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Using design-based developmental research, the work involves subject-matter experts, practitioner teachers, and preschoolers across development steps. The RETRO game development model is applied while integrating digital game-based learning (DGBL) with entertainment game design. Findings indicate cognitively acquired SCS behaviors through latent learning and successful outcomes in motivation, engagement, and design features.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-and-development-process-of-a-digital-game-to-acquire-preschoolers-self-care-skills-a-model-practice/591265/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-and-development-process-of-a-digital-game-to-acquire-preschoolers-self-care-skills-a-model-practice/591265.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of the study’s digital game?","Question",{"text":112,"@type":113},"To design and develop a digital game that helps preschoolers acquire self-care skills (SCS). The approach targets behaviors and learning outcomes related to SCS.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research model guides the design and development process?",{"text":117,"@type":113},"The study follows design-based developmental research, involving subject-matter experts, practitioner teachers, and preschoolers through the development steps.",{"name":119,"@type":110,"acceptedAnswer":120},"How does DGBL relate to the game development process?",{"text":121,"@type":113},"DGBL is integrated into the RETRO game development model, treating learning as experiential engagement with rules, choices, and consequences rather than simple content delivery.",{"name":123,"@type":110,"acceptedAnswer":124},"What outcomes are reported for the developed game?",{"text":125,"@type":113},"Participant views suggest that some SCS behaviors can be cognitively acquired and internalized through latent learning in the game. 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The study is in the model of design-based developmental research and includes such participants as subject-matter experts, practitioner teachers, and preschoolers in the development steps. RETRO game development model was adapted and followed in the game development process by integrating Digital Game-Based Learning (DGBL) approach with entertainment game development. Each step of the model involves gathering, analyzing data and yielding informative findings that guide the next step. The views of participants indicate that some behaviors in SCS can be cognitively acquired and internalized by the game with latent learning. While realizing learning outcomes, the developed game succeeded in motivation, engagement and design features as in commercial entertainment games. As the model recommends, if all the bases are covered, the design and development process may be executed right. Since the study reports the entire process of the concrete example, it can help guide novice digital game developers (can be a teacher, a trainer as well) repeat the game development or develop a new one based on DGBL.\u003Cbr>Key words: Digital games, digital game-based learning, early year’s education, mobile games, self-care skills. |\n| --- |\n| *Corresponding author. E-mail: [guler.hasan@yahoo.com](guler.hasan@yahoo.com). |\n\nINTRODUCTION  \nRecent research indicates that in preschoolers nearly all (over 95%) have access to mobile devices and the internet. Also, mobile device ownership of preschoolers increases rapidly over the years (Castillo, 2019; Konok et al. , 2021) . They prefer the most mobile devices for being online. When being online, they spend time the most watching online TV shows and videos (28 minutes a day), and also mobile gaming (13 minutes a day) . Overall gaming time of them is nearly 30 minutes a day. It is seen that the habit of social gaming (playing online with others) is also increasing rapidly (Ofcom, 2019; Rideout and Robb, 2020) . Preschoolers interact with a wide range of environments where Information and Communication Technologies (ICT)–especially mobile devices– are used and are exposed to intensive information –especially via digital games. Digital games have clear learning outcomes related to the real world and are engaging,  \nmotivating and interesting (Yusny, 2013; Chow et al. , 2020), so they can provide active learning for preschoolers. The main teaching approach that explainshow games can be used in education is DGBL. DGBL is described as a form of experiential engagement in which people learn by trial and error, by role-playing and by treating a certain topic not as ‘content’ but as a set of rules, or a system of choices and consequences (Perrotta et al. , 2013) . The interactions that today's learners experience in digital environments change their learning patterns (Prensky, 2001) . Different learning approaches, like DGBL, popular recently (Hooshyar et al. , 2018; Zou et al. , 2021), can be used as facilitators for kids' learning in cognitive, affective, and psychomotor domains. Recent studies about the effect of DGBL show a positive impact on knowledge acquisition, motivation, and on related behaviours and emotions in early childhood. Despite  \nAfr Educ Res J 270  \nmany studies related to educational games, there are not enough studies to analyse the essential features, disadvantages, and advantages ","cbCaiqVdskVqlXfg","https://ap.wps.com/l/cbCaiqVdskVqlXfg","pdf",1387432,24,"English","# Introduction\n## Research gap and motivation for DGBL in early childhood\n## DGBL definition and learning mechanism\n## Current evidence on digital games and limitations\n# Abstract\n## Study aim and research model\n## RETRO model integration with DGBL\n## Learning outcomes and participant views","[{\"question\":\"What is the goal of the study’s digital game?\",\"answer\":\"To design and develop a digital game that helps preschoolers acquire self-care skills (SCS). The approach targets behaviors and learning outcomes related to SCS.\"},{\"question\":\"What research model guides the design and development process?\",\"answer\":\"The study follows design-based developmental research, involving subject-matter experts, practitioner teachers, and preschoolers through the development steps.\"},{\"question\":\"How does DGBL relate to the game development process?\",\"answer\":\"DGBL is integrated into the RETRO game development model, treating learning as experiential engagement with rules, choices, and consequences rather than simple content delivery.\"},{\"question\":\"What outcomes are reported for the developed game?\",\"answer\":\"Participant views suggest that some SCS behaviors can be cognitively acquired and internalized through latent learning in the game. The game also supports motivation, engagement, and design features aligned with commercial entertainment games.\"}]","Design and development process of a digital game to acquire preschoolers’ self-care skills: a model practice | PDF",1792071461]