Ethno Digital Curriculum for Vocabulary Scaffolding in Indonesian Early Childhood Education

Ethno Digital Curriculum for Vocabulary Scaffolding in Indonesian Early Childhood Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Ethno Digital Curriculum for Vocabulary Scaffolding in Indonesian Early Childhood Education Herlina Herlina, Herman Herman, Rahayu Rahayu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8759957/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 15 You are reading this latest preprint version Abstract The proliferation of digital technology in early childhood education often exacerbates cultural alienation due to the dominance of Western-centric content. This study aims to construct an "Ethno-Digital Game" model that leverages indigenous kinetic memories to stimulate vocabulary acquisition among early childhood learners. Merit: Addressing the "cultural blindness" in existing educational applications, this research contributes a novel framework for decolonizing digital literacy, proving that technological advancement need not come at the cost of cultural identity. Method: Adopting a Constructivist Grounded Theory design, the research utilized the reengineering of traditional Bugis games (Dende-dende and Maggasing) into a mobile interface as the primary intervention tool. Procedures: Data were gathered through iterative naturalistic observations of 20 "digital native" children and in-depth interviews with educators and cultural experts in South Sulawesi, Indonesia. The data were analyzed using open, axial, and selective coding to generate a substantive theory. Results: The analysis yielded three key findings: (1) Kinetic-Linguistic Mapping, where digital gestures anchor vocabulary recall through embodied cognition; (2) Triadic Scaffolding, which utilizes local cultural narratives to significantly lower the affective filter; and (3) the emergent theory of Ethno-Linguistic Resonance, positing that alignment between digital mechanics and cultural memory accelerates linguistic processing. Implications: The study concludes that "cultural mechanics" are vital variables in algorithm design. It offers a transferable framework for educators and developers globally to transform passive screen time into culturally situated learning, mitigating heritage language loss in the digital age. Early Childhood Education Ethno-Digital Game Grounded Theory Vocabulary Acquisition Bugis Culture Digital Literacy Figures Figure 1 INTRODUCTION The ubiquity of digital technology in the twenty first century has fundamentally reshaped the developmental ecology of early childhood. In the realm of language acquisition, mobile applications and digital games have transitioned from being supplementary tools to becoming primary sources of linguistic input for "digital native" children (Marsh et al., 2020 ; Reid et al., 2023 ). A substantial body of general literature suggests that interactive media, when designed with appropriate pedagogical affordances, can significantly accelerate vocabulary uptake by providing multimodal stimuli combining visual, auditory, and kinesthetic engagement (Kucirkova, 2019 ). Consequently, the integration of technology into Early Childhood Education (ECE) has become a global imperative, aiming to equip children with the literacy skills required for a rapidly interconnected world (Oladele & Ahsun, 2025 ; Yelland, 2018 ) Within this digital turn, specific attention has been directed toward "Gamification" as a strategy to enhance language learning. Previous studies have extensively documented how game mechanics—such as rewards, feedback loops, and interactive narratives—can boost motivation and cognitive retention in vocabulary learning (Geng et al., 2020 ). Research by Sundqvist ( 2019 ) and Reinders ( 2012 ) highlights that digital play facilitates lexical acquisition by reducing the cognitive load associated with rote memorization. These studies predominantly argue that the interactive nature of digital games creates an immersive environment where children can experiment with new words in a low-risk setting, thereby fostering both receptive and productive language skills. However, despite these technological advancements, a critical gap remains in the epistemological design of current educational games. A closer examination of the "focused" literature reveals that the majority of digital learning resources are heavily dominated by Western-centric paradigms or are designed to be "culturally neutral" (Khodabin & Arsalani, 2025 ; Selwyn, 2016 ; Silva et al., 2025 ). In contrast to the richness of children's local realities, these commercial applications often suffer from "cultural blindness," presenting narratives, logic, and social interactions that are alien to indigenous children(Bowers, 2014 ; Muller, 2024 ). This cultural dissonance creates a high "affective filter" (Krashen, 1982 ), where the disconnect between the child’s home culture ( habitus ) and the digital environment hinders optimal language acquisition. As noted by Sulianta ( 2024 ) and Battiste ( 2019 ), when digital tools ignore local wisdom, they risk becoming instruments of cultural alienation rather than educational empowerment. Addressing this inadequacy, this study proposes a novel "Ethno-Digital Game" model, which serves as a solution to bridge the chasm between indigenous wisdom and modern digital literacy. Specifically, this research reconstructs the mechanics of traditional Bugis games (such as Dende-dende and Maggasing ) into a mobile interface to stimulate vocabulary acquisition among early childhood learners. Unlike conventional apps that impose foreign logic, the proposed model utilizes "Cultural Resonance" aligning digital interactions with the child's kinetic memories and local value systems (such as Sipakatau or mutual respect) to create a seamless learning experience. The merit of this proposed solution lies in its potential to transform the learning process from a merely cognitive task into a culturally situated experience. By employing a Grounded Theory approach, this study argues that integrating ethno-pedagogy into digital design does not merely preserve heritage; it significantly enhances the efficacy of vocabulary acquisition by lowering anxiety and increasing relevance. This paper aims to demonstrate that by reengineering algorithms to reflect local cultural mechanics, educators can foster a learning environment where global linguistic competence and local cultural identity grow simultaneously LITERATURE REVIEW Gamification and Vocabulary Acquisition in Early Childhood In the landscape of Early Childhood Education (ECE), gamification has emerged as a transformative pedagogical tool. Defined as the application of game design elements in nongame contexts, gamification in ECE primarily leverages rewards, feedback loops, and interactive narratives to enhance engagement (Christopoulos & Mystakidis, 2023 ; Deterding et al., 2011 ; Pertiwi, n.d.; Zainuddin et al., 2024 ). Research indicates that digital games are particularly effective for vocabulary acquisition because they provide multimodal reinforcement visual, auditory, and kinesthetic which helps lower the cognitive load required to memorize new words (Li et al., 2022 ; D. Liu, 2024 ; Shakhizadakyzy, 2025 ; Sundqvist, 2019 ). However, while the efficacy of gamification is well-documented, existing studies often focus on generic, commercially available games that lack contextual relevance to the learner's specific cultural background. Ethno-Pedagogy and Culturally Responsive Teaching Parallel to the digital turn, there is a growing emphasis on Ethno-pedagogy. the practice of utilizing local cultural knowledge as a vehicle for learning. This aligns with Gay's (2018)framework of Culturally Responsive Teaching, which posits that using the cultural knowledge, prior experiences, and performance styles of diverse students makes learning more appropriate