize various

types of textures but also connect sensory information with real-life concepts about animals and their

environment. Tactile carpets are linked to a game of finding animals among the many toys scattered on the

carpet's surface. This activity simultaneously develops motor skills, tactile sensitivity, imagination, and

naturally enriches children's vocabulary. Using the 5W + 1H approach, this tactile carpet was developed as a

fun and educational play-learning medium. The design process involved observations, interviews, and hands-

on testing with children to ensure the rug was safe, engaging, and developmentally appropriate. The tactile,

animal-themed rug is expected to be an effective learning tool for children, helping them understand the world

around them through fun, meaningful, and active exploration.

1 INTRODUCTION

Enjoyable learning creates a comfortable and

harmonious learning atmosphere, especially in early

childhood education. At this stage, learning takes

place through a playful learning approach, in

accordance with the characteristics of a child's world

which is full of exploration and play (Helleman et al.,

2023). Play stimulates various areas of development,

including cognitive, motor, and language skills, as

well as fostering creativity and problem-solving

abilities (da Silva et al., 2024; Fan et al., 2024). Play

encourages social interaction, improves

communication skills and relationships with peers,

which are crucial for academic success and emotional

well-being (Lubis, 2019). In addition, play is also

important for children's physical and mental health

https://orcid.org/0009-0002-7359-5634

https://orcid.org/0000-0001-8416-6873

https://orcid.org/0009-0006-7033-4892

(Dodd et al., 2021). Play is not only a fun activity, but

also the primary means for children to learn about the

world around them and develop various aspects of

development.

Early childhood is at a crucial stage of

sensorimotor development, where learning occurs

through direct experiences such as touching, feeling,

seeing, and moving. Therefore, multisensory

stimulation is essential to make the learning process

more meaningful and enjoyable. Involving multiple

senses in the learning process has been shown to

improve children's memory and concentration. A

study found that preschoolers who received

multisensory learning experiences showed up to a

35% increase in their cognitive abilities, particularly

in memory and attention (Dahua et al., 2024).

Children who learn through a multisensory approach

Ulni, E. K., Zudeta, E. and Husna, A.

Innovation in Designing Interactive Game-Based Tactile Carpets for Sensory and Motor Stimulation in Early Childhood.

DOI: 10.5220/0014069300004935

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 169-176

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

169

use all their senses, which helps strengthen neural

development. This approach is beneficial for children

with communication and language difficulties, as it

involves various sensory modalities that can

strengthen neural connections and improve learning

outcomes (Tubele, 2023). Providing appropriate

stimulation will support optimal cognitive, motor,

social-emotional, and language development in

children. One way to provide this stimulation is

through learning media designed according to the

child's developmental stage.

Learning media in the context of early childhood

must be able to involve various senses

simultaneously. Concrete and interactive media have

been proven to be more effective in building

children's understanding. Tactile media in early

childhood education includes various activities that

stimulate the sense of touch, such as touch through

massage, exploration of various textures, to

experiences related to body awareness

(proprioception) (Roziah, 2019). These activities

have an important role in supporting children's

psychomotor development and contribute to

improving cognitive abilities and social emotional

aspects and can improve children's neuromotor,

cognitive, and socio-affective development

(Camacaro, 2013). The importance of integrating

tactile experiences into educational activities, as a

means to build warmer communication and emotional

connections between educators and children. This

approach is considered capable of encouraging

comprehensive or holistic development in the early

childhood learning environment.

One innovative learning medium that supports

multisensory stimulation is tactile carpet, an

interactive carpet with a variety of textures and

surfaces specifically designed for children to explore.

Play environments designed with smooth textures,

both soft and hard, better support the duration of early

childhood play activities, and varied play surfaces

create a more engaging play environment and support

children's exploration (Zahra et al., 2019). In reality,

not all children have the opportunity to interact

directly with various natural textures such as grass

and rocks. Many parents in urban areas are very busy

working, so they rarely have time to play with their

children. Furthermore, the limited availability of

green open spaces in urban areas (PUPR, 2020) is a

challenge in itself, so children miss the opportunity to

experience the diversity of environmental textures

directly. In this context, tactile carpet can be a

practical and educational alternative solution. By

presenting textures that resemble real environments,

tactile carpets allow children to explore the sensation

of touching various surfaces without having to go to

a specific location. This approach aligns with the

concept of a simulated natural environment (Chawla,

2015), where natural elements are replicated in the

learning space to provide a multisensory experience

that benefits children's cognitive, motor, and

language development.

