QR Code-Based Animated Videos to Improve Early Childhood

Numeracy Literacy Skills

Dadan Suryana

and Resa Tifeni Az-Zahra

Early Childhood Education, Universitas Negeri Padang, Jl. Prof. Dr. Hamka, Padang, Indonesia

Keywords: Animated Video, Digital Learning Media, Early Childhood, Numeracy Literacy, QR Code.

Abstract: Early Childhood Education (PAUD) has an important role in forming the basic foundation for the

development of children's cognitive abilities, including numeracy literacy. Numeracy literacy not only

prepares children in the concept of number recognition, but also involves the ability to understand patterns,

many-little concepts, as well as basic operations such as addition and subtraction. This study aims to explore

how animated videos accessed through QR Codes affect early childhood numeracy literacy skills. The

methodology in this study uses a descriptive qualitative approach. The data collection technique is by

conducting observations, interviews with teachers and parents, and learning documentation in PAUD. Data is

analyzed through several stages, namely data reduction, data presentation, data conclusion, and data validation

using triangulation. The results of the study show that the use of animated videos as a learning medium

accessed through QR Codes, is able to increase children's understanding of numeracy concepts, as well as

build interest in learning. However, challenges related to limited access to technology in some areas are the

main obstacles that need further attention. This study suggests the importance of developing technology-based

learning media that is easily accessible and relevant to the needs of early childhood.

1 INTRODUCTION

Early childhood education is a fundamental stage in

forming the basis of children's cognitive, social,

emotional, and motor development. During this time,

proper stimulation is needed so that all aspects of

child development can grow optimally (Suryana,

2016). Cognitive abilities are fundamental that guide

children's behavior, including improving the ability to

understand abstract symbols in manipulating the

environment. Thinking ability can affect many things,

such as the ability to learn, solve problems, and speak

language (Suryana, 2018). Cognitive abilities are one

of the abilities that must be improved in the early

years of a child which is a critical time to invest in

building human resources (Pushparatnam et al.,

2021). Children can learn various concepts for

cognitive development, including the concepts of

color, shape, direction, numbers, numbers, and others

(Nurtaniawati, 2017). One of the cognitive

development of children is numeracy literacy skills

that need to be introduced from an early age.

https://orcid.org/0000-0002-0953-3124

Numeracy literacy is a basic skill that includes not

only numeracy skills, but also an understanding of the

concepts of numbers, patterns, sizes, comparisons,

and simple mathematical logic. Numeracy literacy is

very important to be instilled from an early age

because it is the foundation for the development of

logical thinking skills and problem solving in the

future. Therefore, this process must be packaged in an

attractive way so as not to exert pressure that can

interfere with children's development (Hulukati &

Yunitasari, 2024).

The use of media in the learning process aims to

enrich children's learning experiences. However, the

reality on the ground shows that the implementation

of numeracy learning in early childhood education

institutions still faces various challenges. One of the

prominent problems is the lack of competence of

educators in designing and implementing meaningful

and contextual numeracy literacy learning (Anisa

Nurmina & Mulyani, 2023). The learning approach

used must be designed in such a way that it is not only

fun, but also able to provide opportunities for children

252

Suryana, D. and Az-Zahra, R. T.

QR Code-Based Animated Videos to Improve Early Childhood Numeracy Literacy Skills.

DOI: 10.5220/0014069800004935

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 252-257

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

to explore and develop their potential in an integrated

manner (Suryana, 2024). The concept of numeracy

literacy is often presented in a monotonous and

abstract manner, so that children have difficulty

understanding the concepts offered. Many PAUD

teachers do not have a comprehensive understanding

of numeracy literacy learning strategies that are in

accordance with the stages of child development

(Diana Fitri et al., 2023). The lack of interesting and

interactive learning media causes children to quickly

lose focus and interest in learning. Effective learning

media helps children recognize shapes, colors, and

images, as well as improve focus and learning

outcomes (Rupnidah & Suryana, 2022).

