Kode/Nama Rumpun Ilmu : 458/ Teknik Informatika

LAPORAN KEMAJUAN
RISET DASAR LANJUTAN

ALGORITMA, MODEL FORMAL-SISTEMIK, DAN ENJIN PERANGKAT

LUNAK UNTUK AUTOMASI PEMBUATAN NARASI EDUKATIF
INTERAKTIF

Diusulkan oleh:

Ketua : Sugiarto, S.Kom., M.Kom. NIDN 0714028703

Anggota : Pratama Wirya Atmaja, S.Kom., M.Kom. NIDN 0006018407
Eka Prakarsa Mandyartha, S.T., M.Kom. NIDN 0725058805
Alfian Dorif Murtadlo NPM 20081010251
Rico Putra Anugerah NPM 20081010024

FAKULTAS ILMU KOMPUTER

UNIVERSITAS PEMBANGUNAN NASIONAL “VETERAN” JAWA TIMUR
2023
 HALAMAN PENGESAHAN
RISET DASAR LANJUTAN

Judul Penelitian : Algoritma, Model Formal-Sistemik, dan Enjin

Fokus/Tema Penelitian
Ketua Peneliti
a. Nama Lengkap
b. NIP
c. ID Sinta / Scopus
d. H-index G. Scholar / Scopus
e. Jabatan Fungsional
f. Program studi/Fakultas
g. Nomor HP
h. Alamat surel
Anggota Peneliti (1)
a. Nama lengkap
b. NIP
c. Perguruan tinggi
Anggota Peneliti (2)
a. Nama lengkap
b. NPT
c. Perguruan tinggi
Jumlah mahasiswa yang terlibat
Lama penelitian keseluruhan
Penelitian tahun ke
Biaya penelitian keseluruhan
Biaya tahun berjalan
a. Diusulkan ke UPNV Jatim
b. Dana institusi lain
Perangkat Lunak untuk Automasi Pembuatan Narasi
Edukatif Interaktif
: 458/Teknik Informatika
: Sugiarto, S.Kom., M.Kom.
: 19870214 202121 1001
: 6661798 / 57216650128
: 3/1
: Lektor
: Bisnis Digital / Fakultas Ilmu Komputer
: 0895365803519
: sugiarto.if@upnjatim.ac.id
: Pratama Wirya Atmaja, S.Kom., M.Kom.
: 198401062018031001
: UPN “Veteran” Jawa Timur
: Eka Prakarsa Mandyartha, S.T., M.Kom.
: 198805252018031001
: UPN “Veteran” Jawa Timur
: 3 orang
: 2 tahun
: 1
: Rp. 46.000.000,-
:
: Rp. 23.000.000,-
: -

Surabaya, 31 Agustus 2023

Mengetahui,
Ketua Pusat Studi Ketua Peneliti

Dr. Basuki Rahmat, S.Si., MT. Sugiarto, S.Kom, M.Kom.

NIDN. 0023076907 NIDN. 0714028703

Menyetujui,
Dekan Fakultas Ilmu Komputer

Prof. Dr. Ir. Novirina Hendrasarie, MT.

NIP. 19681126 199403 2 001

i
 RINGKASAN

Tantangan-tantangan di abad ke-21 membutuhkan generasi muda yang kreatif,

kritis, dan kolaboratif, dan mereka dapat ditempa melalui proses pembelajaran yang aktif
dan seautentik dunia nyata. Media pembelajaran yang naratif dan interaktif ampuh untuk
proses itu; sayangnya, penerapannya kerap terkendala kompleksitas dan biaya. Untuk
mengatasi masalah ini, riset dwitahun ini mencoba mengeksplorasi metode automasi
pembuatan narasi edukatif interaktif. Lebih spesifiknya, riset ini berfokus pada tiga aspek
metode tersebut: (1) model narasi tersebut yang bersifat formal—didefinisikan secara
matematis—dan sistemik—menjelaskan unsur-unsurnya dan interaksi di antara mereka; (2)
algoritma untuk mengubah suatu konten pembelajaran menjadi model tersebut; dan (3)
enjin perangkat lunak (software engine) yang dapat mengeksekusi model tersebut. Tahun
pertama riset ini akan menghasilkan versi dasar model, algoritma, dan enjin tersebut, yang
dapat mengubah konten pembelajaran dari bidang ilmu komputer menjadi narasi interaktif
berjenis gim bermain-peran (role-playing game). Modelnya akan disusun dengan domain-
specific modelling language (DSML), dan algoritmanya juga akan dapat meminta—
melalui application programming interface (API)—layanan large language model (LLM)
semacam ChatGPT untuk menyusun teks-teks dialog gimnya. Selanjutnya, tahun kedua
riset ini akan memperbaiki dan mengembangkan model, algoritma, dan enjin tersebut
hingga dapat memfasilitasi jenis-jenis narasi interaktif lain, seperti novel visual interaktif,
dan subjek yang lebih umum, seperti bela negara. Selain itu, algoritmanya juga akan
menggunakan layanan LLM secara lebih ekstensif: tidak hanya untuk teks dialog tetapi
juga skrip cerita. Hasil di tahap 70% adalah pembuatan model formal-sistemik gim
edukasi, algoritma konversi konten gim edukasi, aplikasi web pembuatan konten gim
edukasi, enjin perangkat lunak, dan naskah artikel ilmiah.