and effective for them. In the Indonesian context, local games such as Dende-dende or Maggasing are not merely play; they are repositories of "Funds of Knowledge"(I. Moll, 2024 ; L. Moll et al., 2006 ). containing distinct linguistic and kinetic structures. When education divorces itself from these funds of knowledge, it risks alienating students from their identity (Sakhiyya et al., 2025 ). The Intersection: Towards an Ethno-Digital Framework Despite the separate advancements in gamification and ethno-pedagogy, there remains a paucity of research at their intersection. Most digital learning tools for children are designed with a "one size fits all" approach, often reflecting Western epistemology (Bowers, 2014 ). This creates a "cultural disconnect" where the digital environment feels foreign to indigenous children. Recent scholars argue for the need to "decolonize" educational technology by embedding indigenous mechanics into digital algorithms (Battiste, 2019 ). This study addresses this theoretical gap by proposing an Ethno-Digital approach, arguing that digital tools function best not when they replace culture, but when they act as a mirror to the child's cultural reality. METHODOLOGY Research Design This study employed a qualitative research design utilizing a Constructivist Grounded Theory approach (Lindqvist & Forsberg, 2023; Mohajan & Mohajan, 2022). This method was selected to systematically generate a theoretical model specifically the Ethno-Digital Game model rooted directly in empirical data rather than testing preexisting hypotheses (Creswell & Poth, 2016). The constructivist lens was particularly pertinent for this study as it acknowledges that knowledge is constructed through the interaction between the researcher, the participants, and the cultural artifacts involved (Vygotsky, 1978). This approach allowed for the exploration of the complex interplay between traditional cultural mechanics and modern digital interactions in the context of vocabulary acquisition. Participants and Setting The research was conducted at TK CITRA school in Tallo district, South Sulawesi, Indonesia, a region predominantly inhabited by the Bugis ethnic group. Participants were selected using purposive sampling techniques to ensure data richness and depth (Patton, 2014). The study was situated in a semiurban PAUD where the transition from traditional agrarian lifestyle to modern digital consumption is palpable. In this setting, children often codeswitch between the local Bugis dialect used at home and the formal Indonesian language required by the curriculum. The subjects consisted of: 1. Early Childhood Learners (n=20): Aged 4–6 years, classified as "digital natives" (Prensky, 2009; Vitvitskaya et al., 2022) with varying levels of prior exposure to mobile devices. Table 1. Demographic Characteristics of Study Participants (n=20) Characteristic Category Frequency (n) Percentage (%) Gender Male 11 55% Female 9 45% Age Group 4 Years Old 5 25% 5 Years Old 10 50% 6 Years Old 5 25% Dominant Home Language Bugis Only 6 30% Indonesian Only 4 20% Bilingual (BugisIndo) 10 50% Daily Digital Exposure Low ( 2 hours) 4 20% 2. Teachers and Educators (n=5): Experienced Early Childhood Education (ECE) practitioners responsible for observing classroom interactions. 3. Cultural Experts (n=2): Elders possessing deep knowledge of traditional Bugis games to validate the cultural authenticity of the application. Materials and Instrumentation The primary instrument utilized in this study was the "Ethno-Digital Game" prototype. This mobile application was developed by reengineering the mechanics of traditional Bugis games, specifically Dende-dende (hopscotch) and Maggasing (spinning top), into a touchscreen interface. The software featured: · Kinetic Input: Drag and drop and swipe gestures mimicking physical play. · Audio-Visual Stimuli: Narratives recorded in the local Bugis dialect and visual assets reflecting local architecture. · Data Logger: An integrated backend system to record interaction frequency and duration. Secondary instruments included semi-structured interview guides for teachers and experts, as well as nonparticipant observation checklists to record children’s verbal responses during gameplay (Cohen et al., 2002) . Data Collection Procedures Data collection was performed in three iterative phases over a period of three months: 1. Phase I: Prototype Validation. Before field implementation, the digital game materials were reviewed by cultural experts to ensure the Sipakatau values and game logic adhered to customary standards. 2. Phase II: Naturalistic Observation. Children were introduced to the game in a classroom setting. They were allowed to interact with the device freely while researchers and teachers observed. Field notes were taken meticulously to capture spontaneous verbalizations, gestures, and social interactions (Emerson et al., 2011; Oğuz & Pınar, 2025). 3. Phase III: In Depth Interviews. Following the observation sessions, semi-structured interviews were conducted with teachers and cultural experts to interpret the children's behaviors and validate the cultural resonance of the findings. Data Analysis Data were analyzed using the Constant Comparative Method characteristic of Grounded Theory (Glaser & Strauss, 2017). The analysis proceeded through three distinct stages: · Open Coding: Raw data from transcripts and field notes were broken down into discrete parts, examined, and compared for similarities and differences, yielding initial labels (e.g., Motion Verbalization ). · Axial Coding: These categories were related to their subcategories to form more precise and complete explanations, establishing relationships between the digital stimuli and children's responses (e.g., Kinetic-Linguistic Integration ). · Selective Coding: The core category, Ethno-Linguistic Resonance , was identified to integrate all other categories into a unified theoretical model (Corbin & Strauss, 2014) . Trustworthiness and Rigor To ensure the reliability and validity of the study, triangulation of data sources was employed by cross verifying observation notes with interview transcripts (Denzin, 2012). Additionally, member checking was conducted by presenting the preliminary findings to the participating teachers to confirm that the interpretations accurately reflected their experiences (Lincoln, 1985). All research procedures adhered to ethical standards, and informed consent was obtained from parents and guardians prior to the children's involvement. Regarding the researcher's role, the lead author held an 'insider' position as an experienced ECE practitioner of Bugis’ descent. This cultural proximity facilitated a deeper sensitivity to the children's nonverbal cues and dialect variations (e.g., distinguishing between playfulness and genuine cultural adherence in gestures). However, to mitigate potential insider bias and ensure analytical distance, the researcher engaged in rigorous reflexive journaling throughout the study and employed peer debriefing with non-Bugis colleagues to challenge interpretations during the coding process. FINDINGS AND DISCUSSION Data analysis in this study was conducted using a Grounded Theory approach (Strauss & Corbin) to construct the Ethno-Digital Game model. The analytical process commenced with the decomposition of field data, generating over 50 initial code labels, which were subsequently reduced and abstracted hierarchically to unveil substantive relational patterns. The final findings are categorized into three primary levels of abstraction: stimulus taxonomy, triadic scaffolding mechanisms, and the theory of ethnolinguistic resonance. 