Scratch is a programming language that is free to use and allows novices to create programs without the burden of correct syntax (Dúo-Terrón, 2023; Maloney et al., 2010). Operating as a visual programming language, Scratch facilitates the creation of interactive learning media, aligning with the Cognitive Theory of Multimedia Learning (Mayer, 2014, 2024), which posits that multimedia is most effective when information is presented in an interactive format that combines text, pictures, animations, and audio. Prior studies have shown Scratch's effectiveness in improving students' learning motivation in the areas of science and mathematics (Kalemkuş and Kalemkuş, 2025; Mo et al., 2021). Its use in non-science subjects, such as cultural heritage education, is still underutilized.

Culture-based learning incorporates local and distinct aspects of culture into teaching, thereby enhancing learners' awareness of their own culture as well as that of others (Young, 2014). This method has several advantages and applications in the field of education. The inclusion of local culture in the learning process not only increases student interest (Zhang et al., 2025) but also fosters a deeper appreciation of the culture's heritage while learning new languages or subjects.

Particular to cultural learning, mimetic learning takes center stage where learners acquire knowledge through imitation and engagement in cultural activities (Trinh and Dinh, 2024). This form of learning facilitates the acquisition of knowledge, as well as socialization and the internalization of social behaviors and norms. Additionally, mimetic learning fosters a sense of community and socialization, which is crucial for a person's overall development. Within organizations, cultural learning combines practice-based teaching with cognitive anthropology (Hasse, 2015), enabling individuals to competently handle cultural differences —a necessity in today's global market. It emphasizes the fluidity of culture and the need for intercultural learning.

To incorporate culture into learning frameworks, practitioners must consider students' cultural backgrounds when developing lesson plans. This also means employing suitable materials and engaging activities that are appropriate to students' contexts. Reflective practices, such as Digital Exchange Programs (Dawes Duraisingh et al., 2021), allow students to Learn about culture(s) via intercultural digital exchange and linguistic citizenship. Additionally, Algerian EFL Teachers' didactic approaches (Hadjeris, 2025) emphasize embracing pluralism through a “pluriversal” approach.

Moreover, the application of technology is critical to the enhancement of cultural learning (Ma et al., 2024). Educational technology can transform passive cultural materials into dynamic and participatory learning activities, thereby enhancing students' engagement with cultural heritage. For example, Computer-Assisted Language Learning (CALL) can incorporate cultural components, enabling learners to appreciate their own culture and that of others as they learn a new language (Trinh and Dinh, 2024).

The development of interactive Scratch-based media is informed by learning theories such as constructivism (Brau, 2020) and the Zone of Proximal Development (ZPD) (Anish et al., 2021; Poehner and Lantolf, 2021). Constructivism emphasizes the notion that students construct knowledge through interaction with learning media. In contrast, ZPD expands on the necessity of scaffolding, where the support provided enables students to master increasingly complex ideas (Zhang et al., 2018).

In designing any interactive learning experience, the combined application of constructivist learning theory and interactive media must be holistically integrated and work in synergy. Xu and Zhao (2024) stated that interactive media is a derivative of the growing field of multimedia, offering a unique interface for bidirectional communication that differs from face-to-face interaction in many ways. Interactive media encourages active participation, as learners can make choices and thereby gain a greater understanding while learning at their own pace.

As described in the work of (Bada et al., 2024), this study employs ADDIE as a case study in the research and development (R&D) paradigm, a methodological approach that systematically and rigorously concerns instructional design. This model outlines five main steps in the construction of educational resources, namely: Analysis, Design, Development, Implementation, and Evaluation. In the context of this study, the research and development (R&D) process, utilizing the ADDIE model, is carried out up to the Implementation stage. As represented in Figure 1, the ADDIE model workflow is as follows:

The process began with the Analysis phase, which involved a needs analysis to identify the core educational challenges: low student motivation in IPAS subjects and a documented lack of appreciation for local cultural heritage. A content analysis was also conducted to select relevant topics on Indonesian world cultural heritage appropriate for the fifth-grade elementary students who were the target population.