ii
 PRAKATA

Puji syukur kami panjatkan pada Tuhan YME atas kelancaran pelaksanaan alur
70% penelitian RISLA kami. Lima hal telah kami hasilkan dalam alur 70% ini, yaitu
pembuatan model formal-sistemik gim edukasi, algoritma konversi konten gim edukasi,
aplikasi web pembuatan konten gim edukasi, enjin perangkat lunak, dan naskah artikel
ilmiah.
Demikian prakata dari kami. Kami berharap laporan kemajuan ini dapat
memberikan manfaat pada pihak-pihak yang membacanya.

Ketua tim peneliti

Sugiarto, S.Kom., M.Kom.

iii
 DAFTAR ISI

Halaman pengesahan ..................................................................................................... i

Ringkasan ....................................................................................................................... ii
Prakata ............................................................................................................................ iii
Daftar Isi ........................................................................................................................ iv
Daftar Tabel ................................................................................................................... v
Daftar Gambar ............................................................................................................... vi
Daftar Lampiran ............................................................................................................. vii
Bab I Pendahuluan ......................................................................................................... 1
Bab II Tinjauan Pustaka ................................................................................................. 3
Bab III Tujuan dan Manfaat Penelitian .......................................................................... 4
Bab IV Metode Penelitian .............................................................................................. 5
Bab V Hasil yang Dicapai .............................................................................................. 8
Bab VI Rencana Tahapan Berikutnya ............................................................................ 17
Bab VII Kesimpulan dan Saran ..................................................................................... 18
Daftar Pustaka ................................................................................................................ 19

iv
 DAFTAR TABEL

Tabel 1.1 Target capaian tahunan .................................................................................. 2

v
 DAFTAR GAMBAR

Gambar 3.1 Peta jalan riset …………………………………………………………… 4

Gambar 4.1 Alur penelitian …………………………………………............................ 7
Gambar 5.1 Model formal-sistemik NEI ………………………................................... 8
Gambar 5.2 Metamodel gim edukasi berjenis bermain-peran ………………................ 9
Gambar 5.3 Algoritma penyesuaian quest gim bermain-peran ...................................... 10
Gambar 5.4 Metode prompting untuk meminta teks dialog dari ChatGPT ................... 10
Gambar 5.5 Enjin perangkat lunak gim edukasi ............................................................ 11
Gambar 5.6 Frontend aplikasi web sistem gim edukasi ……….................................... 11
Gambar 5.7 Basis data sistem gim edukasi ……………………………….................... 12
Gambar 5.8 Hasil pengujian metode prompting ……..................................................... 13
Gambar 5.9 Kegagalan prompting ................................................................................. 13
Gambar 5.10 Naskah artikel ilmiah tambahan pertama ………………………………. 14
Gambar 5.11 Naskah artikel ilmiah tambahan ketiga ………………………………… 15
Gambar 5.12 Naskah artikel ilmiah wajib ……………………………………………. 16

vi
 DAFTAR LAMPIRAN

Lampiran 1 Aplikasi web ………................................................................................... 22

Lampiran 2 Enjin perangkat lunak ……………………………………………………. 23
Lampiran 3 Artikel ilmiah tambahan pertama ………………………………………... 24

vii
 BAB I
PENDAHULUAN

1.1. Latar Belakang

Urgensi penelitian ini berangkat dari dua fenomena di masyarakat Indonesia
maupun dunia. Pertama, abad ke-21 mengharuskan penduduk dunia membekali diri dengan
kemampuan-kemampuan semacam kreativitas, komunikasi interpersonal, dan pemikiran
komputasional [1], yang dapat difasilitasi model pendidikan yang menjadikan siswa
sebagai aktor aktif di skenario pembelajaran yang seautentik dunia nyata [2]. Kedua,
pandemi COVID-19 telah mengakselerasi kebutuhan akan pendidikan daring maupun
hybrid [3]. Dua fenomena ini menuntut pengembangan dan pemanfaatan media digital
yang interaktif, naratif, dan edukatif, yang mendukung pembelajaran aktif, autentik, dan
sekaligus memotivasi. Sayangnya, pemanfaatan teknologi pembelajaran seperti gim
edukasi masih kerap terkendala kompleksitas dan biaya [4].
Untuk menyelesaikan permasalahan tersebut, riset dwitahun ini bertujuan
mengungkap metode automasi pembuatan narasi edukatif interaktif (NEI) untuk membantu
pendidik. Lebih spesifiknya, riset berbidang fokus teknologi informasi dan komunikasi
(TIK) dan ber-TKT 3 ini akan mengungkap prinsip-prinsip ilmiah metode tersebut, yang
terdiri dari model formal-sistemik NEI, algoritma untuk konversi konten pembelajaran
menjadi NEI, dan enjin perangkat lunak (software engine) untuk mengeksekusi model
NEI. Di masa depan, metode tersebut akan diterapkan di sistem perangkat lunak ber-TKT
tinggi, yang dapat dimanfaatkan pendidik di UPN “Veteran” Jawa Timur, Indonesia,
maupun dunia.