Interaction with various textures such as rough,

smooth, or springy on tactile carpets helps enrich

children's sensory experiences (Moreno, 2015). This

type of multisensory stimulation plays an important

role in strengthening sensorimotor nerve connections

in the brain, which support movement coordination,

perception, and responses to environmental stimuli

(Case-Smith & O’Brien, 2015). Tactile carpets not

only stimulate the sense of touch but can also be a

means of introducing real-world concepts, such as

animals. This learning activity can be enriched with a

game of finding animals among the many toys

scattered on the carpet's surface. This game combines

aspects of tactile exploration with visual search, thus

encouraging children to connect sensory information

(texture) with cognitive information (types of

animals). According to Zahra et al (2019), a learning

process that combines direct experience, exploration,

and reflection will strengthen conceptual

understanding as well as fine motor skills. In addition,

the activity of finding animals also trains focus,

concentration, and problem-solving skills, because

children must distinguish relevant toys (animals)

from inappropriate objects. According to Tūbele

(2023), play activities that involve sorting and

classifying objects according to certain categories can

develop logical thinking skills in early childhood.

Through the 5W + 1H approach (What, Who,

When, Where, Why, How), tactile carpets are

developed as educational and fun play-learning

media, which not only meet the needs of early

childhood sensory development but also support

contextual thematic learning. Toys that combine

visual, auditory, and tactile stimuli increase the

interest and engagement of children aged 3–6 years.

Integrated tactile stimulation also helps children build

descriptive vocabulary and understanding of objects

based on tactile sensations (Fan et al., 2024).

However, currently there are still many early

childhood children who do not have access to

learning media that are appropriate to their needs and

developmental stages. Therefore, this research is

important to develop innovative learning media based

on tactile carpets as an alternative solution that can be

integrated into the learning process in early childhood

environments.

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2 METHOD

This research is a type of research and development

(R&D). R&D is a research method used to produce a

product and test its effectiveness. This development

research refers to the ADDIE (analysis, design,

development, implementation, & evaluation)

development model. The research was conducted in

10 early childhood schools in Padang, West Sumatra.

The subjects tested for the tactile carpet media

product were feasibility test subjects. The product

feasibility was assessed by the experts involved: a)

Media experts who mastered media concepts; b)

Material experts who mastered early childhood

materials; and c) Early childhood teachers, consisting

of 5 teachers in the initial field trial and 18 teachers

in the main field trial.

= Σ x / N

Description

: Average score

Σ x :Total scores

N : Number of people assessing

The instrument used was a questionnaire. The

questionnaire was used by material experts, media

experts, and early childhood teachers. The

questionnaire functioned to assess product quality

and obtain suggestions for product development. The

study used two analytical techniques: qualitative

descriptive analysis and quantitative descriptive

analysis. Qualitative descriptive analysis presented

data in the form of assessments or reviews provided

by media experts, material experts, and teachers. The

results of the data analysis will serve as a basis for

product improvements. Quantitative descriptive

analysis is used to describe the data resulting from the

percentage analysis that has been made. Data

processing is obtained through a questionnaire in the

form of descriptive percentages from each subject to

determine product feasibility as follows:

Table 1: Product Eligibility Categories.

Score Interval Criteria

x ≥ 4.2 Very Goo

3.4 ≤ x < 4.2 Goo

2.3 ≤ x < 3.4 Fairly Goo

1.8 ≤ x < 2.3

ot Goo

x < 1.8 Ba

3 RESEARCH RESULTS

The listening text material which will be in the form

of 5W + 1H questions (What, Who, When, Where,

Why, How) which will be asked to early childhood

children when playing with tactile carpets is given to

material experts to then be assessed by filling out a

questionnaire on a scale of 4. The results of the

material expert's assessment can be seen in Table 2

below.