As information technology, learning methods

and media undergo transformation, advances in

digital technology provide a great opportunity to

enrich learning methods. In this context, the

integration of technology such as animated videos

and QR Codes can be a medium that supports active,

concrete, and appropriate learning practices in

accordance with the characteristics of early childhood

(Suryana, 2021). One of them is through the use of

animated videos that have the potential to present the

concept of numeracy literacy with attractive visuals,

easy-to-understand narratives, and contextual

storylines (Shofia & Dadan, 2021). However, the

challenge in the implementation of digital media is

the issue of accessibility and device limitations. To

bridge these challenges, the use of QR Codes (Quick

Response Codes) is a practical solution. With QR

Codes, digital content such as animated videos can be

accessed quickly by simply scanning the code

through a device. When combined with educational

animated videos, these media can create a more

visual, auditory, and enjoyable learning experience

for children (Papadakis et al., 2018; Arsyad, 2015).

This approach not only makes it easier for teachers

and parents, but also introduces children to the use of

technology in a contextual and directed manner (Az-

Zahra et al., 2025).

2 LITERATURE REVIEW

Visual/animated media to improve early reading

literacy skills: for example, in elementary school

students, the average score increased from 67.82 to

76.73 and classical completeness from 56.52% to

86.95% (Maryono & Budiono, 2020). QR Codes in

Early Childhood Literacy A study on "QR Code-

based pictorial word dice media" for children aged 5–

6 years showed an increase in early reading skills

among which 2 out of 5 children experienced

development, while 3 others have developed as

expected (Hanadiah & Rohmalina, 2023).

One of the uses of technology in the world of

education, especially in learning media, is the use of

QR Codes (Quick Response Codes). QR Code is a

type of two-dimensional barcode introduced by a

Japanese company, namely Denso Wave, in 1994.

Although it has been around for almost 23 years, the

benefits of QR Codes remain very significant (Majid

et al., 2021). QR Codes in learning allow for the

integration of multimedia information such as videos,

text, and images that are easily accessible. Research

on QR Code-based books shows that this media is

effective in developing the cognitive aspects of

children aged 5–6 years with media and material

validation scores reaching the "good" category

(around 78–79%), and children's assessment results

reaching 85% "good" (Mowafi & Abumuhfouz,

2020).

The use of QR Codes in learning media makes it

easier for educators to apply and access them.

Previously, there was quite a lot of information, with

the existence of a QR Code that can be stored in the

form of a simple code and can be accessed quickly

through a scanner. QR Codes can be placed in a

variety of media, including textbooks, posters,

worksheets, or presentations, making it possible to

quickly access additional information, videos,

websites, or other resources that support learning.

However, it is important to ensure that the content

delivered through QR Codes is relevant, qualified,

and appropriate to the learning objectives. In addition,

the use of QR codes in learning media also requires

the accessibility of appropriate devices and internet

connections, which may be obstacles or certain

learning environments. This is a challenge and

readiness to provide infrastructure facilities such as

smartphones, tablets and internet connections to

access the barcode so that learning media can be

accessed and learned optimally.

3 METHOD

The methods section explains the research methods

used including the research design, the research

subject, and the research procedure.

Research Design

The methodology in this study is qualitative

descriptive. Qualitative research, according to

QR Code-Based Animated Videos to Improve Early Childhood Numeracy Literacy Skills

253

Bogdan and Taylor, is a research procedure that

produces descriptive data in the form of written or

spoken words from people and observable behaviors

(Moleong, 2010). Bogdan and Biklen (1982) stated

that qualitative research has a natural background as

a direct source of data and the researcher is a key

instrument. In essence, researchers are the main data

collection tool.

Research Subject

The research was conducted at one of the PAUD

institutions in Padang City, Indonesia. The subjects

consisted of 16 children aged 5–6 years, 1 classroom

teacher, and 2 parents who were directly involved in

the learning process.

Research Procedure

Data collection techniques use observation and

interviews. Data collection techniques in qualitative

research can generally be grouped into two methods

of data collection techniques, namely interactive and

non-interactive. In this study, the author uses

interactive techniques including observation and

interviews. The observations made were participant

observations. Participant observations are in-depth

observations by blending into the middle of the

research subject. Marshall (2011) stated that through

observation, researchers study the behavior and

meaning of the behavior. Observations were carried

out to determine the ability of early childhood

numeracy literacy in utilizing QR Code animation

videos as a learning medium. Observations are

carried out in an unstructured manner. Meanwhile,

interviews, according to Sugiyono (2018), are a data

collection technique if the researcher wants to

conduct a preliminary study to find out the problem

that must be researched or if the researcher wants to

know more in-depth things from the respondents.

