The Effect of the 'Ocean Numbers' Interactive Multimedia on

Early Numeracy in Young Children

Amalia Husna

, Serli Marlina

, Nur Hazizah

, Rismareni Pransiska

, Elvira Khori Ulni

Tisna Syafnita

, Nik Nur Azizah Nik Halman

and Resyarusyda Parandrengi

Universitas Negeri Padang, Padang, Indonesia

Universiti Sultan Zainal Abidin, 21300 Kuala Nerus, Terengganu, Malaysia

Universitas Jambi, Jambi, Indonesia

Keywords: Early Childhood, Early Numeracy, Interactive Multimedia, Ocean Numbers.

Abstract: Early numeracy skills are one of the fundamental foundations for children’s future mathematical development.

However, various studies show that early childhood numeracy skills in Indonesia are still relatively low, while

teachers’ instructional practices tend to be monotonous and lack the use of innovative media. This study aims

to examine the effectiveness of the interactive multimedia Ocean Numbers in improving early numeracy skills

of young children. This research employed a quantitative approach with a quasi-experimental design using a

One Group Pretest-Posttest Design. The subjects were 27 children aged 5–6 years at TK Pembina Danau

Kerinci, selected through purposive sampling. The research instrument was an early numeracy test that had

undergone expert validation, empirical validity testing, and reliability testing, and was declared feasible for

use. Data analysis included normality testing, paired sample t-test, and N-Gain analysis. The results indicated

a significant difference between pretest and posttest scores, with the mean score increasing from 43.95 to

83.95 (sig. 0.000 < 0.05). The N-Gain score of 0.71 was categorized as high, indicating that the interactive

multimedia Ocean Numbers was effective in enhancing children’s early numeracy skills. Thus, this study

strengthens the evidence that interactive multimedia can serve as an innovative and practical learning medium

for early childhood teachers in facilitating engaging and meaningful numeracy learning.

1 INTRODUCTION

Early childhood refers to individuals from birth to six

years of age. This period is often called the golden

age because children experience very rapid

development and it becomes a critical stage for their

subsequent growth. If this period passes without

appropriate stimulation, children may encounter

difficulties, and in some cases, may no longer have

the opportunity to achieve the developmental

milestones expected during this stage (Santrock,

2019). Therefore, children at this age require proper

stimulation to ensure optimal development, while

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

https://orcid.org/0000-0002-1336-5071

https://orcid.org/0000-0002-6598-4480

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

https://orcid.org/0009-0008-6033-9360

https://orcid.org/0000-0002-4631-8095

also anticipating and addressing potential problems as

early as possible.

Cognitive ability is one of the essential skills to be

enhanced in the early years of a child’s life because

this period is critical for investing in the development

of high-quality human resources (Pushparatnam et

al., 2021). Cognitive development significantly

influences the growth of other developmental

domains in the child’s life (Anida & Eliza, 2020). In

developing this aspect, children can learn various

concepts such as color, size, shape, direction,

numbers, magnitude, and so on (Rakimahwati, 2014).

Husna, A., Marlina, S., Hazizah, N., Pransiska, R., Ulni, E. K., Syafnita, T., Halman, N. N. A. N. and Parandrengi, R.

The Effect of the ’Ocean Numbers’ Interactive Multimedia on Early Numeracy in Young Children.

DOI: 10.5220/0014070000004935

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 97-103

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

One of the important skills in early childhood

cognitive development is mathematical ability

(National Research Council, 2009; Utoyo et al.,

2025). Within mathematics, an area that needs to be

developed is early numeracy. Early numeracy skills

in young children are related to the ability to solve

basic problems and apply mathematics in daily life.

Early numeracy is not merely about counting

numbers, but also encompasses the foundations of

mathematical reasoning acquired from an early age

(Wardhani et al., 2021).

Numeracy is one of the cognitive skills that should

be developed (Rakimahwati, 2014). Meta-analysis

findings show that early numeracy skills are

predictors of children’s future academic achievement

(Duncan et al., 2007) These skills serve as the

foundation for later learning and are considered one

of the main goals of education (Hendrix et al., 2020).

Numeracy activities before entering elementary

school are crucial for the development of early

numeracy in preschool-aged children (Reid &

Andrews, 2016).