Table 2: Summary of Average Scores from Material

Expert Validation Results.

o Assessment Aspect

Average

Score

Category

1 Content Quality 4.33 Very Goo

2 Learning goal

ali

nmen

4.14 Goo

3 Feedback and adaption 5.00 Very Goo

4 Affective 4.83 Very Goo

5 Presentation design 4.85 Very Goo

6 Interaction 4.00 Goo

7 Accessibility 5.00 Very Goo

8 Usability 4.50 Very Goo

9 Standards compliance 4.50 Very Goo

Total 41.15

Average 4.57 Very Goo

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the cognitive, sensorimotor, and social-emotional

development of early childhood.

Table 4: Summary of Average Scores from Initial

Field Trial Results.

Assessment

Aspects

Assessment

Score

Total

score

Ave

Catego

1 2 3 4 5

1 Attractive 10 15 72 10 107 3.56 Goo

2 Easy to use 148 15 163 4.07 Goo

3 Content

Qualit

152 10 162 4.05 Goo

Total 437 11.68

Average 3.97 Goo

Media assessment during the initial field trial

phase showed overall good product results,

supplemented by suggestions for improvement. The

results of the initial field trial phase are shown in

Table 4 below.

Initial field trials, teachers as respondents

provided comments and suggestions The comments

from teachers were 1) The use of tactile carpet media

is very interesting and makes it easier to convey the

material. 2) The material is explained in a coherent

manner that is easy to understand for early childhood

In addition to positive comments, teachers provided

comments and suggestions for the products

developed as follows: 1) There should be a guidebook

for implementing learning using tactile carpets 2) The

design of the question cards is made with a colorful

design and added with interesting characters.

The results of the initial field trial showed that

teachers responded positively to the use of tactile

carpet media. Teachers considered this media very

interesting and made it easier to convey material to

early childhood. This is in line with the opinion of

Kmurawak & Setyaningsih (2020) that interesting

learning media can increase student attention,

motivate learning, and facilitate understanding of the

concepts being taught.

The teacher also mentioned that the material

presented through the tactile carpet media was

delivered in a coherent manner so that it was easy for

early childhood children to understand. According to

Sumarmi & Afendi (2022), early childhood children

are in the pre-operational stage, where the learning

process will be more effective if the material is

delivered in a structured manner, using concrete

media, and supporting direct experience. Tactile

carpet media designed with a coherent learning flow

helps children understand the material through

multisensory experiences. In addition to positive

comments, the teacher provided several suggestions

for product development. First, the need for a tactile

carpet usage guidebook. This guidebook will serve as

a guide for teachers in implementing the media,

starting from preparation, implementation steps, to

learning evaluation. According to Rosalianisa et al.

(2023), media usage guidelines play an important role

in ensuring consistency of application and

maximizing the benefits of the media in various

learning contexts.

Second, the teacher suggested that the question

card design be made more colorful and equipped with

interesting characters. Visual designs rich in color

and illustrations can increase learning motivation in

early childhood. Sudarsana et al. (2020) showed that

children are more interested in media that displays

bright visual elements and familiar characters,

because it can foster curiosity and trigger interaction.

The addition of characters to the question cards can

also function as a visual stimulus that strengthens the

association of learned concepts (Mardhatillah, 2021).

Overall, input from teachers at this initial stage is an

important foundation for refining the tactile carpet

media before wider scale trials. Improvements in

aspects of the user guide and visual design are

expected to increase the effectiveness of the media in

supporting the learning process in early childhood.

The main field trial received an overall rating of

"very good," with suggestions for improvement. The

results of the main field trial assessment can be seen

in Table 5 below.

Main field trial, teachers as respondents provide

comments and suggestions. The comments from

teachers are: 1) Tactile carpet media is now more

flexible to use 2) the appearance of the carpet is

attractive 3) easy to use. In addition to comments,

teachers provide suggestions for the products being

developed as follows: 1) tactile carpet media should

be produced in larger quantities so that it can be used

in many schools 2) various characters and animals

can be added

The results of the main field trial showed that

teachers as respondents gave positive comments on

the tactile carpet media developed. These comments

covered three aspects: flexibility of use, attractive

appearance, and ease of use. These three aspects

reflect that the developed media has met most of the

criteria for effective learning media (Rahman &

Nuraini, 2023), namely practicality, attractiveness,

and ease of use by both educators and students. The

flexibility of using tactile carpet media is an

important point, because it allows teachers to adjust

its use in various learning contexts, both in the

Innovation in Designing Interactive Game-Based Tactile Carpets for Sensory and Motor Stimulation in Early Childhood

173

classroom and outside the classroom. This is in line

with Mardhatillah's opinion (2021) that flexible

learning media can increase student engagement and

make it easier for teachers to adapt materials

according to needs. In addition, the visually appealing

appearance of the carpet can increase learning

motivation in early childhood. Media with an

attractive design can stimulate interest in learning and

increase children's attention to the material being

presented.