1.2. Target Capaian Tahunan

Tabel 1.1 memperlihatkan target capaian tahunan kami.

1
 Tabel 1.1 Target capaian tahunan

Jenis Keluaran
No.
Kategori Sub kategori Wajib Tambahan
TS TS+1 TS TS+1
1 Artikel ilmiah Internasional Diterima Diterima
dimuat di jurnal Nasional Dipubli- Dipubli-
terakreditasi (sinta 1 kasikan kasikan
atau 2)
2 Artikel ilmiah Internasional Dipresen- Dipresen-
dimuat di terindeks tasikan tasikan
prosiding Nasional Dipresen- Dipresen-
tasikan tasikan
3 Invited speaker Internasional
dalam temu Nasional
ilmiah
4 Visiting Lecturer Internasional
5 Hak Kekayaan Paten
Intelektual Paten Sederhana
Hak Cipta Dikabulkan Dikabulkan
Merek Dagang
Rahasia Dagang
Desain Produk
Industri
Indikasi Geografis
Perlindungan
Varietas Tanaman
Perlindungan
Topografi Sirkuit
Terpadu
6 Teknologi Tepat Guna
7 Model/purwarupa/desain/karya Purwarupa Purwarupa
seni/rekayasa sosial
8 Buku Ajar (ISBN) atau bahan ajar Disusun Disusun
9 Tingkat Kesiapan Teknologi (TKT) 3 3

2
 BAB II
TINJAUAN PUSTAKA

2.1 Kondisi Terkini Keilmuan (State of the Art)

Narasi memiliki banyak manfaat untuk edukasi, dua di antaranya adalah
mengkontekstualkan pelajaran untuk memperjelas penerapaan riilnya [5] dan memotivasi
pelajar melalui tokoh-tokoh dan situasi-situasi yang menarik [6]. Jenis narasi edukatif yang
paling ampuh adalah NEI karena mengizinkan audiensi menjelajahi narasinya secara aktif,
yang pada akhirnya meningkatkan pemahaman mereka [7]. Jenis NEI terpopuler saat ini
adalah gim edukasi bernarasi, yang terdiri dari tiga aspek: mekanika gim, narasi, dan
konten pembelajaran [8]. Ketiga aspek selayaknya tidak berjalan terpisah tetapi
terintegrasi sebagai satu kesatuan [9].
Mengembangkan gim edukasi adalah proses yang kompleks dan interdisiplin.
Idealnya, proses itu melibatkan setidaknya dua pihak: pendidik (sebagai pihak yang
memahami konten pembelajaran) dan pengembang gim (sebagai pihak yang memahami
mekanika gim dan narasi). Karena sukar dan membutuhkan banyak sumber daya, proses
kolaborasi kedua pihak kerap menjadi hambatan (bottleneck) di pengembangan gim
edukasi [4].
Selain melalui kerja sama dengan pengembang gim, seorang pendidik juga dapat
mengembangkan sendiri gim edukasi dengan perangkat lunak khusus. Beberapa perangkat
lunak semacam itu adalah StoryTec [10], uAdventure [11], WEEV [12], Iolaos [13], dan
Emergo [14]. Sayangnya, perangkat-perangkat lunak itu hanya mendukung gim-gim
dengan mekanika terbatas sehingga kurang interaktif.
Alat pengembangan gim edukasi dapat didukung metode atau bahasa pemodelan.
DSML (domain-specific modelling language) adalah sarana efektif untuk pemodelan gim
secara formal [15]. Model yang dihasilkan dapat langsung diverifikasi dan diterjemahkan
menjadi kode program sehingga meningkatkan efisiensi proses pengembangan gimnya. Di
bidang gim edukasi, DSML telah diterapkan oleh, sebagai contoh, de S. Silva dan Andrade
[16] dan Borror dan Rapos [17] untuk memodelkan gim kartu edukatif.