Early numeracy skills in preschool represent an

early form of support that helps children develop

before entering formal schooling(Reid & Andrews,

2016). Countries such as Australia, the United States,

and the United Kingdom have even prioritized

mathematics and numeracy skills development as part

of their national education agenda through systemic

initiatives(Wright et al., 2006). Considering the

importance of early numeracy, young children need

to possess adequate numeracy skills.

One of the effective ways to improve early

numeracy skills is through the use of technology-

based learning media. The rapid development of

technology affects almost all aspects of life, including

education. Technology can have positive effects on

children’s development if utilized appropriately, such

as through the provision of educational content (Emi

et al., 2024; Sulistyaningtyas et al., 2023)Today,

many children prefer to play and learn using Android-

based devices, requiring teachers and parents to

anticipate this by providing suitable educational

media. Early childhood teachers are expected to be

capable of utilizing technology to provide learning

media (Ferry Darmawan et al., 2024; Novaliendry et

al., 2022). One of the media that can be used to

enhance early numeracy skills is interactive

multimedia.

Multimedia refers to the presentation of

information using various forms such as text, sound,

images, illustrations, animations, or videos (Mayer,

2014). This media can create realistic, interactive, and

effective learning contexts, stimulate all children’s

senses, and allow learners to control their own

learning processes.

Previous studies have shown that the application

of interactive multimedia has a positive effect on

early childhood numeracy (Fathimah & Ishartiwi,

2018; Makulua et al., 2024; Norita & Hadiyanto,

2021; Syarfina et al., 2023). It has been proven to

improve numeracy skills of children aged 5–6 years.

Moreover, interactive multimedia enables teachers to

provide engaging and enjoyable numeracy learning

tailored to children’s developmental needs.

Observations conducted at TK Pembina Danau

Kerinci indicated that several children aged 5–6 years

had not yet mastered basic number concepts, the

relationship between numbers and quantities,

comparison of amounts, and simple addition and

subtraction operations. The low level of early

numeracy skills was suspected to be due to the limited

use of instructional media, such as blackboards,

worksheets, and simple tools. This situation made

mathematics learning monotonous and less engaging

for children. In fact, early childhood learning requires

attractive media so that children do not become easily

bored and are able to maintain concentration for

longer periods (Zaini & Dewi, 2017).

Based on these problems, this study offers a

solution through the use of the interactive multimedia

“Ocean Numbers,” a learning medium with an

engaging design that suits children’s characteristics.

It is packaged with a sea animal theme and contains

various numeracy activities aligned with the early

childhood curriculum. This medium integrates

animated materials, educational videos, and learning

games designed to provide joyful learning

experiences while stimulating early numeracy skills

across different aspects. This study aims to examine

the effect of the use of “Ocean Numbers” Interactive

Multimedia on early numeracy skills in young

children.

2 THEORETICAL REVIEWS

2.1 Early Childhood Cognitive

Development

Cognitive development in children is the process

through which they acquire, organize, and utilize

knowledge. Piaget defines cognitive development as

the progression of mental processes in the way

children think. His theory of cognitive development

stages even became the foundation of the "cognitive

revolution," emphasizing the importance of mental

activity in child development. According to Piaget,

ICECE 2025 - The International Conference on Early Childhood Education

cognitive development must be stimulated from

infancy through motor activities (Papalia & Olds,

2011).

Furthermore, Piaget divides cognitive

development into four stages. First, the sensorimotor

stage (birth–2 years), where infants acquire

knowledge of themselves and their environment

through sensory experiences and motor activities.

Second, the preoperational stage (2–7 years), when

children understand the world through mental

representations and symbolic thinking using images

or signs. However, at this stage, they still face

limitations such as egocentrism and centration. Third,

the concrete operational stage (7–11 years), when

children begin to think logically about concrete

events, egocentrism decreases, and they are able to

understand concepts of conservation and

classification. Fourth, the formal operational stage

(11 years and above), when children are capable of

abstract, idealistic, and logical thinking (Santrock,

2019).

