Problem-solving Skills Research Articles

A Development of Online Problem-Based Learning Model to Promote Self-Regulated Learning among Undergraduates

This research aimed to develop and evaluate an online problem-based learning (PBL) model to enhance undergraduates' self-regulated learning (SRL). The Research and Development method was used in two phases: the first was to develop and validate the model. It began with a literature review to identify core features of effective PBL and SRL within an online environment, then set a concept framework and create the model manually. Seven experts were reviewed following the model, and it was piloted for further optimization. Second, the model will be implemented and evaluated with a sample of 52 students at Thailand National Sports University, Chumphon Campus. The main instruments used were the developed model, the model quality questionnaire, SRL assessments (pre- and post-), and after-action review forms. The results showed that (1) a developed model consisting of four sections: orientation of the model, the model of instruction, application, and student outcomes. Six core components: authentic problems, online collaborative learning, self-regulated learning, instructional scaffolding, online learning resources, and authentic assessments, which are organized through three main processes: preparation, implementation of SRL strategies, and summative assessment, and all activities using an iterative learning three stages: meeting the problem and planning, doing and checking, and presenting the result and reflecting. Experts agreed on the quality of this model, which was excellent. (M= 4.61, SD=0.52). (2) Average SRL score was significantly higher after learning with this model compared to prior us (p<0.01, large effect size; d=1.03). The findings of this study support the developed model that can improve the students' SRL effectiveness. Overall, the students agreed that an instructor plays a critical role in developing their SRL and problem-solving skills. The students demonstrated more self-assurance and were apt to use this method to learn other subjects.

Integration of Local Potential in Science Learning to Improve 21st-Century Skills

Science learning that integrates local culture and wisdom is an important approach that is to continue to be developed in the current educational context. Along with the growing need for qualified and competitive human resources, adjustments in learning are crucial to prepare students with 21st-century skills. This research aims to evaluate how integrating local potential in science learning to improve 21st-century skills. The method used in this study is a Systematic Literature Review (SLR), with an analysis of 13 articles selected based on relevant research criteria and focus. The study results show that using learning media based on local potentials such as cultural traditions and natural resources has an important role in improving 21st-century skills, especially critical thinking and problem-solving skills. These findings underscore the importance of integrating local potential in science curricula to facilitate the development of essential skills in the modern era.

The influence of scaffolding for computational thinking on cognitive load and problem-solving skills in collaborative programming

The influence of scaffolding for computational thinking on cognitive load and problem-solving skills in collaborative programming

In Utero Exposure to Maternal COVID-19 and Offspring Neurodevelopment Through Age 24 Months

In utero exposure to maternal infections has been associated with abnormal neurodevelopment among offspring. The emergence of a new, now endemic infection (SARS-CoV-2) warrants investigating developmental implications for exposed offspring. To assess whether in utero exposure to maternal COVID-19 is associated with abnormal neurodevelopmental scores among children ages 12, 18, and 24 months. Data were ascertained from the ASPIRE (Assessing the Safety of Pregnancy in the Coronavirus Pandemic) trial, a prospective cohort of pregnant individuals aged 18 years or older who were enrolled before 10 weeks' gestation and their children. Individuals were recruited online from May 14, 2020, to August 23, 2021, using the Society for Assisted Reproductive Technology and BabyCenter, an online media platform. Participants from all 50 states and Puerto Rico completed activities remotely. In utero exposure to COVID-19. Birth mothers completed the Ages & Stages Questionnaires, Third Edition, a validated screening tool for developmental delays, at 12, 18, and 24 months' post partum. A score below the cutoff in any domain (communication, gross motor, fine motor, problem-solving, and social skills) was considered an abnormal developmental screen (scores range from 0 to 60 in each domain, with higher scores indicating less risk for neurodevelopmental delay). The cohort included 2003 pregnant individuals (mean [SD] age, 33.3 [4.2] years) enrolled before 10 weeks' gestation and who completed study activities; 1750 (87.4%) had earned a college degree. Neurodevelopmental outcomes were available for 1757 children at age 12 months, 1522 at age 18 months, and 1523 at age 24 months. The prevalence of abnormal screens for exposed vs unexposed offspring at age 12 months was 64 of 198 (32.3%) vs 458 of 1559 (29.4%); at age 18 months, 36 of 161 (22.4%) vs 279 of 1361 (20.5%); and at age 24 months, 29 of 151 (19.2%) vs 230 of 1372 (16.8%). In an adjusted mixed-effects logistics regression model, no difference in risk of abnormal neurodevelopmental screens was observed at age 12 months (adjusted risk ratio [ARR], 1.07 [95% CI, 0.85-1.34]), age 18 months (ARR, 1.15 [95% CI, 0.84-1.57]), or age 24 months (ARR, 1.01 [95% CI, 0.69-1.48]). Supplemental analyses did not identify differential risk based on trimester of infection, presence vs absence of fever, or breakthrough infection following vaccination vs primary infection. In this cohort study of pregnant individuals and offspring, exposure to maternal COVID-19 was not associated with abnormal neurodevelopmental screening results through 24 months' post partum. Continued study of diverse groups of children is needed because, among other factors, evidence suggests sensitivity of the developing fetal brain to maternal immune activation.

Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case

(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education.

Integrating Local Wisdom with Project-Based Learning to Enhance 21st-Century Skills in the Society 5.0 Era

In the context of Society 5.0, education must equip students with essential 21st-century skills such as problem-solving, collaboration, and creativity. However, traditional teacher-centered methods often fail to develop these competencies effectively. To address this issue, we developed a Project-Based Learning Model integrated with local wisdom (PBLM-e) within the Merdeka Belajar framework. The PBLM-e model enhances critical thinking and problem-solving skills by embedding culturally relevant, real-world problems into the learning process. This study employed a mixed-method approach, combining Research & Development (R&D) and experimental design, with 116 junior high school students in Makassar, Indonesia. Pre- and post-tests assessed students’ problem-solving abilities across four key indicators: understanding the problem, devising a plan, executing the plan, and reflecting on the solution. Results showed significant improvements in all indicators, demonstrating the model’s effectiveness in fostering essential skills. The integration of local wisdom made learning more meaningful, connecting academic content with students’ cultural contexts. The PBLM-e model presents a practical approach to preparing students for the challenges of Society 5.0, and future research should explore its long-term impact and the potential for incorporating advanced technologies.

지식재산 일반 교과를 통한 특허명세서 작성 교육의 시사점 및 개선 방안

Objectives This study scrutinizes the teaching of patent specification writing through the general intellectual property course, draws implications, and suggests ways to improve the 2022 curriculum. Methods This study was conducted in the following ways First, we compared and analyzed the documents of the general intellectual property curriculum of the 2015 and 2022 curricula to identify changes in the achievement standards related to patent specification writing education. Second, we systematically reviewed textbooks, teacher guides, and teaching and learning materials to investigate the content and methods of patent specification writing education in actual educational settings. Third, we analyzed the requirements of patent specification writing education and the differences between domestic and foreign countries by reviewing relevant laws and regulations such as the Patent Act and the Patent Act Enforcement Rules, and identifying international trends through overseas cases. Fourth, we verified the feasibility and effectiveness of patent specification writing education through generative AI by utilizing actual patent specification and Chet Giffity. Through this multifaceted analysis, we identified problems in the current patent specification writing education through general intellectual property courses and proposed improvement measures. Results The implications of patent specification writing education through general intellectual property courses are, first, that it does not fulfill both relevant performance standards and legal requirements. Second, there is a lack of consideration on the selection of invention ideas that are the subject of patent specification writing education. Third, the number of class hours required to teach patent specification writing through general intellectual property courses and the number of teachers to implement the program are insufficient. Conclusions To improve, first, all of the components of a patent specification should be available for writing. Second, it should be possible to protect student-generated invention ideas while broadening the scope of the patent specification. Third, generative AI can be utilized as an assistant teacher to solve the problem of lack of educational content, time, and teacher resources in patent specification writing education. If these improvements are applied and expanded, it is expected that the patent specification writing education through the general intellectual property curriculum in the 2022 curriculum will be more applicable in schools and have a significant educational effect on problem-solving and computational thinking skills.

Quantifying Influence: Propensity Score Matching Unravels the True Effect Sizes of Learning Management Models on Students’ Analytical Thinking

<p style="text-align:justify">Analytical thinking is crucial for developing problem-solving, decision-making, and higher-order thinking skills. Many researchers have consistently developed learning management models to enhance students' analytical thinking, resulting in extensive knowledge but lacking clear systematic summaries. This study aims to: (a) explore the effect sizes and research characteristics influencing students' analytical thinking, and (b) compare the effect sizes of learning management models after adjusting for propensity score matching. In exploring 131 graduate research papers published between 2002 and 2021, the research utilized forms for recording research characteristics and questionnaires for assessing research quality for data collection. Effect sizes were calculated using Glass's method, while data analysis employed random effects, fixed effects, and regression meta-analysis methods. The findings indicate that (a) research on learning management models significantly impacts students' analytical thinking at a high level (d̅ = 1.428). Seven research characteristics, including year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, statistically influence students' analytical thinking, and (b) after propensity score matching, learning through techniques such as KWL, KWL-plus, Six Thinking Hats, 4MAT, and Mind Mapping had the highest influence on students' analytical thinking. Recommendations for developing students' analytical thinking involve creating a learning management process that fosters understanding, systematic practical training, expanding thinking through collaborative exchanges, and assessments using learning materials and tests to stimulate increased analytical thinking.</p>