1. Ethno-Linguistic Stimulus Taxonomy: From Physical to Digital (Open Coding) The initial analysis phase ( open coding ) regarding observations of traditional games (such as Dende-dende and Maggasing ) identified a profound interconnection between physical action and lexical emergence. This study reveals that stimuli within traditional games are not static but possess a distinct "kinetic-linguistic" nature. Open coding results indicate that vocabulary spontaneously produced by children falls into three primary stimulus categories: Operational Stimuli (Action Verbs): Emerging when children replicate kinetic movements on the screen (e.g., jump, throw, aim ). Spatial Stimuli (Prepositions & Positioning): Emerging through navigation within a digital space that adopts the structural layout of the original game arena (e.g., inside, across the line, center ). Socio-Affective Stimuli (Interjections & Pragmatics): Emerging through intercharacter interactions that adopt local values of politeness (e.g., your turn, sorry, thank you ). Empirical evidence demonstrates that children naturally verbalize kinetic actions while interacting with the game interface. This was confirmed by an early childhood educator (Informant 1) who observed children’s behavior during the initial trials: "When the children move the piece on the screen, mimicking the motion of throwing the 'gacok' (marker) in Dende-dende, they spontaneously shout 'Jump!' or 'In!'. There is an automatic connection between their hand movements on the screen and the action vocabulary they have mastered on the playground." (SS,Interview, Oktober 12, 2025). These data indicate the phenomenon of "Kinetic-Linguistic Mapping," wherein the child's procedural memory of traditional game movements serves as a catalyst for vocabulary recall. The spontaneous verbal responses prove that a digital interface adopting cultural mechanics functions not merely as a visual medium, but as a cognitive stimulus that simultaneously activates the link between action and lexicon. To elucidate the validity of the theoretical construction, the process of analyzing data from raw transcripts to abstract categories is summarized in the coding matrix below: Table 2 Data Abstraction Matrix Raw Data (Transcription/Observation) Open Code (First labelling) Axial Category (Kategori) Core Category (Theory) "Anak berteriak 'Lompat!' secara spontan saat menggerakkan jari di layar." "The child spontaneously shouts 'Jump!' while swiping their finger across the screen." (Translation) Verbalisasi Gerak ( Motion Verbalization ) Kinetic-Linguistic Integration RESONANSI ETNOLINGUISTIK DIGITAL "Anak menolak main jika suaranya bahasa Inggris, tapi tertawa saat narator menggunakan logat Bugis." "The child refuses to engage when the voiceover is in English, but laughs when the narrator uses a Bugis accent."(Translation) Preferensi Aksen Lokal ( Local Accent Preference ) Affective Filter Reduction "Anak menegur temannya: 'Tabe (permisi), giliran saya' saat memberikan HP." "The child admonishes a peer: 'Tabe' (excuse me), my turn' while handing over the mobile phone."(Translation) Etika Giliran Main ( Turntaking Ethics ) Value Internalization 2. Triadic Scaffolding Model in Vocabulary Acquisition (Axial Coding) In the axial coding phase, this study established relational connections between categories to form a supporting mechanism ( scaffolding ) for children's language development. Based on the analysis, this model is identified as the Ethno-Digital Triadic Scaffolding, comprising: Kinetic-Linguistic Integration: Findings reveal strong word mapping . When game mechanics require the child's hand to replicate movements like the feet on a playground, acceleration occurs in the cognitive area processing action verbs. Low Anxiety Environment: The use of local cultural narratives creates "situational familiarity." Children do not perceive the process as rigid "learning," but rather as intuitively recognized "play." Internalization of Character Values into Pragmatic Lexicon: Local wisdom values such as Sipakatau (mutual respect) serve as drivers for the emergence of pragmatic vocabulary within the appropriate social context. As part of the research rigor, this analysis also highlights data anomalies observed during the initial trial phase, where navigation hurdles were noted among subjects accustomed to Western commercial games. However, these obstacles were quickly resolved when the local language audio feature was activated. This was confirmed by an education practitioner (Informant 2): "Our children are often afraid to learn a new language because it feels foreign. But in this game, because the rules are the same as the traditional games they know, they feel like they are 'playing in their own home.' This sense of comfort makes them braver to mimic new vocabulary without feeling pressured." (MK,Interview, Oktober 15, 2025). This data suggests that the situational familiarity offered by local content is effective in reducing early childhood linguistic anxiety, thereby opening the mental filter to new vocabulary and facilitating language acquisition. 3. Emergent Theory: Digital Ethno-Linguistic Resonance (Selective Coding) As the core of these research findings ( selective coding ), a new theory is proposed: the Digital Ethno-Linguistic Resonance Theory. This theory posits that vocabulary acquisition in early childhood occurs optimally when there is a "resonance" or aligned vibration between: Cultural Collective Memory (the child's traditional experiences at home/environment). Digital Interface (game logic and visualization). Language Cognitive Schema (acquisition of new words). A cultural figure/academic (Informant 3) provided insights regarding this value integration: "This technology successfully transfers the spirit of 'Sipakatau' (mutual respect) into digital interaction. Children learn polite words not because they are told to, but because game mechanics require them to interact politely according to Bugis cultural standards. This makes their vocabulary acquisition more meaningful." (CD,Interview, Oktober 20, 2025). These findings highlight that language acquisition within the Ethno-Digital Game model is rooted in "Pragmatic Cultural Resonance." This data confirms that local ethics can be reconstructed into technology to form polite communicative competence. In summary, the hybridization between ethno-pedagogy and digital technology in this study functions as a form of identity reconstruction that counters cultural alienation, allowing children to remain rooted in their local wisdom while mastering linguistic competence. To provide a comprehensive overview of how this model operates systematically, the synthesis of the three coding stages (Open, Axial, and Selective) is visualized in the following conceptual framework: Global Implications and Model Transferability Although this study is situated within the Bugis cultural context, the Ethno-Digital Resonance Model offers high transferability for early childhood education in other indigenous communities globally. This model suggests that the decline of heritage languages among "digital native" children as seen in Maori (New Zealand) or Hispanic (USA) communities can be mitigated not by rejecting technology, but by reengineering algorithms to align with local cultural mechanics. Consequently, this study contributes a practical framework for educators worldwide to transform "passive screen time" into "culturally active learning." DISCUSSION The findings of this study offer a significant theoretical expansion to the field of digital literacy by integrating three distinct emergent concepts: Kinetic-Linguistic Mapping, Triadic Scaffolding, and Ethno-Linguistic Resonance. This integration challenges the prevailing technocentric paradigms by proposing a culture-centric algorithm for vocabulary acquisition. First, the identification of "Kinetic-Linguistic Mapping" serves as a critical rebuttal to the traditional view of screen-based learning as a passive or disembodied activity. The data reveals that for early childhood learners, the retrieval of action verbs is not merely cognitive but deeply embodied; the finger