In addition to Piaget explain that cognitive

development is one of the major distinctive aspects

within the five periods of child development. First, in

the prenatal stage (conception–birth), the fetus

already demonstrates the ability to learn, remember,

and respond to sensory stimuli. Second, infancy and

toddlerhood (birth–3 years), when children begin to

learn and remember, and by the end of the second

year develop the ability to use symbols and solve

problems. Third, early childhood (3–6 years), when

children still think egocentrically, but memory and

language develop rapidly, making intelligence more

predictable. At this stage, preschool or kindergarten

experiences provide essential stimulation for

cognitive development. Fourth, middle childhood (6–

11 years), when children begin to think logically

about concrete events, egocentrism declines, and

memory and language abilities increase, thereby

supporting formal school learning. Fifth, adolescence

(11–20 years), when individuals are able to think

abstractly and use scientific reasoning, although some

immature thinking may still be observed in certain

individuals (Papalia & Olds, 2011).

Based on these explanations, it can be concluded

that early childhood cognitive development falls

within the preoperational stage according to Piaget.

At this stage, children employ symbolic thinking and

learn through representations of images or concrete

objects. Therefore, stimulating cognitive

development in early childhood should involve the

use of learning media enriched with visual symbols,

images, and concrete objects as tools to facilitate their

thinking processes.

2.2 Early Numeracy Skills in Early

Childhood

Etymologically, the term early numeracy comes from

English, consisting of two words: early, meaning

“beginning” or “early,” and numeracy, meaning

“counting.” Thus, early numeracy can be interpreted

as early counting skills in children.

According to Chan & Scalise (2022)early

numeracy skills are informal abilities such as

counting and comparing numerical magnitudes that

children acquire before entering formal education.

These skills have been proven to be an important

predictor of children’s later mathematical

achievement. Early numeracy in young children is

also closely related to basic problem-solving skills

and the application of mathematical concepts in daily

life. Adedoyin & Chisiyanwa (2018)emphasize that

preschoolers’ numeracy skills include number

understanding, counting ability, solving number

problems, measuring, ordering, recognizing patterns,

as well as performing simple operations such as

addition and subtraction.

In addition, early numeracy skills are one of the

essential forms of stimulation provided in early

childhood as the foundation for cognitive

development and early learning contexts before

entering formal schooling (Reid & Andrews, 2016).

Numeracy is even considered one of the cognitive

skills that must be developed from an early age

(Rakimahwati, 2014).

A meta-analysis by Duncan et al. (2007)shows

that early numeracy skills are a strong predictor of

children’s future academic performance. Therefore, it

is crucial for children to develop a solid foundation of

numeracy skills (Elliott et al., 2021). Numeracy

activities in preschoolers are regarded as an important

concept in developing early numeracy before they

enter primary school (Reid & Andrews, 2016).

Awareness of the importance of numeracy has even

become an educational priority in many countries,

such as Australia, the United States, and the United

Kingdom, which have systematically implemented

various initiatives to enhance early math and

numeracy skills in young children (Wright et al.,

2006).

Based on the above discussion, it can be

concluded that early numeracy skills in young

children encompass basic problem-solving abilities

and the application of mathematics in everyday life.

These skills are not only limited to counting numbers

but also include the foundations of mathematical

reasoning. Since they serve as a crucial predictor of

future academic achievement, the development of

The Effect of the ’Ocean Numbers’ Interactive Multimedia on Early Numeracy in Young Children

early numeracy skills from an early age is highly

important.

2.3 Interactive Multimedia

Multimedia refers to the presentation of information

through various forms of media, such as text, sound,

images, illustrations, animations, and videos (Mayer,

2014) According to Liu (1996, p. 3), interactive

multimedia can create a more realistic learning

context, stimulate multiple senses, and provide

effective learning experiences for children.

The main components of interactive multimedia

include text, graphics, audio, video, and animation

(Banerjee, 2019; Savov et al., 2019)However, not all

elements must be incorporated into one program, at

least two multimedia elements should be used,

provided that their combination is complementary

and does not confuse users. In this way, the learning

message can be effectively conveyed.

Multimedia is one form of instructional media that

is effective in increasing children's learning interest,

as it can present learning materials in a more

engaging, interactive, and easily understandable way

(Miaz, Erwin, et al., 2019; Miaz, Helsa, et al., 2019).