2.2 Kesenjangan Penelitian (Research Gap)

Sejauh ini, belum ada sistem atau metode automasi pembuatan NEI yang
mendukung konten pembelajaran, narasi, dan mekanik interaktivitas secara luas. Hal itu
menjadi kesenjangan riset yang akan diatasi riset ini.
3
 BAB III
TUJUAN DAN MANFAAT PENELITIAN

3.1 Peta Jalan untuk Mengisi Kesenjangan Penelitian

Gambar 3.1 memperlihatkan peta jalan riset kami. Peta tersebut dimulai pada 2019
dengan riset tentang gim edukasi sederhana yang dapat memfasilitasi berbagai konten
pembelajaran secara fleksibel [18]. Berbekal temuan riset itu, riset 2020 kami
mengeksplorasi dua jenis NEI, yaitu gim bermain-peran (role-playing game) [19] dan
gamifikasi bernarasi [20]. Hasil riset tersebut menjadi dasar prinsip-prinsip integrasi
konten pembelajaran dan narasi di 2021 [21][22]. Pada 2022, kami meneliti NEI secara
lebih komprehensif, yang menghasilkan metode desain NEI yang dipresentasikan di
konferensi ICIDS (International Conference on Interactive Digital Storytelling) yang
terindeks Scopus dan ScimagoJR [23]. Riset lanjutan kami pada 2023 dan 2024 akan
mengembangkan prinsip-prinsip integrasi dan metode desain kami menjadi model formal-
sistemik dan algoritma untuk automasi pembuatan NEI, sementara gim bermain-peran
kami akan menjadi dasar enjin perangkat lunaknya. Terakhir, ketiga komponen itu akan
kami wujudkan menjadi purwarupa sistem automasi NEI ber-TKT 6 atau 7 di 2025.

Gambar 3.1 Peta jalan riset

4
 BAB IV
METODE PENELITIAN

4.1 Pendekatan Teoretis Penelitian

Model formal-sistemik akan dibuat terlebih dahulu secara generik untuk segala
konteks NEI. Model ini kemudian akan kami turunkan menjadi model jenis NEI spesifik,
yaitu gim bermain-peran sesuai purwarupa yang telah kami kembangkan sebelumnya.
Model spesifik ini akan kami susun berupa metamodel berformat UML, yang merupakan
komponen umum domain-specific modeling language (DSML). Sementara itu, algoritma
konversinya akan terdiri dari dua bagian: (1) algoritma untuk menyusun konten gim
bermain-peran, dan (2) algoritma penyusunan teks dialog narasinya, yang memanggil API
large language model (LLM) semacam ChatGPT. Sebuah aplikasi web akan dibuat untuk
menjalankan kedua algoritma dan sekaligus menjadi antarmuka tim kami dalam
mengkonversi konten pembelajaran menjadi NEI. Sementara itu, purwarupa gim bermain-
peran yang pernah kami kembangkan sebelumnya akan dikembangkan lebih lanjut agar
dapat menjadi enjin perangkat lunak pada tahun pertama. Pada tahun kedua, sebuah enjin
lagi akan kami kembangkan, yaitu yang berjenis novel visual interaktif [24].

4.2 Rincian Pelaksanaan

Sesuai Gambar 4.1, proses-proses di tahun pertama dan kedua akan identik, yaitu
sebagai berikut:
1. Penyusunan model formal-sistemik, enjin perangkat lunak, algoritma konversi, dan
aplikasi web: Empat kegiatan ini akan berjalan paralel.
2. Pengujian algoritma konversi: Akan dilakukan menggunakan aplikasi web-nya.
3. Monev 70%.
4. Pengujian enjin: Akan dilakukan dengan bantuan pemain-pemain yang memainkan
enjin tersebut.
5. Penulisan artikel ilmiah tambahan pertama: Artikel ini akan membahas model
formal-sistemik generik dan akan dipresentasikan di konferensi ICIDS
(International Conference on Interactive Digital Storytelling) 2023, yaitu
konferensi bereputasi untuk bidang narasi interaktif (https://icids2023.ardin.online).
6. Penulisan artikel ilmiah tambahan kedua: Artikel ini akan membahas algoritma
penyusunan teks dialog narasi dan akan dipresentasikan di konferensi ISRM 2023.
7. Pengajuan hak cipta: Yaitu hak cipta aplikasi web dan enjin.
5
 8. Mengikuti ISRM.
9. Penulisan artikel ilmiah wajib: Artikel ini akan membahas enjin perangkat lunak
dan aplikasi webnya dan dipublikasikan di jurnal Kinetik yang terakreditasi Sinta 2
(https://kinetik.umm.ac.id/index.php/kinetik).
10. Penulisan artikel ilmiah tambahan ketiga: Artikel ini akan membahas metamodel
gim bermain-peran dan algoritma penyusunan kontennya dan akan dipresentasikan
di konferensi ITIS (Information Technology International Seminar) 2023 yang
terindeks IEEE dan Scopus (https://2023.itisconf.org)..
11. Mengikuti seminar hasil.
Ketua tim akan menyusun aplikasi web; anggota 1 tim akan menyusun model
formal-sistemik dan enjin; dan anggota 2 akan menyusun algoritma. Hal-hal lain akan
dilakukan seluruh tim, termasuk anggota-anggota mahasiswa.