gestures on the screen mimicking the physical throwing of a gacok serve as a physical anchor for memory retention. This finding corroborates the theory of Embodied Cognition (Barsalou, 2008) and recent neuro-educational studies by (Macrine & Fugate, 2022) and (Skulmowski, 2024), which posit that sensorimotor simulation is intrinsic to language processing. However, this study extends their work by demonstrating that digital gestures are most effective not when they are generic (e.g., simple tapping), but when they align with cultural procedural memory. This suggests that the "digital affordance" of the touchscreen acts as an extension of the body, triggering the same "action-word" neural pathways as physical play, a phenomenon Wang et al. (2023) describe as "embodied interaction" in digital environments. Second, the formulation of the "Triadic Scaffolding" model elucidates the mechanism behind the participants' sustained engagement. The findings confirm that the inclusion of local cultural narratives creates a "low-anxiety environment," effectively lowering the "Affective Filter" (Krashen, 1982). While (Chen et al., 2022) and (S. Liu et al., 2025)have extensively documented the motivational benefits of gamification, this study adds a specific cultural nuance: situational familiarity. Unlike generic educational apps where foreign logic creates "cognitive friction," the cultural familiarity in this model acts as a scaffold that supports the Zone of Proximal Development (ZPD). This implies that for indigenous children, culture functions not merely as content, but as a pedagogical "safety net" that encourages risk-taking in linguistic production, aligning with recent findings on "Translanguaging in Digital Spaces" (Cenoz & Gorter, 2023). Third, the overarching theory of "Ethno-Linguistic Resonance" addresses the persistent gap regarding the "cultural blindness" of commercial educational technology (Bowers, 2014; Selwyn, 2016). While previous studies by (Geng et al., 2020) suggest that gamification enhances motivation primarily through extrinsic rewards (points and badges), this study argues that motivation is sustained more deeply by "identity resonance." The internalization of Sipakatau (mutual respect) values into the game mechanics proves that technology can successfully transmit pragmatic competence, not just lexical knowledge. This finding aligns with and extends Gay's, (2018) framework of Culturally Responsive Teaching into the digital domain, resonating with the growing call for "Decolonizing Digital Literacy" (Fastrez & Landry, 2023). It suggests that algorithms can and must be re-engineered to reinforce local wisdom, countering the narrative that becoming a digital native inevitably entails cultural alienation. A critical alternative explanation for the observed results could be the "Novelty Effect," where children's enthusiasm is driven simply by the use of a new device. However, as noted by Romero Rodríguez et al., (2025), novelty effects typically wane after short-term exposure. The sustained engagement observed over three months in this study, coupled with the specific emergence of complex pragmatic vocabulary (e.g., using polite address terms), suggests that the "Ethno-Digital" element plays a more substantive role than mere technological novelty. The engagement was driven by the content's resonance , not the device's existence . Nevertheless, this study acknowledges limitations regarding the sample size, which was confined to the Bugis ethnic group, limiting statistical generalizability. Future research should employ a longitudinal mixed-method design. potentially utilizing eye-tracking or neuroimaging technologies to quantify the retention rates of the acquired vocabulary and test the transferability of this model to other indigenous contexts (e.g., Javanese or Papuan). Despite these limitations, the study concludes that harmonizing digital interfaces with local cultural mechanics is a viable pathway to foster a "culturally grounded" digital literacy. CONCLUSION This study sets out to construct a grounded theoretical model for early childhood vocabulary acquisition by reengineering traditional Bugis games into a digital format. The research successfully formulated the Ethno-Digital Game Model, grounded in the novel concept of "Ethno-Linguistic Resonance." The findings illuminate that effective digital vocabulary learning is not driven solely by technological novelty, but by the "Kinetic-Linguistic Mapping" where the child’s digital gestures mirror their culturally embodied memories. By validating the Triadic Scaffolding mechanism. comprising kinetic integration, low-anxiety environments, and Sipakatau value internalization. This work demonstrates that cultural familiarity acts as a powerful cognitive bridge, significantly lowering the affective filter and transforming passive screen time into active, meaningful linguistic processing. The originality and significance of this work lie in its methodological contribution to decolonizing educational technology. Contrary to the prevalent "cultural blindness" in commercial applications, this study proves that indigenous wisdom can be algorithmically preserved and utilized to enhance modern literacy. The achievement of this research extends beyond the creation of a game; it establishes proof of concept that local ethics and procedural memories are vital variables in the design of learning algorithms. This challenges the reductionist view of digital learning and offers a transferable framework for mitigating heritage language loss in the digital age. Based on these conclusions, several practical suggestions are proposed. For educational game developers, it is recommended to move beyond superficial "cultural skinning" (merely changing visual assets) and instead integrate local "cultural mechanics" into the core gameplay loop to maximize engagement. Early childhood educators are advised to utilize ethno-digital tools not as replacements for physical play, but as complementary instruments to reinforce vocabulary through cultural context. Finally, regarding future work, while this study provides a robust qualitative foundation, it is limited by its specific focus on the Bugis context. Future research should prioritize longitudinal quantitative studies to measure the long-term retention of acquired vocabulary and explore the applicability of this resonance theory across diverse indigenous communities globally, such as in Melanesian or Polynesian contexts Declarations Ethics approval and consent to participate Ethical approval for this study protocol was approved by the Research Ethics Committee of Universitas Negeri Makassar in accordance with institutional and international ethical guidelines. and conducted in accordance with the 1964 Helsinki Declaration and its later amendments. The study involved 20 early childhood learners (aged 4-6 years), 5 educators, and 2 cultural experts. Consent to participate Participation was voluntary with a guaranteed right to withdraw without consequence. Informed consent was obtained from all individual participants, included in the study and from parents or legal guardians of the children. Consent to Publish All participants agreed to the publication of the data, with the assurance that anonymity would be maintained through coded identifiers and encrypted data storage. Data Availability The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request. Funding Statement This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Clinical Trial Number Not applicable. References Barsalou, L. W. (2008). Grounded cognition. Annu. Rev. Psychol. , 59 (1), 617–645. Battiste, M. (2019). Decolonizing education: Nourishing the learning spirit. In Decolonizing Education . University of British Columbia Press. Bowers, C. A. (2014). The false promises of the digital revolution: How computers transform education, work and international development in ways that are ecologically unsustainable . Cenoz, J., & Gorter, D. (2023). Pedagogical translanguaging. 