Following the analysis, the Design phase focused on creating a conceptual blueprint for the application. This included developing detailed storyboards for the learning narrative, designing an intuitive user interface, outlining game mechanics to foster engagement, and creating a visual prototype of the media that would serve as the foundation for development.

In the subsequent Development phase, the conceptual design was built into a functional, interactive application using the Scratch platform. A crucial component of this stage was formative evaluation, where the initial product was rigorously reviewed by three experts with backgrounds in gamification, basic education research, and software development. Their feedback and suggestions informed significant improvements and refinements to the media before its classroom deployment.

Finally, The Implementation phase consisted of deploying the refined “Wabimendu” media in a real-world classroom setting. The media served as the primary instructional tool and experimental treatment for the experimental group, as part of a quasi-experimental study with a non-equivalent control group, employing a pre- and post-test design. In this phase, we compare the pretest and posttest scores of the experimental and control groups, and determine the impact and effectiveness of the “Wabimendu” media on improving student learning outcomes.

The population of this study consisted of 95 fifth graders (aged 11–12 years) from three public elementary schools in the Bae District, Kudus Regency, Indonesia. A sample of 76 students was drawn from this population, a number considered to be suitable according to the calculation formulated by Krejcie and Morgan (1970). All participating schools used the national “Merdeka Curriculum,” which guaranteed curricular uniformity for the sample. An initial analysis ascertained that the students shared similar demographic backgrounds and starting academic competencies. Additionally, their prior formal learning about Indonesian world cultural heritage through the IPAS curriculum was minimal, and their digital literacy competencies were at a basic level, making them an ideal audience for this intervention.

A purposive sampling strategy was used to select the schools and classes that participated. This is a form of non-probability sampling that had specific, practical reasons for being chosen, which were essential for the study to take place. The selection criteria required that the schools not only follow the appropriate curriculum but also have access to the necessary computer laboratory facilities required to run the Scratch-based “Wabimendu” application, and that the school administration and teachers were willing to cooperate and participate in the research schedule.

After selecting this study sample, the 76 participating students were divided into two groups of 38, an experimental group and a control group. To ensure this arrangement met the requirements of a quasi-experimental, non-equivalent control group design, two intact classes were assigned to these groups. A group was taught using the “Wabimendu” multimedia interactive learning tool, while the other group was taught using conventional learning.

The effectiveness of the Wabimendu MIL product was measured using a quantitative cognitive test as a research instrument. This test was designed to assess learning outcomes related to Indonesian cultural heritage topics, with questions based on the national “Independence Curriculum”. The instrument consisted of 10 questions structured according to the revised Bloom's taxonomy (Anderson et al., 2001), encompassing all six cognitive levels from Remembering (C1) to Creating (C6), which has been validated by three primary education curricula and an instructional media expert with a CVI value of 1.0. The instrument has also been tested in a limited pilot study with 15 samples, yielding a Cronbach's alpha value of 0.80, which is considered reliable. A complete test specification outlining the specific topics, question indicators, and corresponding cognitive levels for each item is provided in Table 1. The test items were designed to align with the learning objectives. Scoring was based on a 100-point scale, with student performance on the 10 items calculated to yield a total score. This scoring system was used for both the pretest and posttest to ensure consistency in measuring learning outcomes.

This study collected both qualitative and quantitative data to guide the development and evaluate the effectiveness of the “Wabimendu” learning media. The qualitative data were collected during the development phase using semi-structured interviews, with three experts invited to participate based on their extensive experience (over 10 years) in game-based learning, primary education, and software development. The purpose of these experts was to provide in-depth feedback on the prototype, assessing the instructional design, usability, and potential for engagement with the learning media. The intention was to report back and inform the development team of the chosen final product. The primary quantitative data were produced using a quasi-experimental, non-equivalent control group research design and were collected in two stages. Firstly, the experimental and control groups (n = 38) completed the validated cognitive test (pretest), which was administered in order to establish a baseline indicator of knowledge of the content. Subsequently, the period of intervention elapsed between the time at which the experimental group used the “Wabimendu” media and the control group received conventional instruction. The same cognitive test (posttest) was then administered to both groups in order to measure any shift in learning outcomes.