6
Gambar 4.1 Alur penelitian

7
 BAB V
HASIL YANG DICAPAI

5.1 Model Formal-Sistemik

Gambar 5.1 memperlihatkan model formal-sistemik NEI, yang kami kembangkan
dari model aspek informasi, narasi, dan interaktivitas narasi interaktif kami sebelumnya
[23]. Secara keseluruhan, model ini terdiri dari tiga subsistem: dunia, penceritaan, dan
interaktivitas. Ketiganya terdiri dari sejumlah sub-subsistem yang memfasilitasi narasi
interaktif yang fleksibel untuk segala konteks dan sekaligus mendukung proses
pembelajaran audiens.

Gambar 5.1 Model formal-sistemik NEI

8
 Model ini kami turunkan menjadi metamodel gim bermain-peran edukatif sesuai di
Gambar 5.2. Saat ini, metamodel ini terdiri dari diagram kelas yang menggambarkan
unsur-unsur umum gim bermain-peran yang mematuhi pembagian subsistem sesuai model
NEI di Gambar 5.1. Kami mengadaptasi metamodel gim edukasi di literatur, contohnya
milik De Lope dkk. [25].

Gambar 5.2 Metamodel gim edukasi berjenis bermain-peran

5.2 Algoritma Konversi

Gambar 5.3 memperlihatkan sebagian pseudocode algoritma penyesuaian konten
gim bermain-peran edukatif, yang kami adaptasi dari algoritma di penelitian kami
sebelumnya. Algoritma ini dapat menyesuaikan quest, yaitu jenis konten yang sangat
umum di gim bermain-peran. Dengan algoritma ini, hanya quest yang dibutuhkan yang
akan ditampilkan di gimnya sehingga membantu pendidik menyajikan konten
pembelajaran yang diinginkan.
Sementara itu, Gambar 5.4 memperlihatkan metode prompting untuk meminta
ChatGPT menyusun teks dialog gim. Setiap “XXXX” dapat diganti dengan variabel yang
sesuai. Setiap variabel akan diambil otomatis dari konten gimnya. Sebagai contoh, topik
ucapan dapat terkait lokasi atau entitas tertentu.

9
 Gambar 5.3 Algoritma penyesuaian quest gim bermain-peran

Gambar 5.4 Metode prompting untuk meminta teks dialog dari ChatGPT

5.3 Enjin Perangkat Lunak

Gambar 5.5 memperlihatkan enjin perangkat lunak yang sedang dikerjakan tim
kami. Enjin ini berupa gim bermain-peran tiga dimensi, yang mendukung unsur-unsur
metamodel sebelumnya. Enjin ini dibuat dengan Unity dan akan ber-platform Windows
dan web.

10
 Gambar 5.5 Enjin perangkat lunak gim edukasi

5.4 Aplikasi Web

Gambar 5.6 memperlihatkan frontend aplikasi web sistem gim edukasi, yang akan
dapat digunakan untuk membaca data permainan pemain dan memodifikasi konten
permainan. Sementara itu, Gambar 5.7 memperlihatkan basis data sistemnya, yang
menggunakan platform Firebase.

Gambar 5.6 Frontend aplikasi web sistem gim edukasi

11
 Gambar 5.7 Basis data sistem gim edukasi

5.5 Pengujian Algoritma

Gambar 5.8 memperlihatkan hasil pengujian metode prompting ChatGPT. Teks
dialog yang dihasilkan berkualitas cukup baik. ChatGPT dapat mengubah gaya teks sesuai
sifat ucapan yang diminta. Walau demikian, terkadang teks yang disusun memiliki panjang
kata yang melebihi ketentuan. Kami akan mencoba memperbaiki metode prompting kami
untuk mencegah hal itu. Jika kami tidak berhasil mencegahnya, kami akan mensiasati
dengan mengurangi jumlah kata per paragraf. Selain itu, ChatGPT dapat menolak
menyusun teks dialog dengan spesifikasi tertentu, sebagaimana terlihat di Gambar 5.9.
Kami pun akan mencoba mensiasati hal ini.

5.6 Artikel Ilmiah Tambahan Pertama

Gambar 5.10 memperlihatkan naskah artikel ilmiah tambahan pertama, yang telah
diserahkan ke konferensi ICIDS 2023 dan sedang menunggu hasil review. Naskah ini tidak
menyertakan identitas penulis karena konferensi ICIDS 2023 bersistem double blind.

12
Gambar 5.8 Hasil pengujian metode prompting

Gambar 5.9 Kegagalan prompting

13
 Gambar 5.10 Naskah artikel ilmiah tambahan pertama

5.7 Artikel Ilmiah Tambahan Ketiga

Gambar 5.11 memperlihatkan naskah artikel ilmiah tambahan ketiga, yang
membahas model gim edukasi berjenis bermain-peran. Artikel ini sedang disusun dan akan
diserahkan ke konferensi ITIS 2023.