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(2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education , 5 (3). Reid, L., Button, D., & Brommeyer, M. (2023). Challenging the myth of the digital native: A narrative review. Nursing Reports , 13 (2), 573–600. Reinders, H. (2012). Digital games in language learning and teaching . Springer. Romero Rodríguez, L., Sánchez‐Alzola, A., & Salazar, A. (2025). Serious Games in Engineering Education: Assessing Novelty Effects and the Influence of Prior Gaming Experience. Computer Applications in Engineering Education , 33 (3), e70021. Sakhiyya, Z., Mahaswa, R. K., & Azis, A. (2025). Local awareness, extracurricular activities, and youth identity: centering students’ voices for Anthropocene pedagogy in Indonesia. Environmental Education Research , 1–19. Selwyn, N. (2016). Is technology good for education? John Wiley & Sons. Shakhizadakyzy, D. N. (2025). Optimizing English Language Learning Through Visual Strategies. In The World Of Science and Education , 15 мая ПН2 , 117–121. Silva, S. F., Usra, M., Farida, F., Hartono, H., & Siahaan, S. M. (2025). Educators’ Perspectives on Integrating South Sumatran Local Wisdom in English Language Teaching: An Ethnopedagogical Inquiry. Edukasi: Jurnal Pendidikan Dan Pengajaran , 12 (2), 823–847. Skulmowski, A. (2024). Learning by doing or doing without learning? The potentials and challenges of activity-based learning. Educational Psychology Review , 36 (1), 28. Sulianta, F. (2024). Local Wisdom in the Digital Landscape . Feri Sulianta. Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary . 23 (1), 87–113. Vitvitskaya, O., Suyo-Vega, J. A., Meneses-La-Riva, M. E., & Fernández-Bedoya, V. H. (2022). Behaviours and characteristics of digital natives throughout the teaching-learning process: a systematic review of scientific literature from 2016 to 2021. Academic Journal of Interdisciplinary Studies , 11 (3), 38–49. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes . Yelland, N. J. (2018). A pedagogy of multiliteracies: Young children and multimodal learning with tablets. British Journal of Educational Technology , 49 (5), 847–858. https://doi.org/https://doi.org/10.1111/bjet.12635 Zainuddin, Z., Chu, S. K. W., & Perera, C. J. (2024). Gamification in education. In Gamification in A Flipped Classroom: Pedagogical Methods and Best Practices (pp. 67–113). Springer. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8759957","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":601938717,"identity":"520fc397-7655-44e1-9399-b0a2932c7637","order_by":0,"name":"Herlina Herlina","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAvklEQVRIiWNgGAWjYBACAwYGxgMJDAxyMAEehgOEtTCAtBiTqAWIExvgQoS0mLP3PjjwcIdd+obb3QkMP2oYZPgIabHsOW5wIPFMcu6GO2c3MPYcY+CRJOiwG2kMBxLbmHM33MjdwMDbwMBjQFDL/WcgLfXpBkAtjH+J0nKDDaTlcAJICzNxtpwBO+y44UyglsMyxySI8MvxY4wPf7ZVy/PdyN348E2NjT3BEEMBQMUSpKgfBaNgFIyCUYALAADL4UcHG5C66QAAAABJRU5ErkJggg==","orcid":"","institution":"State University of Makassar","correspondingAuthor":true,"prefix":"","firstName":"Herlina","middleName":"","lastName":"Herlina","suffix":""},{"id":601938718,"identity":"0c181b06-c2b1-4ef7-b294-02692830324b","order_by":1,"name":"Herman Herman","email":"","orcid":"","institution":"State University of Makassar","correspondingAuthor":false,"prefix":"","firstName":"Herman","middleName":"","lastName":"Herman","suffix":""},{"id":601938719,"identity":"12f56adf-e0a2-4382-b3c4-3c005bba9ed5","order_by":2,"name":"Rahayu Rahayu","email":"","orcid":"","institution":"State University of Makassar","correspondingAuthor":false,"prefix":"","firstName":"Rahayu","middleName":"","lastName":"Rahayu","suffix":""}],"badges":[],"createdAt":"2026-02-02 03:23:13","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8759957/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8759957/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104321513,"identity":"4cef979b-1d34-4e8c-a2ae-23cf5093a47f","added_by":"auto","created_at":"2026-03-10 13:21:11","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":428547,"visible":true,"origin":"","legend":"\u003cp\u003eScaffolding process\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-8759957/v1/0b590d0a6109e44f77c4429c.png"},{"id":104779947,"identity":"15e59cab-4472-49ac-a088-2a1ba7a2c2a2","added_by":"auto","created_at":"2026-03-17 07:48:13","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1264657,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8759957/v1/1c9ed58a-2831-4ac3-a5fa-cf2d85aeeff1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Ethno Digital Curriculum for Vocabulary Scaffolding in Indonesian Early Childhood Education","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eThe ubiquity of digital technology in the twenty first century has fundamentally reshaped the developmental ecology of early childhood. In the realm of language acquisition, mobile applications and digital games have transitioned from being supplementary tools to becoming primary sources of linguistic input for \"digital native\" children (Marsh et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Reid et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). A substantial body of general literature suggests that interactive media, when designed with appropriate pedagogical affordances, can significantly accelerate vocabulary uptake by providing multimodal stimuli combining visual, auditory, and kinesthetic engagement (Kucirkova, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Consequently, the integration of technology into Early Childhood Education (ECE) has become a global imperative, aiming to equip children with the literacy skills required for a rapidly interconnected world (Oladele \u0026amp; Ahsun, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Yelland, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2018\u003c/span\u003e)\u003c/p\u003e \u003cp\u003eWithin this digital turn, specific attention has been directed toward \"Gamification\" as a strategy to enhance language learning. Previous studies have extensively documented how game mechanics\u0026mdash;such as rewards, feedback loops, and interactive narratives\u0026mdash;can boost motivation and cognitive retention in vocabulary learning (Geng et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Research by Sundqvist (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and Reinders (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) highlights that digital play facilitates lexical acquisition by reducing the cognitive load associated with rote memorization. These studies predominantly argue that the interactive nature of digital games creates an immersive environment where children can experiment with new words in a low-risk setting, thereby fostering both receptive and productive language skills.\u003c/p\u003e \u003cp\u003eHowever, despite these technological advancements, a critical gap remains in the epistemological design of current educational games. A closer examination of the \"focused\" literature reveals that the majority of digital learning resources are heavily dominated by Western-centric paradigms or are designed to be \"culturally neutral\" (Khodabin \u0026amp; Arsalani, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Selwyn, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Silva et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). In contrast to the richness of children's local realities, these commercial applications often suffer from \"cultural blindness,\" presenting narratives, logic, and social interactions that are alien to indigenous children(Bowers, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Muller, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This cultural dissonance creates a high \"affective filter\" (Krashen, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e1982\u003c/span\u003e), where the disconnect between the child\u0026rsquo;s home culture (\u003cem\u003ehabitus\u003c/em\u003e) and the digital environment hinders optimal language acquisition. As noted by Sulianta (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Battiste (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), when digital tools ignore local wisdom, they risk becoming instruments of cultural alienation rather than educational empowerment.