Table 5: Summary of

Average

Scores from the Main

Field Trial Results.

o Assessment

Aspects

Assessment

Score

Total

score

Ave

Catego

1 2 3 4 5

1 Attractive 6 316 135 457 4.23 Very

Good

2 Easy to use 3 396

20 619 4.29 Very

Good

3 Content

Qualit

396

25 621 4.31 Very

Goo

Total 1697 12.83

Average 4.28 Very

Goo

The ease of use of the media is also an advantage,

considering that teachers need tools that do not

require complicated operational procedures. This

ease makes the media more quickly adopted and used

sustainably (Kmurawak & Setyaningsih, 2020). This

is especially important in early childhood education,

where the focus of learning is on exploration,

interaction, and direct experience. In addition to

positive comments, teachers also provided

constructive suggestions for further development.

First, the tactile carpet media should be produced

more widely so that it can be used in various schools.

This suggestion shows the potential for wider product

implementation (scalability), which is in line with the

principle of diffusion of innovation in education

(Rohibni et al., 2022), where the dissemination of

media that has been proven effective needs to be

pursued so that its benefits can be felt by more

students.

Second, adding a variety of characters and

animals to the tactile carpet media is considered to

increase attractiveness and expand learning content.

According to multisensory learning theory (Case-

Smith & O’Brien, 2015), variations in shapes, colors

and objects introduced through tactile media can

enrich children's learning experiences, help develop

vocabulary, and strengthen associations between

visual, tactile and language experiences. Thus, the

findings of this trial not only confirm the success of

the initial design of tactile carpet media, but also

provide useful input for further product development,

both in terms of distribution and content variations.

Strengthening the aesthetic aspects and media content

will further increase the potential of tactile carpet

media to become an adaptive, interesting and

effective learning tool for young children.

The final form of the product developed is a tactile

carpet for early childhood. The tactile carpet was

developed from 4 main components, namely 1) A

carpet consisting of 4 textures, namely stone, grass,

foam, fur in the form of a puzzle and can be

disassembled 2) Animal miniature toys, 3) a

guidebook for using the tactile carpet 4) 5W + 1H

statement cards (What, Who, When, Where, Why,

How)

Figure 1: The carpet consists of 4 textures, namely fur,

stone, grass and soft foam.

Figure 2: Carpets can be put together like a puzzle.

Figure 3: Miniature Animals and other Toys to use in the

game of finding animals on the carpet.

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Figure 4: Question Card.

Figure 5: Guide Book.

The general description of the implementation of the

tactile carpet in the guidebook is as follows: (1) Many

toys are spread on the surface of the carpet and

children are asked to look for the animal requested by

the teacher (2) After finding the toy, children are

asked to take a question card and children are asked

to answer the question, the question in question is

according to the animal taken (3) If the child is

successful in answering the child can play with the

toy, if not the child must return the toy to the carpet.

4 CONCLUSION

The use of tactile carpets in early childhood learning

is used to enrich sensory experiences through direct

interaction with various textures, such as smooth,

rough, hard, soft and fluffy. This media not only

stimulates the sense of touch, but also helps children

connect tactile experiences with real concepts while

playing with animals. The design of the tactile carpet

that can be disassembled like puzzle pieces, with

good visual and functional quality, facilitates storage,

maximizes the variety of activities, and extends the

media's lifespan. Support from media experts

indicates that this carpet has met the criteria for

learning eligibility, although constructive feedback is

still needed for quality improvement. The tactile

carpet also uses a guidebook to facilitate use. With

proper application, tactile carpets have the potential

to be an effective, fun, and multifunctional

educational tool to develop fine motor skills, enrich

vocabulary, build imagination, and strengthen

children's sensorimotor nerve connections.

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