Data were collected in the form of interviews and test results. The interview data were analyzed using thematic analysis. The test data were then obtained using a quasi-experimental study method with a non-equivalent control group design, as shown in Figure 1. Data analysis was conducted via descriptive analysis, N-Gain, and inference analysis. N-Gain was conducted to assess the increase in scores from pretest to posttest in both groups (experimental and control). Paired t-tests were performed to compare the pretest and posttest scores between the experimental and control groups. This was done to compare the effects of using E-Story Books with those of promoting clean and healthy habits training.

In the initial stages of this research, a needs analysis and a content or technique analysis were conducted. The needs analysis aims to determine the goals for developing products or learning media. Meanwhile, content or technical analysis focuses on the material that will be used as a learning medium. The purpose of these two analyses is to enable researchers to understand the needs, both in terms of the product's purpose and the content or techniques required, in developing science learning media for the Wabimendu topic.

The needs analysis identified several key issues that justified the development of a new learning tool. First, it confirmed that conventional teaching methods for integrated natural and social sciences (IPAS) subjects were often static and lacked dynamism, resulting in monotonous learning experiences with low student comprehension and engagement. Second, the analysis revealed a significant gap in students' appreciation for their cultural heritage, with minimal recognition of internationally recognized Indonesian traditions, such as batik and wayang kulit. A major problem identified was the inefficient and challenging access students have to direct cultural experiences, creating a need for a simplified and fun digital alternative that could trigger student motivation.

Furthermore, a content analysis was performed to select specific cultural topics that were visually rich, central to Indonesian identity, and suitable for interactive representation within the fifth-grade IPAS curriculum. The analysis concluded that the most appropriate topics to include in the “Wabimendu” media were Indonesian cultural heritages such as batik, wayang kulit (shadow puppetry), and traditional dances. These elements were chosen because their visual and narrative qualities are highly suitable for animation and interactive activities within a Scratch-based learning environment, offering a strong foundation for promoting cultural appreciation through active engagement.

The design stage begins with the conceptualization and development of the product's content and design. The design is clearly outlined in each product's content, with detailed instructions for implementing and developing the product. At this stage, the product design is still conceptual. It produces an application prototype that will serve as the basis for the development process in the next stage, as illustrated in Figures 2, 3.

The steps taken in the design phase include project documentation, developing storyboards, designing interfaces, developing prototypes, and using visual design. Each stage involves different software, and the complete details of the software used are shown in Table 2. This application generally consists of two parts, namely materials and questions. Questions are tailored to the user's level; the higher the level, the more challenging the questions.

In the product development phase, the prototype undergoes refinement to evolve into a fully developed product. These improvements are informed by interviews with three experienced professionals, each with over a decade of expertise in their respective fields. The specialists come from diverse backgrounds, including multimedia, teaching and learning, game development, and educational software design and evaluation. This interdisciplinary approach ensures a balanced perspective by integrating multiple areas of expertise.

The interviews were structured into three main sections. Each expert responded to five questions focusing on the role of digital games in evaluating mobile applications, particularly regarding their effectiveness in achieving developers' intended outcomes. In Part 1, we collected demographic information, details about pedagogical training, and prior experience with Scratch and game-based learning. Part 2 examined the experts' perspectives on instructional design, learner engagement, and the application's usability from a classroom standpoint. Part 3 documented their suggestions and evaluative feedback on the developed learning media. A summary of the experts' backgrounds is presented in Table 3.