\u003c/p\u003e \u003cp\u003eAddressing this inadequacy, this study proposes a novel \"Ethno-Digital Game\" model, which serves as a solution to bridge the chasm between indigenous wisdom and modern digital literacy. Specifically, this research reconstructs the mechanics of traditional Bugis games (such as \u003cem\u003eDende-dende\u003c/em\u003e and \u003cem\u003eMaggasing\u003c/em\u003e) into a mobile interface to stimulate vocabulary acquisition among early childhood learners. Unlike conventional apps that impose foreign logic, the proposed model utilizes \"Cultural Resonance\" aligning digital interactions with the child's kinetic memories and local value systems (such as \u003cem\u003eSipakatau\u003c/em\u003e or mutual respect) to create a seamless learning experience.\u003c/p\u003e \u003cp\u003eThe merit of this proposed solution lies in its potential to transform the learning process from a merely cognitive task into a culturally situated experience. By employing a Grounded Theory approach, this study argues that integrating ethno-pedagogy into digital design does not merely preserve heritage; it significantly enhances the efficacy of vocabulary acquisition by lowering anxiety and increasing relevance. This paper aims to demonstrate that by reengineering algorithms to reflect local cultural mechanics, educators can foster a learning environment where global linguistic competence and local cultural identity grow simultaneously\u003c/p\u003e"},{"header":"LITERATURE REVIEW","content":"\u003cp\u003eGamification and Vocabulary Acquisition in Early Childhood In the landscape of Early Childhood Education (ECE), gamification has emerged as a transformative pedagogical tool. Defined as the application of game design elements in nongame contexts, gamification in ECE primarily leverages rewards, feedback loops, and interactive narratives to enhance engagement (Christopoulos \u0026amp; Mystakidis, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Deterding et al., \u003cspan class=\"CitationRef\"\u003e2011\u003c/span\u003e; Pertiwi, n.d.; Zainuddin et al., \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e). Research indicates that digital games are particularly effective for vocabulary acquisition because they provide multimodal reinforcement visual, auditory, and kinesthetic which helps lower the cognitive load required to memorize new words (Li et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e; D. Liu, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e; Shakhizadakyzy, \u003cspan class=\"CitationRef\"\u003e2025\u003c/span\u003e; Sundqvist, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). However, while the efficacy of gamification is well-documented, existing studies often focus on generic, commercially available games that lack contextual relevance to the learner's specific cultural background.\u003c/p\u003e \u003cp\u003eEthno-Pedagogy and Culturally Responsive Teaching Parallel to the digital turn, there is a growing emphasis on Ethno-pedagogy. the practice of utilizing local cultural knowledge as a vehicle for learning. This aligns with Gay's (2018)framework of Culturally Responsive Teaching, which posits that using the cultural knowledge, prior experiences, and performance styles of diverse students makes learning more appropriate and effective for them. In the Indonesian context, local games such as \u003cem\u003eDende-dende\u003c/em\u003e or \u003cem\u003eMaggasing\u003c/em\u003e are not merely play; they are repositories of \"Funds of Knowledge\"(I. Moll, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e; L. Moll et al., \u003cspan class=\"CitationRef\"\u003e2006\u003c/span\u003e). containing distinct linguistic and kinetic structures. When education divorces itself from these funds of knowledge, it risks alienating students from their identity (Sakhiyya et al., \u003cspan class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe Intersection: Towards an Ethno-Digital Framework Despite the separate advancements in gamification and ethno-pedagogy, there remains a paucity of research at their intersection. Most digital learning tools for children are designed with a \"one size fits all\" approach, often reflecting Western epistemology (Bowers, \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e). This creates a \"cultural disconnect\" where the digital environment feels foreign to indigenous children. Recent scholars argue for the need to \"decolonize\" educational technology by embedding indigenous mechanics into digital algorithms (Battiste, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). This study addresses this theoretical gap by proposing an Ethno-Digital approach, arguing that digital tools function best not when they replace culture, but when they act as a mirror to the child's cultural reality.\u003c/p\u003e "},{"header":"METHODOLOGY","content":"\u003cp\u003e\u003cstrong\u003eResearch Design\u003c/strong\u003e This study employed a qualitative research design utilizing a Constructivist Grounded Theory approach (Lindqvist \u0026amp; Forsberg, 2023; Mohajan \u0026amp; Mohajan, 2022). This method was selected to systematically generate a theoretical model specifically the \u003cem\u003eEthno-Digital Game\u003c/em\u003e model rooted directly in empirical data rather than testing preexisting hypotheses (Creswell \u0026amp; Poth, 2016). The constructivist lens was particularly pertinent for this study as it acknowledges that knowledge is constructed through the interaction between the researcher, the participants, and the cultural artifacts involved (Vygotsky, 1978). This approach allowed for the exploration of the complex interplay between traditional cultural mechanics and modern digital interactions in the context of vocabulary acquisition.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants and Setting\u003c/strong\u003e The research was conducted at TK CITRA school in Tallo district, South Sulawesi, Indonesia, a region predominantly inhabited by the Bugis ethnic group. Participants were selected using purposive sampling techniques to ensure data richness and depth (Patton, 2014). The study was situated in a semiurban PAUD where the transition from traditional agrarian lifestyle to modern digital consumption is palpable. In this setting, children often codeswitch between the local Bugis dialect used at home and the formal Indonesian language required by the curriculum. The subjects consisted of:\u003c/p\u003e\n\u003cp\u003e1. \u003cstrong\u003eEarly Childhood Learners (n=20): Aged 4\u0026ndash;6 years, classified as \u0026quot;digital natives\u0026quot;\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e(Prensky, 2009; Vitvitskaya et al., 2022)\u003c/strong\u003e with varying levels of prior exposure to mobile devices.