In the context of this study, the interactive

multimedia used is Ocean Numbers, which integrates

animated learning materials, animated videos, and

educational games. Animated videos have been

proven to be enjoyable and capable of enhancing

numeracy skills, as well as supporting children’s

cognitive development (Raudha et al., 2024; Sirait et

al., 2023). Meanwhile, educational games allow

children to learn through play (Kavak, 2022). The

combination of these three elements makes Ocean

Numbers an engaging, enjoyable, and effective

learning medium for improving young children’s

early numeracy skills.

3 RESEARCH METHOD

This study employed a quantitative research approach

with a quasi-experimental design. The design used

was a One Group Pretest–Posttest Design, in which

the research subjects were given a test before the

treatment (pretest), then received treatment in the

form of using the interactive multimedia “Ocean

Numbers”, and afterward were given the same test

again (posttest). This design was intended to

determine the difference in early numeracy skills of

young children before and after the treatment.

The research subjects were 27 children aged 5–6

years in Kindergarten B at TK Pembina Danau

Kerinci. The sampling technique used was purposive

sampling, with the following considerations: (1)

children aged 5–6 years, (2) had not previously

received learning through interactive multimedia, and

(3) parents provided consent for their children to

participate in the study.

The instrument used in this study was an early

numeracy skills test for young children, codified from

numeracy indicators developed by several experts.

The instrument underwent expert validation to ensure

content appropriateness with the construct being

measured and was pilot-tested with young children to

examine its empirical validity and reliability. The

pilot test results indicated that the instrument

possessed good validity and reliability, making it

feasible to be used as a measurement tool in this

study. This instrument is also in the process of being

published in an accredited journal under the title

“Development of an Assessment Instrument for Early

Numeracy Skills in Young Children”, which has been

accepted for publication in Jurnal Pendidikan Anak

Usia Dini Undiksha, Vol. 13 No. 3 (2025), December

edition.

Data analysis was carried out in several stages:

1. Normality Test, to ensure that the pretest and

posttest data were normally distributed.

2. Hypothesis Testing, using the Paired Sample t-

Test (if the data were normally distributed) to

examine significant differences between pretest

and posttest scores. If the data were not normally

distributed, the Wilcoxon Signed Rank Test was

applied.

3. N-Gain Test, to determine the level of

improvement in children’s numeracy skills from

pretest to posttest and to measure the

effectiveness of the interactive multimedia

“Ocean Numbers.”

The results of the analysis were used to determine

whether the use of “Ocean Numbers” had a

significant effect on the early numeracy skills of

young children.

4 RESULTS AND DISCUSSION

4.1 Results

Data were analyzed using a normality test, paired

sample t-test, and N-Gain test. The normality test

aimed to ensure that the pretest and posttest data were

normally distributed. The results of the normality test

are presented in Table 1.

ICECE 2025 - The International Conference on Early Childhood Education

100

Table 1: Results of the Normality Test.

Tes

Kolmogorov-

Smirnov Sig.

Resul

Pretes

0,200

ormal

Posttes

0,200

ormal

Based on Table 4.19, the significance value for

the pretest was 0.200 > 0.05, and for the posttest was

0.200 > 0.05. Therefore, H₀ was accepted, indicating

that the data were normally distributed.

Consequently, the analysis was continued using the

paired sample t-test.

Table 2: Results of the Paired Sample t-Test.

Test Pai

Mean

Difference

t df Sig. (2-

tailed)

Posttes

Pretes

40 22,638 26 ,000

As shown in Table 2. the significance value (2-

tailed) was 0.000 < 0.05, thus H₀ was rejected. This

means that there was a significant difference between

the pretest and posttest scores of early numeracy

skills after the implementation of the interactive

multimedia Ocean Numbers.

Descriptively, the pretest results showed that 22

children were in the “Beginning to Develop” (Mulai

Berkembang/MB) category, and 5 children were in

the “Developing as Expected” (Berkembang Sesuai

Harapan/BSH) category, with an average score of

43.95. After the treatment, the posttest results

indicated an improvement, with 18 children in the

“Very Well Developed” (Berkembang Sangat

Baik/BSB) category and 9 children in the

“Developing as Expected” (BSH) category, with an

average score of 83.95.