Interviews are a data collection technique with a

question and answer method that is carried out

systematically based on certain objectives. Interviews

were conducted with children and teachers of grade

B1 Arafah Kindergarten. Through interviews, it is

sought to dig deeper information about children's

abilities in the field of early numeracy literacy.

Interviews are conducted in a structured and face-to-

face manner. The questions asked to the child are

adjusted to the field conditions, meaning that the

questions are natural. The questions asked were

questions about the identity of the child and questions

that supported the research. The interview

questionnaire is as follows:

Questions for students:

What's your name? Where is your home? Who took

you to school?

Let's see, what image is that? (student A: "Cow,

Chicken, and Goat")

Try to count how many cows there are, how many

sheep there are and how many chickens?

Try to choose which animal has a bigger body?

Sort the animals from small to large.

Questions for teachers:

Has early childhood been introduced to early

numeracy literacy?

How can mothers teach the basic concept of

numeracy literacy for early childhood?

What media do you use?

Are there any obstacles in children understanding

the concept of numeracy literacy?

Data obtained from observations and interviews

were analyzed. Data analysis was carried out

qualitatively with the stages of data reduction, data

presentation, and conclusion drawing (Miles &

Huberman, 1994). The data is encoded and

categorized into main themes such as children's

attention, learning interactions, and understanding of

numeracy concepts. At this stage, the author explains

what is seen, heard, felt, and questioned. The author

reduces all the information obtained by sorting

through the data or selecting which data is interesting,

important, useful, and new. Based on these

considerations, the data is then grouped into various

categories that are determined as the focus of the

research.

The next stage is data presentation, which is the

presentation of information obtained from the data

reduction process, then organized and presented with

a narrative text model. The next stage is the drawing

of conclusions and verification of data that has been

rejected, focused, and systematically compiled, then

concluded, for the next search for new data, as a test

of the provisional conclusions obtained.

The final step is data validation using triangulation.

Triangulation is a data collection technique that

combines various data collection techniques and

existing data sources. Researchers are involved with

the daily activities of people who are observed or used

as sources of research data. Triangulation is a data

validity check technique that uses other things in

comparing interview results with research objects

(Moloeng, 2019). The goal is to examine and

compare the data. In line with this opinion, Cresswell

(2014) states that data triangulation aims to compare

the answers between participants and the experiences

of fellow researchers who collect data.

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4 RESULTS AND DISCUSSION

Varied learning media are needed to support the

success of learning outcomes. QR Code learning

media is an innovation in the development of learning

media in the world of education. QR Code was

created to facilitate and store the exchange of

information quickly using electronic devices that

have cameras such as mobile phones and tablets. QR

Codes can be used in learning as a tool to provide

direct access to a variety of educational resources

including additional texts, videos, images, websites

or apps that can support learning.

In this study, QR codes were placed on learning

media in the form of animated videos that contain

teaching materials related to the basic concept of

early numeracy literacy introduction in early

childhood. The animated video is uploaded on google

drive then the video upload link is converted into a

QR Code. Where the QR Code will be scanned by

teachers, students and parents during learning. The

following is the QR Code-based teaching media used

in this study.

Figure 1: QR Code Animated Video.

Before starting learning activities, teachers can

prepare a smartphone or tablet to scan this QR Code,

the QR Code that is successfully scanned will appear

a learning video in the form of animations related to

the material being taught, namely the basic concept of

numeracy literacy with the topic of animals and the

sub-topic of livestock. Students are asked to watch the

animated video and the teacher can pause the video

for a moment every question which then the child is

given the opportunity to answer according to the

animated video he sees.

The selection of QR Codes for access to learning

media is convenient for teachers and parents because

through the QR Code they can be accessed easily and

can be read anywhere because they can be stored on

each smartphone. This study aims to examine the

effectiveness of QR Code-based animated videos in

improving early childhood numeracy literacy.

Through a descriptive qualitative approach, the

researcher collected data through observation,

interviews, and documentation of learning activities

in PAUD institutions using QR Code media. The

results showed that the use of this media significantly

increased the attention, active participation, and basic

numeracy understanding of children aged 5–6 years.

The use of QR Code-based animation videos in

numeracy learning has been proven to provide

effective stimulation for early childhood, especially

in terms of number recognition and simple counting

concepts. This is in line with the view of Suryana

(2018), who emphasizes the importance of

stimulation during the golden age of child

development to optimize all aspects of cognitive

ability, including numeracy skills.

