Biography
Biography pending.
Conference contributions 2
DIGITAL LEARNING FRONTIERS VR AI FRONTIERS FOR FLE A1 LISTENING BRIDGING BRIDGING SDG AND PEACE EDUCATION IN INDONESIA
This study aims to examine the contribution of Français Immersif A1, a Virtual Reality (VR) and Artificial Intelligence (AI) learning environment, in improving A1-level French listening comprehension skills in Indonesia. The focus is directed toward pedagogical innovation, immersive experiences, and support for equitable quality of foreign language learning aligned with SDGs Methodology: A mixed-methods sequential design was employed following the ADDIE instructional framework (Analysis, Design, Development, Implementation, Evaluation) at Universitas Negeri Jakarta and Universitas Negeri Medan with A1 French learners. Quantitative data from pre-post listening tests were analyzed using inferential statistics. Qualitative data from semi-structured interviews, classroom observations, and policy document analysis were analyzed thematically. Results: Quantitative findings revealed a statistically significant improvement in listening comprehension with a very large effect size. Qualitative thematic analysis yielded three major impacts aligned with SDGs: First, VR immersion provided authentic, contextualized visual environments that reduced comprehension anxiety and enhanced inferencing skills (SDG 4 – Quality Education). Second, AI-powered adaptive feedback with speed control and multimodal scaffolding functioned as a non-judgmental "patient tutor," reducing the affective filter for anxious learners (SDG 9 – Responsible Innovation). Third, peace education-infused dialogues modeled non-violent communication and intercultural respect, developing empathy and prosocial behaviors that transferred to daily interactions (SDG Target 4.7 – Peace Education). The system operationalized all three principles of Indonesia's national AI policy—safe, inclusive, and ethical. Significance: This R&D study demonstrates that VR-AI frontiers, grounded in ADDIE methodology, transform digital learning frictions into cognitive, affective, and intercultural gains, advancing SDGs through inclusive, innovative, and peaceful education.
NOMINATION NOBEL PEACE PRIZE MICRO-LEARNING EDUCATION AND HUMAN DEVELOPMENT ANIMATION ON CHILD FRIENDLY CULTURE FOR TRAUMA REHABILITATION AFTER DISASTER WITHIN THE SDGS FRAMEWORK
Background: Children are among the most vulnerable populations in disaster contexts, facing not only physical risks but also profound psychological trauma that can impede long-term development, educational attainment, and social cohesion. Traditional post-disaster psychosocial support often relies on trained mental health professionals, which is resource-intensive and inaccessible in many low-resource settings. Micro-learning animations—short, visually engaging, and easily deployable digital tools—offer a scalable alternative for delivering trauma-informed, child-friendly content that promotes psychological first aid, emotional regulation, and a return to normalcy through culturally grounded narratives. Objective: This study developed and evaluated a micro-learning animation titled "Child-Friendly Culture for Trauma Rehabilitation," designed to support children's psychosocial recovery after natural disasters within the framework of the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities). The intervention aims to reduce post-traumatic stress symptoms, rebuild a sense of safety through familiar cultural symbols and routines, and empower children with basic self-regulation techniques. Methodology: The research employed the PLOM (Plan-Learn-Observe-Measure) design-based framework. In the Plan phase, we identified target user needs through consultations with child psychologists, disaster response agencies, and educators in three disaster-prone regions (Indonesia, the Philippines, and Haiti). A 4-minute motion-graphics animation was scripted, featuring locally recognizable cultural elements (e.g., traditional games, communal storytelling, simple breathing exercises) delivered by a child-friendly animated character. The Learn phase involved expert validation (n=5 child trauma specialists) and iterative refinement of content, achieving a Content Validity Index of 0.91. The Observe phase comprised a mixed-method pilot study with 60 children aged 7–12 years who had experienced a natural disaster within the preceding 12 months, recruited through community health centers. Participants were randomly assigned to either watch the animation (intervention group, n=30) or receive standard printed psychosocial materials (control group, n=30). Outcomes were measured at baseline, immediate post-intervention, and 2-week follow-up using the Child Revised Impact of Events Scale (CRIES-8) and a locally adapted Emotional Regulation Knowledge Quiz. The Measure phase calculated the Microlearning Effectiveness Index (MEI) for knowledge gain and effect sizes for trauma symptom reduction. Results: Preliminary findings from the Observe phase indicate that the intervention group demonstrated a 37% reduction in mean CRIES-8 scores from baseline to 2 week follow-up (Cohen's d = 0.72, moderate to large effect), compared to a 12% reduction in the control group. Knowledge of basic self-regulation techniques increased by 52% in the intervention group versus 18% in the control group. The MEI was calculated at 68.3%, exceeding the 60% benchmark for effective public health microlearning. Qualitative feedback from children and caregivers highlighted that the use of familiar cultural symbols (local folk characters, traditional songs) reduced anxiety and increased engagement. Children reported feeling "less scared" and more confident in using taught techniques (e.g., "breathing like a dragon") during aftershocks or disaster anniversaries. Conclusion: This study demonstrates that a culturally grounded micro-learning animation, developed through the PLOM framework, is an effective, scalable, and low-cost tool for trauma rehabilitation among disaster-affected children. The intervention aligns directly with SDG Target 3.4 (promote mental health and well-being), SDG 4.7 (education for sustainable development and global citizenship), and SDG 11.b (disaster risk reduction). Future research should expand to a multi site randomized controlled trial with longer follow-up and integrate the animation into national school based disaster preparedness curricula. The PLOM methodology offers a replicable blueprint for creating and validating peace oriented, child friendly media across diverse cultural contexts.