14
 Gambar 5.11 Naskah artikel ilmiah tambahan ketiga

5.8 Artikel Ilmiah Wajib

Gambar 5.12 memperlihatkan naskah artikel ilmiah wajib, yang membahas enjin
perangkat lunak dan aplikasi webnya. Artikel ini sedang disusun dan akan diserahkan ke
jurnal Kinetik.

15
Gambar 5.12 Naskah artikel ilmiah wajib

16
 BAB VI
RENCANA TAHAPAN BERIKUTNYA

6.1 Pengujian Aplikasi Web dan Enjin Perangkat Lunak

Aplikasi web dan enjin perangkat lunak akan kami uji setelah selesai
dikembangkan. Pengujian akan bersifat user testing dan melibatkan sejumlah dosen dan
mahasiswa.

6.2 Perbaikan dan Penerapan Metode Prompting

Kami akan memperbaiki metode prompting ChatGPT kami sehingga hasil yang
kami dapat lebih stabil dan andal. Selain itu, kami akan menerapkan metode itu di aplikasi
webnya berupa pemanggilan API ChatGPT.

6.3 Penulisan dan Pengajuan Artikel Ilmiah

Artikel ilmiah tambahan kedua dan artikel ilmiah wajib akan kami selesaikan dan
kami serahkan ke konferensi dan jurnal terkait. Sementara itu, artikel ilmiah tambahan
ketiga akan kami tulis dan ajukan ke ISRM 2023.

6.4 Pengajuan Hak Cipta

Hak cipta aplikasi web atau enjin perangkat lunak akan kami ajukan.

6.5 Mengikuti ISRM 2023

Kami akan mengikuti ISRM 2023 untuk mempresentasikan artikel ilmiah tambahan
ketiga kami.

17
 BAB VII
KESIMPULAN DAN SARAN

6.1 Kesimpulan
Kegiatan-kegiatan 70% telah dilaksanakan, yang terdiri dari pembuatan model
formal-sistemik gim edukasi, algoritma konversi konten gim edukasi, aplikasi web
pembuatan konten gim edukasi, enjin perangkat lunak, dan naskah artikel ilmiah.. Kami
mengembangkan beberapa hasil penelitian kami sebelumnya untuk menghasilkan model,
algoritma, dan enjin tersebut. Beberapa kendala kami temui, termasuk kekurangstabilan
hasil dari metode prompting ChatGPT kami. Terlepas dari itu, hasil-hasil penelitian ini
dapat bermanfaat bagi peneliti maupun praktisi teknologi edukasi.

6.2 Saran
Ketidakstabilan hasil dari ChatGPT dapat menghambat pelaksanaan riset yang
terpercaya. Penggunaan sistem LLM lain yang lebih stabil atau open source dapat menjadi
solusinya.

18
 DAFTAR PUSTAKA

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Lampiran 1. Aplikasi Web

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Lampiran 2. Enjin Perangkat Lunak

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Lampiran 3. Artikel Ilmiah Tambahan Pertama
Bukti penyerahan artikel:

24
 The World, Storytelling, and Interactivity: Toward a
Comprehensive Model of Interactive Narrative Systems

Abstract. Harnessing the explanatory and emotional powers of narratives as well

as the robustness of interactivity, interactive digital narratives (IDNs) possess the
potential to assist us in our endless learning journey in the universe. To date,
however, no IDN system model exists that explicitly supports human learning
and is general enough for various IDN contexts. Thus, we propose such a model,
consisting of subsystems for world, storytelling, and interactivity aspects of
IDNs, which correspond with the cognitive, affective, and sensorimotor domains
of learning. Besides describing the model, we briefly discuss an example of its
usage and its synergies with existing IDN models.

Keywords: Interactive digital narrative systems · system models · world ·

storytelling · interactivity · learning domains

1 Introduction

The world is complex on every scale, including macro- and microorganisms. Navi-
gating the intricacies of this megasystem takes us on a neverending learning journey
[1]. Our optimal learning occurs when we engage with narratives, as our cognition in-
herently processes events as stories [2]. Narratives accommodate spatiotemporality,
causality, and multiple outcome possibilities, three essential components of complex
system modeling [3, 4]. Furthermore, a proper narrative does not merely explain but
engages its audience through identifiable characters and other affective elements [5, 6].
Among narrative media, interactive digital narratives (IDNs) stand out as the most
potent, leveraging their interactivity to create impactful learning experiences [7]. For
that reason, IDNs serve as effective tools for addressing complexity [8], substantiated
by state-of-the-art IDN theories such as the SPP model [9]. However, the precise facil-
itation of complex learning processes through IDNs remains uncertain. This uncertainty
has led to applications of IDNs that rely too much on ad-hoc designs, resulting in a
fragile discipline [10]. What is urgently needed is a comprehensive model that (1)
bridges IDNs with fundamental learning principles, and (2) is adaptable across diverse
IDN use cases.
This paper presents our initial attempt at proposing such a model. Our approach in-
volves initially anchoring the model in contemporary learning and cognitive science
theories. Subsequently, we outline the model, accompanied by an illustrative imple-
mentation. Lastly, we follow it with a discussion of the model's compatibility with ex-
isting models of IDNs or related subjects, mainly games.
2

