The Effectiveness of Interactive Multimedia “HEROKIDS” on Digital and Cultural Literacy: Reviewed from Students’ Cultural Interests and Frequency of Smartphone Use
Abstract
Objective: This study aims to examine the effectiveness of HEROKIDS, an interactive multimedia application based on the local wisdom of Kediri Regency, in improving cultural and digital literacy among elementary school students. Methods: The study employed a quasi-experimental design with a one-group pre test - post test approach involving 30 fourth-grade students from two public elementary schools in Kediri. Data were collected using validated multiple-choice tests for cultural literacy and structured observation sheets for digital literacy. Two learner-based moderator variables—cultural interest and smartphone usage frequency—were analyzed through median-split grouping. Statistical analyses were conducted using paired sample t-tests and independent sample t-tests. Results: The results indicate that HEROKIDS effectively enhances students’ literacies, as evidenced by a significant improvement in cultural literacy (N-gain = 0.81, p < 0.001) and digital literacy (N-gain = 0.63, p < 0.001). Cultural interest did not moderate the outcomes significantly (p = 0.677), suggesting that the intervention was equally effective regardless of students’ initial interest. In contrast, smartphone usage frequency showed a significant moderating effect (p = 0.001), with students who were more familiar with smartphones demonstrating higher gains. Novelty: This study introduces HEROKIDS as a culturally grounded interactive multimedia that not only improves essential 21st-century literacies but also demonstrates nuanced interaction with students’ digital habits. The integration of local cultural values within a digital platform, assessed alongside learner characteristics, offers new insights into how contextualized digital tools can support equitable and engaging literacy development in elementary education.
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