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

Gender-based Tracer Study of the Bachelor of Science in Accountancy for AY 2014-2015 to AY 2017-2018

The study conducted a gender-based analysis on the educational background including competencies and the employability of the Bachelor of Science in Accountancy (BSA) graduates from the College of Business, Economics and Accountancy (CBEA) of MMSU for Academic Years 2014-2015 to 2017-2018. The research employed a descriptive-quantitative design, which utilized a survey questionnaire to gather data from 65 randomly selected graduates out of a total population of 169. The data collection was facilitated through Google Forms. Descriptive statistics, specifically frequency distribution, percentages and ranks were used to analyze the data. The findings revealed that more than half of the respondents graduated as cum laude and magna cum laude and that more than half of them passed the Licensure Examination for Certified Public Accountants (LECPA). The primary motivation for pursuing the BSA degree was influenced by parents or relatives, and many graduates pursued further training and advanced studies for professional development. The respondents deemed the competencies acquired during their academic training to be highly relevant, especially in the areas of critical thinking, problem-solving, and communication skills. The study also found out that majority of the BSAcc graduates were employed, predominantly holding permanent positions as accounting staff in the private sector, especially in consulting firms with monthly gross earnings ranging from Php 25,001 to Php 35,000. Notably, many respondents were not in their first jobs, their decision of changing job is influenced by salaries and benefits. The study highlights the necessity of continuous feedback from graduates to improve the BSAcc curriculum, aligning with industry requirements. This feedback is important for developing a more relevant and effective educational program that further enhances the employability and competencies of future graduates, which ensures they meet the evolving demands of the labor market.

New Trends in Education: Computational Thinking and Its Role in Improving the Quality of School Human Resources

This study aims to analyze how the application of computational thinking can affect students' analytical and problem-solving skills, as well as change the mindset of teachers from conventional teachers to innovators in one of the Junior High Schools in Banjarmasin City. This study uses a qualitative case study approach. Data were collected through observation, interviews, and documentation. Data were analyzed using thematic analysis techniques, including coding, identifying important themes, and interpretation in the context of computational thinking theory. Data triangulation was carried out by comparing the results of observations, interviews, and document analysis to ensure the validity of the findings. The results of the study indicate that computational thinking plays a significant role in improving students' technical and analytical skills and encouraging the transformation of teachers' mindsets towards a more innovative and adaptive approach to technology. In addition, this study also found that the implementation of computational thinking successfully addressed the gap in technology skills among students, thereby increasing educational equality. The implications of this study indicate that the application of computational thinking in the school curriculum can be an effective strategy to improve the quality of education in Indonesia. However, this study is limited to one location. It does not consider gender factors and variations in student backgrounds, so further research is needed with a wider scope to obtain a more comprehensive picture.

The Effectiveness of a Parent Empowerment Intervention for Caregivers of Children with Cystic Fibrosis: A Randomized Controlled Trial

ABSTRACT This paper focused on the effectiveness of a parent empowerment intervention based on nursing education (PEINE). This study examined whether the intervention improved the quality of life of children with cystic fibrosis (CF) and improved their caregivers learn about the disease and develop problem-solving and coping skills. This randomized-controlled trial used a pretest-posttest parallel-group research design. The sample consisted of 48 parents (caregivers) of children with CF. Participants were randomly assigned to an intervention (n = 24) and a control group (n = 24). The intervention group received PEINE and standard care and treatment for ten weeks. The control group received standard care and treatment. Data were collected using a Disease Information Survey (DIS), the Ways of Coping Inventory (WCI), the Problem-Solving Inventory (PSI), and the Cystic Fibrosis Questionnaire (CFQ-R). After the intervention, the intervention group DIS scores (d: 1,627 [CI: 0.934,2.305], had more correct answers than the control group. Nursing interventions were effective (p < .001). There was no significant difference in the mean pretest-posttest PSI scores (d: 0.378 [CI: −0.221-0.972], posttest WCI scores (d: 0.239 [CI:-0.356-0.831]) between the intervention and control groups (p>.05). There was a significant difference in the mean posttest CFQ-R scores between the intervention and control groups (d: 1.363 [CI: l.698, 2.015]);(p < .001). PEINE increased the intervention group participants develop disease-management skills. However, the increase in their PSI and WCI scores was statistically insignificant. PEINE also increased the quality of life of children with CF. Parents of children followed in pediatric pulmonary diseases participated in the study. Parents were informed during outpatient clinic visits. After the first meeting, the children and parents who voluntarily agreed to participate in the research were contacted by phone. The outpatient nurse assisted in communicating with children and parents.