2 Human Learning and Interactive Digital Narratives

The process of learning comprises cognitive, affective, and sensorimotor domains [11].
Regardless of the context, optimal learning necessitates the mobilization of all three
domains. Feelings like intrigue and boredom strongly influence our mental processes
[12]. Relatedly, humans are cultural beings, meaning our needs are culturally biased
[13]. These biases affect our learning, something educators have acknowledged and
accommodated with the culturally relevant pedagogy [14]. Indeed, problems are much
easier to comprehend when we care about their elements, i.e., people, events, settings,
and objects [15]. Moreover, we can learn through motor activities [16], even in non-
physical contexts. For example, hand movements can aid in understanding mathematics
[17].
The three domains can interact with each other in myriad ways. Regardless, the in-
teractions typically follow two basic flows, with the cognitive domain at one end and
the sensorimotor one at the other. At one time, sensory signals enter our senses to up-
date our understanding of the world; at another, our brain commands our body to mod-
ify the world. Predictive processing, one of the cutting-edge cognitive science theories,
defines the former “perceptual inference” and the latter “active inference” [18]. Mean-
while, somewhere between our cognition and physical body lies our affective faculty,
releasing emotional energy to power up the two flows. A significantly positive emotion
toward something, such as an artwork, fixates our senses on it, allowing us to compre-
hend it more deeply [19]. Conversely, a piece of knowledge that excites or terrifies us
is much more likely to trigger our actions [20].
The domains and their interactions align with the information, narrative, and inter-
activity aspects of IDNs for complex issues [21]. The information aspect provides a
systemic model of an issue, consisting of spatial dimension—entities, locations, and
such—and temporal dimension—events and their sequence. The narrative aspect mod-
ifies or rearranges the model to satisfy the audience’s affective needs, such as by em-
phasizing or de-emphasizing some elements. The two aspects correspond with the typ-
ical constituents of a narrative: a story world and storytelling, respectively [15]. Mean-
while, the last aspect, interactivity, delivers the story to the audience’s senses as well
as lets them control its progression or presentation.
To support and optimize audience learning, IDNs must pay attention to the three
aspects and their integration. Currently, we can find such an IDN model in one IDN
subclass: data storytelling. Its scholars have attempted to standardize its system model,
allowing for greater flexibility in composing software modules for its three aspects [22].
Regardless of this achievement, data storytelling is limited in its narrative and interac-
tivity features, rendering the model appropriate in specific IDN contexts only. There-
fore, there remains a lack of general-purpose learning-aware IDN models, which we
address in the following section.
 3

3 A World, Storytelling, and Interactivity Model of IDN

Systems

Figure 1 shows a diagram of our world, storytelling, and interactivity (WSI) model of
IDNs. The model describes an IDN system as consisting of three subsystems for its
aspects, each breaking down further into sub-subsystems. We took cues from data sto-
rytelling to compose the model’s systemic structure [22].
The world subsystem, which represents the information aspect, consists of a world
model, a cognitive model, and a source system. Being the target of the audience’s learn-
ing process, the first is the most crucial sub-subsystem. It can be composed by receiving
input from the source system, which stores “raw data” from the real world. The cogni-
tive model, which represents the audience’s cognitive needs, instructs the translation of
the source system into the world model. For example, the former may undergo a com-
plexity reduction process to turn into the latter without violating the audience’s cogni-
tive limitations.
The world model is taken into the next subsystem, storytelling, more specifically
into its storytelling model sub-subsystem. Although the world model’s constituents will
remain the same, the storytelling model may change their structure or relationships. The
overall event sequence may undergo a reshuffle, resulting in a non-chronological one.
Some entities in each event may stand out more, while others may be less pronounced.
Non-diegetic elements such as mood cues may even come into play. All these satisfy
the audience’s affective needs as specified by its model.
The storytelling model transforms further into the sub-subsystem of interactivity me-
chanics with the help of the audience’s sensorimotor model. Such a transformation may
simplify the storytelling, such as turning real-time events discrete to make them less
chaotic. Indeed, it is common for an IDN’s storytelling and interactivity aspects to op-
erate on different time frames [23]. Finally, the sensory-appropriate story is presented
as sensory-appropriate assets through a sensorimotor-appropriate UI. The assets may
include non-diegetic ones like background music and entity attribute indicators.
After receiving sensory signals, the audience can use the other half of the UI, the
control scheme, to execute an action to trigger a reverse flow. First, the action is pro-
cessed by the interactivity mechanics to modify their internal states. Afterward, the
sensorimotor model is called to help translate the modification into one for the story-
telling model. A similar process involves the affective model and cognitive model to
push the modification to the world model and the source system.
The WSI model’s workflow entails one key principle: barring the world subsystem,
each subsystem strictly continues a previous one. The storytelling model and interac-
tivity mechanics never contain unique systemic elements but modified ones of a previ-
ous model—the world model in the case of the storytelling model. Likewise, if the
source system already consists of systemic elements instead of, e.g., unstructured data,
then the world model merely holds their cognitively appropriate forms. (Mathemati-
cally speaking, each model is a function between a set of inputs, comprising pairs of
elements of a previous model and a learning domain model, and a set of possible sys-
temic elements and their attributes.)
4