\u003c/p\u003e\n\u003cp\u003eTable 1. Demographic Characteristics of Study Participants (n=20)\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"424\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCharacteristic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategory\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (n)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e55%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e45%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge Group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003e4 Years Old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003e5 Years Old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003e6 Years Old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDominant Home Language\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eBugis Only\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e30%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eIndonesian Only\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e20%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eBilingual (BugisIndo)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDaily Digital Exposure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eLow (\u0026lt; 1 hour)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e20%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eModerate (1\u0026ndash;2 hours)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e60%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 120px;\"\u003e\n \u003cp\u003eHigh (\u0026gt; 2 hours)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 89px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 105px;\"\u003e\n \u003cp\u003e20%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e2. \u0026nbsp; Teachers and Educators (n=5): Experienced Early Childhood Education (ECE) practitioners responsible for observing classroom interactions.\u003c/p\u003e\n\u003cp\u003e3. \u0026nbsp; Cultural Experts (n=2): Elders possessing deep knowledge of traditional Bugis games to validate the cultural authenticity of the application.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials and Instrumentation\u003c/strong\u003e The primary instrument utilized in this study was the \u0026quot;Ethno-Digital Game\u0026quot; prototype. This mobile application was developed by reengineering the mechanics of traditional Bugis games, specifically \u003cem\u003eDende-dende\u003c/em\u003e (hopscotch) and \u003cem\u003eMaggasing\u003c/em\u003e (spinning top), into a touchscreen interface. The software featured:\u003c/p\u003e\n\u003cp\u003e\u0026middot; Kinetic Input: Drag and drop and swipe gestures mimicking physical play.\u003c/p\u003e\n\u003cp\u003e\u0026middot; Audio-Visual Stimuli: Narratives recorded in the local Bugis dialect and visual assets reflecting local architecture.\u003c/p\u003e\n\u003cp\u003e\u0026middot; Data Logger: An integrated backend system to record interaction frequency and duration.\u003c/p\u003e\n\u003cp\u003eSecondary instruments included semi-structured interview guides for teachers and experts, as well as nonparticipant observation checklists to record children\u0026rsquo;s verbal responses during gameplay (Cohen et al., 2002)\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Procedures\u003c/strong\u003e Data collection was performed in three iterative phases over a period of three months:\u003c/p\u003e\n\u003cp\u003e1. \u0026nbsp; Phase I: Prototype Validation. Before field implementation, the digital game materials were reviewed by cultural experts to ensure the \u003cem\u003eSipakatau\u003c/em\u003e values and game logic adhered to customary standards.\u003c/p\u003e\n\u003cp\u003e2. \u0026nbsp; Phase II: Naturalistic Observation. Children were introduced to the game in a classroom setting. They were allowed to interact with the device freely while researchers and teachers observed. Field notes were taken meticulously to capture spontaneous verbalizations, gestures, and social interactions (Emerson et al., 2011; Oğuz \u0026amp; Pınar, 2025).\u003c/p\u003e\n\u003cp\u003e3. \u0026nbsp; Phase III: In Depth Interviews. Following the observation sessions, semi-structured interviews were conducted with teachers and cultural experts to interpret the children\u0026apos;s behaviors and validate the cultural resonance of the findings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e Data were analyzed using the Constant Comparative Method characteristic of Grounded Theory (Glaser \u0026amp; Strauss, 2017). The analysis proceeded through three distinct stages:\u003c/p\u003e\n\u003cp\u003e\u0026middot; Open Coding: Raw data from transcripts and field notes were broken down into discrete parts, examined, and compared for similarities and differences, yielding initial labels (e.g., \u003cem\u003eMotion Verbalization\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003e\u0026middot; Axial Coding: These categories were related to their subcategories to form more precise and complete explanations, establishing relationships between the digital stimuli and children\u0026apos;s responses (e.g., \u003cem\u003eKinetic-Linguistic Integration\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003e\u0026middot; Selective Coding: The core category, \u003cem\u003eEthno-Linguistic Resonance\u003c/em\u003e, was identified to integrate all other categories into a unified theoretical model (Corbin \u0026amp; Strauss, 2014)\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTrustworthiness and Rigor\u003c/strong\u003e To ensure the reliability and validity of the study, triangulation of data sources was employed by cross verifying observation notes with interview transcripts (Denzin, 2012). Additionally, member checking was conducted by presenting the preliminary findings to the participating teachers to confirm that the interpretations accurately reflected their experiences (Lincoln, 1985). All research procedures adhered to ethical standards, and informed consent was obtained from parents and guardians prior to the children\u0026apos;s involvement.\u003c/p\u003e\n\u003cp\u003eRegarding the researcher\u0026apos;s role, the lead author held an \u0026apos;insider\u0026apos; position as an experienced ECE practitioner of Bugis\u0026rsquo; descent. This cultural proximity facilitated a deeper sensitivity to the children\u0026apos;s nonverbal cues and dialect variations (e.g., distinguishing between playfulness and genuine cultural adherence in gestures). However, to mitigate potential insider bias and ensure analytical distance, the researcher engaged in rigorous reflexive journaling throughout the study and employed peer debriefing with non-Bugis colleagues to challenge interpretations during the coding process.\u003c/p\u003e"},{"header":"FINDINGS AND DISCUSSION","content":"\u003cp\u003eData analysis in this study was conducted using a Grounded Theory approach (Strauss \u0026amp; Corbin) to construct the \u003cem\u003eEthno-Digital Game\u003c/em\u003e model. The analytical process commenced with the decomposition of field data, generating over 50 initial code labels, which were subsequently reduced and abstracted hierarchically to unveil substantive relational patterns. The final findings are categorized into three primary levels of abstraction: stimulus taxonomy, triadic scaffolding mechanisms, and the theory of ethnolinguistic resonance.\u003c/p\u003e \u003cp\u003e \u003cb\u003e1. Ethno-Linguistic Stimulus Taxonomy: From Physical to Digital (Open Coding)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe initial analysis phase (\u003cem\u003eopen coding\u003c/em\u003e) regarding observations of traditional games (such as \u003cem\u003eDende-dende\u003c/em\u003e and \u003cem\u003eMaggasing\u003c/em\u003e) identified a profound interconnection between physical action and lexical emergence. This study reveals that stimuli within traditional games are not static but possess a distinct \"kinetic-linguistic\" nature.\u003c/p\u003e \u003cp\u003eOpen coding results indicate that vocabulary spontaneously produced by children falls into three primary stimulus categories:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eOperational Stimuli (Action Verbs): Emerging when children replicate kinetic movements on the screen (e.g., \u003cem\u003ejump, throw, aim\u003c/em\u003e).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eSpatial Stimuli (Prepositions \u0026amp; Positioning): Emerging through navigation within a digital space that adopts the structural layout of the original game arena (e.g., \u003cem\u003einside, across the line, center\u003c/em\u003e).