To measure the extent of the improvement, an N-

Gain test was conducted. The calculation was as

follows:

𝑁𝑔𝑎𝑖𝑛 =

(  )(  )

(  )(  )

𝑁𝑔𝑎𝑖𝑛 =

(

,

)



(

,

)

(



)



(

,

)

𝑁𝑔𝑎𝑖𝑛 =



,

𝑁𝑔𝑎𝑖𝑛 = 0,71

Based on the results, the N-Gain score was 0.71,

which falls into the high category. This indicates that

the use of interactive multimedia Ocean Numbers was

effective in improving the early numeracy skills of

young children.

4.2 Discussion

The findings of this study demonstrate that the

interactive multimedia Ocean Numbers was effective

in improving the early numeracy skills of young

children. This result is consistent with previous

studies which have confirmed that the use of

interactive multimedia in learning has a positive

impact on children’s numeracy development

(Fathimah & Ishartiwi, 2018; Makulua et al., 2024;

Norita & Hadiyanto, 2021; Syarfina et al., 2023).

Interactive multimedia significantly improved the

numeracy skills of children aged 5–6 years. These

findings highlight that interactive-based media can

serve as an effective tool for teachers to deliver

numeracy learning in ways that are more engaging,

enjoyable, and aligned with children’s developmental

stages (Norita & Hadiyanto, 2021).

The strength of Ocean Numbers lies in its

integration of animated materials, animated videos,

and educational games into a single medium. Each

component contributes specifically to the

enhancement of numeracy skills. For instance,

animated videos have been proven to create enjoyable

learning environments while improving children’s

counting abilities and supporting cognitive

development (Raudha et al., 2024; Sirait et al., 2023).

Meanwhile, the gaming element allows children to

learn through play (Hazizah et al., 2024; KAVAK,

2022; Suparman et al., 2024), fosters logical-

mathematical intelligence (Rakimahwati et al., 2022),

and strengthens skills in number recognition and

problem-solving (Solfiah et al., 2021). The synergy

of these three components makes Ocean Numbers not

only an engaging and enjoyable learning medium but

also an effective tool for supporting the development

of children’s early numeracy skills.

The effectiveness of Ocean Numbers can also be

explained theoretically through the lens of early

childhood cognitive development. According to

Santrock (2019) young children are in the

preoperational stage, where they think symbolically

and learn through images or concrete objects.

Therefore, mathematics learning at the early

childhood level requires concrete media that utilize

visual symbols to help children understand abstract

concepts. Ocean Numbers addresses this need by

presenting numeracy concepts through interactive

visualizations grounded in children’s everyday life

contexts.

In conclusion, the results of this study strengthen

the evidence that interactive multimedia not only

significantly improves early numeracy skills in young

The Effect of the ’Ocean Numbers’ Interactive Multimedia on Early Numeracy in Young Children

101

children but also meets the developmental needs of

children in the preoperational stage.

5 CONCLUSIONS

This study concludes that the use of the interactive

multimedia Ocean Numbers is effective in improving

early numeracy skills in young children. The results

of the Paired Sample t-Test indicate a significant

difference between pretest and posttest scores, which

means that the intervention had a strong positive

effect. The average score of the children increased

from 43.95 in the pretest to 83.95 in the posttest. In

addition, the N-Gain value of 0.71 falls into the high

category, further strengthening the effectiveness of

Ocean Numbers in developing children’s numeracy

skills.

The strength of Ocean Numbers lies in its

integration of instructional animations, animated

videos, and educational games, which together

provide engaging, enjoyable, and meaningful

learning experiences. This aligns with cognitive

development theory, particularly Piaget’s pre-

operational stage, which emphasizes the importance

of concrete and symbolic media in helping children

understand abstract concepts.

Thus, this study reinforces the evidence that

interactive multimedia can serve as an innovative and

practical tool for early childhood teachers in

facilitating enjoyable and meaningful numeracy

learning.

ACKNOWLEDGEMENTS

The authors would like to thank Lembaga Penelitian

dan Pengabdian Masyarakat Universitas Negeri

Padang for funding this work with a contract number:

178/UN35.15/LT/2025.

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