Fig. 1. Diagram of the WSI model of IDN systems

This principle offers two advantages. Firstly, it supports an IDN’s decomposition

into subsystems, greatly expanding its flexibility and real-world utility. Changing one
subsystem does not have to disrupt the others, allowing for a “plug-and-play” approach.
It is also entirely possible to arrange multiple versions of each sub-subsystem. For ex-
ample, one world model may connect to three sets of storytelling and affective models,
each offering a unique perspective on the world model.
 5

Meanwhile, the principle’s second advantage is that it eases analyzing the impact of
an IDN’s design on the audience’s learning domains. For example, since interactivity
mechanics cannot stand on their own, any additional mechanics necessitate either a
modification to the existing world model or an extra world model altogether, however
simple it is. It then becomes clear that one cannot layer points, badges, or other game
mechanics on top of an existing system to “gamify” it without increasing the user’s
cognitive burden.

4 Example of the Model’s Usage

To illustrate the WSI model’s usage, we will describe a hypothetical IDN design as an
instance of the model. The IDN communicates the ice cap melting issue by first getting
raw data on regional climates, social unrest, economic turmoils, and other related topics
from various sources. With the help of a cognitive model and generative algorithms,
these unstructured data then turn into a world model fit for the IDN’s target audience:
educated teenagers and young adults. In general, the model’s entities, locations, events,
and other elements portray a world colored by unpredictable challenges alongside glim-
mers of hope.
The audience peers into the world through the perspective of a band of protagonists,
who investigate the ice caps and try to prevent their disappearance. Informed by the
audience’s affective model, the IDN’s storytelling model presents events of the heroes’
struggles with a pinch of dramatization. The events also depart from their original,
chronological sequence, with a climactic scene of the melting of the last ice cap repo-
sitioned to the beginning to quickly show what is at stake.
Next, the storytelling model morphs into interactivity mechanics that satisfy the au-
dience’s sensorimotor needs. To that end, different mechanics represent the story events
differently. For example, an event depicting the protagonists’s televised talk to raise the
public’s awareness may be delivered in a slower time frame, e.g., not real-time, while
a more action-oriented event on sabotaging an evil corporation closely follows the sto-
rytelling model’s original time frame.

5 Synergies with Other Interactive Narrative Models

We will briefly discuss possible synergies between the WSI model and three classes of
IDN-related models. The first class provides a general structure of IDN systems. This
class’s most representative member is the SPP (System, Process, Product) model [9],
which divides an IDN into a narrative design, procedural components, assets, and UI.
Firstly, the WSI model provides a more fine-grained narrative design, consisting of the
world model and its two enhancements, the storytelling model and the interactivity
model. Secondly, “procedural components” are the world model’s systemic rules,
equally enhanced twofold to facilitate a comprehensive learning process. Lastly, the
SPP model’s assets and UI map rather straightforwardly onto those of the WSI model.
The second model class concerns game systems, IDNs’ most popular cousins. From
the classic MDA model and the standard model of game loops to their latest descendant,
6

the game interaction model [24–26], members of this class take a player-centric ap-
proach to modeling games and their usage. The WSI model complements them nicely
by expanding the game system to include not only game mechanics but also the game’s
world model and storytelling model. Going forward, this “extended game system
model” may contribute to serious games, particularly by solving the longstanding issue
of “intrinsic integration” between learning content, narrative, and game mechanics [27].
The last class deals with ludonarrative problems. Its most developed member is the
GFI model [28], which primarily explains how the player interprets game mechanics as
a story. This time, the model may enrich the WSI model by providing a more precise
mechanism to connect the world model with the storytelling model, which is by bridg-
ing the former’s cognitive goals with the latter’s affective methods.

6 Conclusion

We have described our initial effort at constructing a general model of IDN systems
that explicitly support the audience’s learning process. We have grounded this WSI
model in contemporary learning and cognitive science theories as well as taken cues
from data storytelling, an IDN medium with systemic modularity between the learning
process’s cognitive, affective, and sensorimotor domains. For now, we have concisely
argued for the model’s novelty, advantages, and enormous potential, not least due to its
synergies with existing IDN models. This potential opens a very promising avenue for
future research, including turning the now-theoretical model into a highly practical met-
amodel, eventually enabling the development of robust IDN systems or even systems-
of-systems for unparalleled social impact.

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