Table 4 presents the outcomes related to the information presented in the digital games. This part includes five interrogatories that address student issues, such as misconceptions, underlying science concepts in Wabimendu material, and self-development strategies. The specifics of the questions for this section are given in Table 4.

Part C contains questions on color design alongside provided MIL enhancements and the use of Scratch vernacular in the Wabimendu MIL development. All questions and expert assessments from part C can be found in Table 5.

Based on the input obtained from experts, the MIL wabimedu prototype received significant improvements. In the material section, exploration of the material needs to be deeper. The addition of using more engaging visual and audio is also a valuable input received. Overall, the MIL wabimedu product has been successfully developed. The results of the development process are illustrated in Figure 4.

The quantitative data presented in Table 6 and visualized in Figure 4 reveal significant improvements in student learning outcomes following the implementation of the Scratch Wabimendu multimedia interactive learning tool. The experimental group, which engaged with the Scratch Wabimendu platform, demonstrated a notable increase in mean scores from a pretest average of 50.66 to a posttest average of 75.00. This improvement corresponds to a normalized gain (N-Gain) of 0.493, indicating a moderate gain in learning. In contrast, the control group, which experienced conventional learning methods, showed a more minor increase in mean scores from 48.29 to 59.08, with an N-Gain of 0.209, classified as a low gain.

The distribution of scores depicted in Figure 5 further illustrates these patterns. Panel (a) shows the control group's score distribution with a modest upward shift post-intervention, while panel (b) highlights a more pronounced improvement in the experimental group, with a broader spread of higher posttest scores. This suggests that students using the Scratch Wabimendu tool not only improved on average but also achieved higher maximum scores, reflecting enhanced comprehension and mastery of the material.

These results underscore the effectiveness of the Scratch Wabimendu multimedia interactive learning tool in fostering greater student engagement and understanding compared to traditional instructional approaches. The higher normalized gain in the experimental group indicates that the interactive, culturally rich, and gamified learning environment provided by Scratch Wabimendu significantly supports improved learning outcomes in the context of the Natural and Social Sciences (IPAS). This evidence aligns with the tool's design goals to increase motivation and active participation, ultimately leading to better academic performance.

These results underscore the effectiveness of the Scratch Wabimendu multimedia interactive learning tool in fostering greater student engagement and understanding compared to traditional instructional approaches. The higher normalized gain in the experimental group indicates that the interactive, culturally rich, and gamified learning environment provided by Scratch Wabimendu significantly supports improved learning outcomes in the context of the Natural and Social Sciences (IPAS). This evidence aligns with the tool's design goals to increase motivation and active participation, ultimately leading to better academic performance.

The t-test analysis results presented in Table 7 demonstrate statistically significant improvements in student learning outcomes for both the control and experimental groups. Specifically, the control group showed a significant increase in posttest scores compared to pretest scores (t = 5.651, df = 37, p < 0.001), indicating that conventional learning methods did yield measurable gains. However, the experimental group, which utilized the Scratch Wabimendu multimedia interactive learning tool, exhibited an even more pronounced improvement (t = 10.640, df = 37, p < 0.001), reflecting a more substantial effect of the intervention.

The Cohen's d value for the control group was significant (d = 0.917), indicating that the conventional instruction did produce a substantial and educationally meaningful improvement in student scores. However, the effect size for the experimental group was exceptionally large (d = 1.726). An effect size of this magnitude signifies a profoundly impactful intervention. In practical terms, it means that the average student in the experimental group scored approximately 1.73 standard deviations higher than they did before the intervention, a difference that is not only statistically significant but also observable in terms of student mastery and comprehension in a real-world classroom setting. The fact that the effect size for the “Wabimendu” group was nearly double that of the control group underscores the powerful and superior impact of the interactive learning tool. This suggests that the interactive, gamified, and culturally immersive features of the Scratch platform were highly effective at facilitating deeper understanding and retention of the cultural heritage content compared to traditional methods.