Character implementation for children with visual disabilities through traditional games: Case studies in inclusive elementary schools

Abstract

This study examines the effectiveness of multisensory traditional game-based learning in supporting character development among children with visual impairments in inclusive primary education. Addressing the limited integration of culturally grounded and accessible pedagogies, a quasi-experimental pre-test–post-test design was employed. The intervention incorporated traditional games adapted with auditory and tactile elements. Data were collected through validated observation instruments with established inter-rater reliability and analyzed statistically across indicators of cooperation, self-control, responsibility, and empathy. The results show significant improvements in all measured behaviors, indicating that multisensory game-based learning fosters meaningful social interaction and prosocial engagement. However, behavioral gains do not necessarily indicate full moral internalization, as intrinsic motivation and long-term sustainability were not assessed. This study contributes to inclusive character education by integrating cultural relevance and multisensory accessibility, although it is limited by the absence of a control group and short intervention duration.