INTEGRATING SERVICE LEARNING INTO MATHEMATICS PEDAGOGY FOR DEVELOPING PROSPECTIVE TEACHERS' METACOGNITION, PROBLEM-SOLVING SKILL AND PROFESSIONALISM

Service learning is an educational approach that integrates community service with academic instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Integrating service learning into mathematics pedagogy for developing prospective teachers can have significant benefits in various areas, including metacognition, problem-solving skills, and professionalism. This research study objectifies to explore the strategies incorporated for integrating service learning into math pedagogy for developing prospective teachers’ metacognition and problem-solving skills which is an essential skill for a math teacher to develop. The study aims to explore various strategies of social learning to develop prospective teachers’ professionalism and last but not least, the study also aims to find out the influence of metacognition and problem-solving skills, gained through social learning, on the prospective teachers’ professionalism development. For this study systematic literature review is followed to collect data and thematic analysis is done. The findings of this piece of research study ensure a great educational implication by integrating service learning into mathematics pedagogy. These strategies aim to create authentic learning experiences that integrate mathematical problem-solving, community engagement, and reflective practices. By implementing these strategies, prospective teachers can develop metacognitive awareness, enhance their problem-solving skills, and cultivate essential professional dispositions and competencies necessary for effective teaching and community service. The result of the study also shows that by integrating service learning into mathematics pedagogy, prospective teachers have the opportunity to develop metacognitive skills, problem-solving abilities, and professional dispositions in authentic contexts. These experiences can contribute to their overall professional growth, preparing them to become effective, reflective, and socially responsible educators who are equipped to navigate the complexities of the teaching profession. KEYWORDS: Service learning, Mathematics pedagogy, Prospective teachers, Metacognition, Problem solving skill, Professionalism.

The Effectiveness of Project-Based Learning Assisted by Digital Technology to Improve Problem-Solving and Critical Thinking Skills in SMKN 3 Sampang Students

Lack of students' ability to find idols that reflect national values ​​and weak vision of their future. Technology-based PjBL learning is applied to engage students in active and collaborative learning processes, helping them develop critical thinking and problem-solving skills. This study aims to analyse the effectiveness of project-based learning (PjBL) supported by digital technology in improving students' critical thinking and problem-solving skills at SMKN 3 Sampang. This study is a quantitative study with a positivist approach. A descriptive survey approach examines variables and research units without considering the relationship between variables. The results show that this method is effective in improving these skills and motivating students to be more involved in learning, with environmental support playing an important role in optimizing results. In conclusion, innovation in learning methods that are adjusted to technological developments and the needs of the world of work is needed to ensure that vocational high school graduates have adequate competencies and are relevant to industry demands.

Exploring the protective capabilities developed by hospital nurses to deflect workplace violence: a qualitative study in Taiwan

BackgroundWorkplace violence is a serious safety hazard in the healthcare sector and has attracted much attention worldwide, especially for nursing staff. Equipping nursing personnel with protective capabilities for workplace violence can reduce the risk they face in work settings. This study explored scenarios of common violent patient–nurse conflicts in the workplace of hospital nursing staff and their capabilities for de-escalating such conflicts.MethodsWe used a qualitative content analysis for this study. Qualitative interviews were conducted with 21 nurses in two teaching hospitals in New Taipei City, Taiwan, until data saturation was reached. The data were transcribed, encoded, and analyzed and similar concepts were grouped under the same category.ResultsFour categories of workplace violence scenarios common to hospital nursing staff were identified: unreasonable requests, caring for high-risk patients, long waiting times for medical consultation, and close contact when caring for patients. Two protective capabilities were recognized: communication and interpersonal capabilities and problem-solving skills. Each scenario may require a different combination of abilities.ConclusionOur findings suggest that a violence-prevention training program could be designed for various workplace violence scenarios to enhance nurses’ abilities to de-escalate workplace violence in hospitals.