One of the main findings shows that children

become more focused and enthusiastic in

participating in numeracy activities when learning

media is delivered through animated videos accessed

using QR Codes. Children show high interest by

actively scanning the QR Code using the device

provided by the teacher, listening carefully to the

video, and following the song or numeracy

instructions in the video. This interest creates a

conducive learning atmosphere, where children who

were previously less focused on learning become

more cognitively and emotionally engaged. This is in

line with the multisensory learning theory which

states that visual and auditory stimulation can

strengthen information absorption in early childhood

(Arsyad, 2015).

In addition to increasing attention, the use of

animated video media also contributes to accelerating

the understanding of numeracy concepts. In the two

weeks of the activity, most of the children were able

to recognize the numbers 1 to 20, count the number

of objects, and understand larger and smaller

concepts. This ability develops faster than

conventional methods previously used by teachers.

The teacher stated that video media helps to

strengthen the visualization of the concept of

numbers, because children not only hear

explanations, but also see concrete representations in

the form of animations and songs. Thus, children

more easily associate number symbols with actual

numbers, reinforcing their numerical mental

representation as described in Piaget's theory of

constructivism (Slavin, 2012).

Researchers also found that children began to

show independence in the learning process. This

attitude shows the emergence of intrinsic motivation

in the numeracy learning process, where children feel

happy and interested in learning without pressure

from teachers or parents. Some children even show

QR Code-Based Animated Videos to Improve Early Childhood Numeracy Literacy Skills

255

the initiative to share with friends, suggesting that this

medium also stimulates social interaction and

cooperation between children. This corroborates

Vygotsky's theory of the importance of social aspects

in early childhood learning, where interaction with

the environment and technology can accelerate the

development of the child's proximal zone (Vygotsky,

1978).

The response of teachers and parents to the use of

QR Code media is also very positive. Teachers feel

helped in delivering material because animated

videos are visually able to simplify abstract numeracy

concepts (Sholikah & Lestari, 2022). On the other

hand, parents find this medium practical and

interesting because it can be accessed at home just by

scanning the code using a smartphone (Yulianingsih

& Hadi, 2020). This creates a continuity of learning

between home and school, as well as strengthens

parental involvement in children's education. With

QR Codes, children can learn in a flexible and fun

atmosphere, even outside of formal learning hours.

However, this study also noted challenges in its

implementation, namely limited devices and internet

connections are obstacles for some PAUD institutions

and parents. Nonetheless, these barriers can be

overcome by providing shared devices in schools, as

well as brief training to teachers and parents on how

to use QR Code technology optimally (Wu et al.,

2012; Resa et al., 2024).

Overall, the findings of this study are consistent

with previous studies that showed that QR Code-

based learning media and digital animation can

improve the cognitive aspects of early childhood

(Putri, 2023; Rosyidah et al., 2024). The descriptive

qualitative approach in this study allows a thorough

exploration of children's learning experiences and

adult perceptions, as well as provides an overview of

the context of real technology implementation in the

PAUD classroom. By integrating simple yet

interactive technology like QR Codes, learning

numeracy in early childhood can become more

engaging, fun, and meaningful.

5 CONCLUSIONS

QR Codes have been widely used in various fields of

life. QR Codes can also be used in the world of

education. The use of QR Codes in this study is

placed in learning media in the form of animated

videos. QR Code-based learning media can provide

convenience for teachers and parents to access

information provided by educators. The use of

animated videos based on QR Code technology has

been proven effective in improving early childhood

numeracy literacy. This media is able to attract

children's attention, accelerate the understanding of

number concepts, and encourage independence and

motivation to learn. Children become more active and

involved in the learning process, while teachers and

parents consider this medium practical and supports

learning at home. Despite technical challenges such

as device and connection limitations, these barriers

can be overcome with simple mentoring and training.

Thus, this media is worthy of being developed and

applied more widely in the early childhood education

environment.

ACKNOWLEDGEMENTS

The author would like to thank the principals,

teachers, children, and parents in PAUD institutions

who have provided support and participation in the

implementation of this research. The author also

thanked the organizers of the 7th International

Conference Early Childhood Eduation. Hopefully the

results of this research can make a positive

contribution to the development of numeracy literacy

learning media in early childhood education.

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