Elevating STEM Learning: Unleashing the Power of AI in Open Distance eLearning

The integration of Artificial Intelligence (AI) into Open Distance eLearning (ODeL) represents a significant evolution in STEM education, offering transformative benefits in teaching, learning and administrative processes. This conceptual paper explores how AI-driven platforms are revolutionising ODeL by providing personalised learning experiences, real-time feedback, adaptive assessments and immersive simulations through technologies like Augmented Reality (AR) and Virtual Reality (VR). These advancements not only enhance student engagement and understanding but also support the development of critical thinking and problem-solving skills. The paper highlights successful case studies from institutions like Carnegie Mellon University and Stanford Online High School, showcasing practical implementations of AI in STEM education. However, the integration of AI also brings forth challenges, particularly concerning data privacy, security and the need for equitable access to technology. As AI continues to advance, it promises to play an important role in lifelong learning, offering modular and just-in-time educational opportunities. The paper concludes with a call for robust ethical frameworks to guide the responsible use of AI in education, ensuring that the benefits are maximized while potential risks are mitigated.

Exploring Gender Disparities in Digital Skills: Evidence from the Serbian Tourism Sector

The paper examines the digital skills of key stakeholders in the Serbian tourism industry (supply side) to identify potential gender gaps in digital proficiency. Employing a cross-sectional survey of 418 participants within the tourism industry, we utilized binomial logistic regression to parse out the effects of gender relative to other socio-demographic variables on digital skills. The descriptive results based on DigComp 2.0 methodology reveal notable gender differences, with women showing higher levels of information and communication skills but lagging men in problem-solving and content manipulation skills. However, the binomial logistic regression analysis indicates that gender does not significantly predict digital skill levels in the Serbian tourism sector. Instead, age and education are significant factors, with older individuals less likely to possess advanced digital skills and higher education levels correlating with greater digital proficiency. These findings underscore the critical role of education (formal and informal) in digital skills building, suggesting that comprehensive and targeted educational initiatives could effectively enhance digital skills and competencies across the sector.

The Development of Discovery Learning Model Teaching Materials to Improve Students’ Mathematical Problem Solving Ability on Junior High School

In order to enhance students' mathematical problem-solving skills, this study looks at how teaching materials are developed using the Discovery Learning model. Since every student nowadays needs to be able to think critically, the study specifically looks at the process and outcomes. development, viability testing, feedback from students, and improving mathematical problem-solving skills. This kind of research makes use of the Research and Development (R&amp;D) or Research-based Development research method, which is a way to create a specific product and use a model to test the product's viability. Students in class VII at MTs Al Bidayah West Bandung Regency served as the research sample for S. Thiagarajan's 4D (Define, Design, Develop, and Disseminate) study. The process and outcomes of creating educational materials lead to the conclusion that the materials, when viewed from the various stages, follow the procedures or methods outlined in 4D. Based on students' responses, which were 68.4% and 70.2% in the good category, the viability of teaching materials made possible by the Photoshop program can be concluded, along with the students' improved problem-solving skills. If this teaching material is used in a classroom setting, it is imperative that the necessary facilities be set up ahead of time because learning with it requires sufficient facilities. There are tasks and content in this teaching resource that need to be altered. so that students' learning experiences are not dull and monotonous.

Critical Issues in Measuring and Teaching Social Problem-solving in Early Childhood Research

Young children’s social-emotional competence is predictive of their later success in school. Social problem-solving is a key component of social-emotional competence. While there is research to suggest we can effectively support young children in developing social problem-solving skills, further work is needed to advance our understanding of how to operationalize, measure, and provide interventions on social problem-solving skills. It is particularly important to understand how to support social problem-solving skills in children with disabilities and diverse functional repertoires. We outline critical issues related to operationalizing, measuring, and teaching social problem-solving and propose 19 recommendations for addressing these critical issues. We suggest future directions for research in social problem-solving centering around four key questions.

Desain Game 2D Mini Zoo Edukasi Interaktif untuk Anak-Anak Usia 7 Tahun Keatas

This research focuses on the development of 2D Mini Zoo games specifically designed for children aged 7 years and above. By combining jigsaw puzzle game elements and square puzzles, the game aims to create a fun and rewarding learning experience. The approach used in this study is a qualitative approach. The data collected from these observations and interviews is expected to be authentically integrated in game development. Data analysis was carried out qualitatively consisting of data reduction, data presentation and conclusion drawing. The results of the study show that through this game, children can learn to recognize shapes and animals in an interactive and colorful way. The friendly and attractive visual design was deliberately chosen to make children feel comfortable and interested in continuing to play while learning. In addition, this game also helps children in developing important skills such as eye-hand coordination, memory, and problem-solving skills. We hope that Mini Zoo can be a fun learning companion for children, helping them grow and develop in a supportive and educational environment