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eSocio-Affective Stimuli (Interjections \u0026amp; Pragmatics): Emerging through intercharacter interactions that adopt local values of politeness (e.g., \u003cem\u003eyour turn, sorry, thank you\u003c/em\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eEmpirical evidence demonstrates that children naturally verbalize kinetic actions while interacting with the game interface. This was confirmed by an early childhood educator (Informant 1) who observed children\u0026rsquo;s behavior during the initial trials:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"When the children move the piece on the screen, mimicking the motion of throwing the 'gacok' (marker) in Dende-dende, they spontaneously shout 'Jump!' or 'In!'. There is an automatic connection between their hand movements on the screen and the action vocabulary they have mastered on the playground.\"\u003c/em\u003e (SS,Interview, Oktober 12, 2025).\u003c/p\u003e \u003cp\u003eThese data indicate the phenomenon of \"Kinetic-Linguistic Mapping,\" wherein the child's procedural memory of traditional game movements serves as a catalyst for vocabulary recall. The spontaneous verbal responses prove that a digital interface adopting cultural mechanics functions not merely as a visual medium, but as a cognitive stimulus that simultaneously activates the link between action and lexicon.\u003c/p\u003e \u003cp\u003eTo elucidate the validity of the theoretical construction, the process of analyzing data from raw transcripts to abstract categories is summarized in the coding matrix below:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eData Abstraction Matrix\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRaw Data \u003c/p\u003e \u003cp\u003e(Transcription/Observation)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOpen Code\u003c/p\u003e \u003cp\u003e (First labelling)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAxial Category (Kategori)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCore Category (Theory)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003e\"Anak berteriak 'Lompat!' secara spontan saat menggerakkan jari di layar.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003e\"The child spontaneously shouts 'Jump!' while swiping their finger across the screen.\" (Translation)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVerbalisasi Gerak (\u003cem\u003eMotion Verbalization\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eKinetic-Linguistic Integration\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eRESONANSI ETNOLINGUISTIK DIGITAL\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003e\"Anak menolak main jika suaranya bahasa Inggris, tapi tertawa saat narator menggunakan logat Bugis.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003e\"The child refuses to engage when the voiceover is in English, but laughs when the narrator uses a Bugis accent.\"(Translation)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePreferensi Aksen Lokal (\u003cem\u003eLocal Accent Preference\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eAffective Filter Reduction\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003e\"Anak menegur temannya: 'Tabe (permisi), giliran saya' saat memberikan HP.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003e\"The child admonishes a peer: 'Tabe' (excuse me), my turn' while handing over the mobile phone.\"(Translation)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEtika Giliran Main (\u003cem\u003eTurntaking Ethics\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eValue Internalization\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e2. Triadic Scaffolding Model in Vocabulary Acquisition (Axial Coding)\u003c/p\u003e \u003cp\u003eIn the axial coding phase, this study established relational connections between categories to form a supporting mechanism (\u003cem\u003escaffolding\u003c/em\u003e) for children's language development. Based on the analysis, this model is identified as the Ethno-Digital Triadic Scaffolding, comprising:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eKinetic-Linguistic Integration: Findings reveal strong \u003cem\u003eword mapping\u003c/em\u003e. When game mechanics require the child's hand to replicate movements like the feet on a playground, acceleration occurs in the cognitive area processing action verbs.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eLow Anxiety Environment: The use of local cultural narratives creates \"situational familiarity.\" Children do not perceive the process as rigid \"learning,\" but rather as intuitively recognized \"play.\"\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eInternalization of Character Values into Pragmatic Lexicon: Local wisdom values such as \u003cem\u003eSipakatau\u003c/em\u003e (mutual respect) serve as drivers for the emergence of pragmatic vocabulary within the appropriate social context.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eAs part of the research rigor, this analysis also highlights data anomalies observed during the initial trial phase, where navigation hurdles were noted among subjects accustomed to Western commercial games. However, these obstacles were quickly resolved when the local language audio feature was activated. This was confirmed by an education practitioner (Informant 2):\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"Our children are often afraid to learn a new language because it feels foreign. But in this game, because the rules are the same as the traditional games they know, they feel like they are 'playing in their own home.' This sense of comfort makes them braver to mimic new vocabulary without feeling pressured.\"\u003c/em\u003e (MK,Interview, Oktober 15, 2025).\u003c/p\u003e \u003cp\u003eThis data suggests that the situational familiarity offered by local content is effective in reducing early childhood linguistic anxiety, thereby opening the mental filter to new vocabulary and facilitating language acquisition.\u003c/p\u003e \u003cp\u003e \u003cb\u003e3. Emergent Theory: Digital Ethno-Linguistic Resonance (Selective Coding)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eAs the core of these research findings (\u003cem\u003eselective coding\u003c/em\u003e), a new theory is proposed: the Digital Ethno-Linguistic Resonance Theory. This theory posits that vocabulary acquisition in early childhood occurs optimally when there is a \"resonance\" or aligned vibration between:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eCultural Collective Memory (the child's traditional experiences at home/environment).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDigital Interface (game logic and visualization).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLanguage Cognitive Schema (acquisition of new words).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eA cultural figure/academic (Informant 3) provided insights regarding this value integration:\u003c/p\u003e \u003cp\u003e \u003cem\u003e\"This technology successfully transfers the spirit of 'Sipakatau' (mutual respect) into digital interaction. Children learn polite words not because they are told to, but because game mechanics require them to interact politely according to Bugis cultural standards. This makes their vocabulary acquisition more meaningful.\"\u003c/em\u003e (CD,Interview, Oktober 20, 2025).\u003c/p\u003e \u003cp\u003eThese findings highlight that language acquisition within the \u003cem\u003eEthno-Digital Game\u003c/em\u003e model is rooted in \"Pragmatic Cultural Resonance.\" This data confirms that local ethics can be reconstructed into technology to form polite communicative competence.\u003c/p\u003e \u003cp\u003eIn summary, the hybridization between ethno-pedagogy and digital technology in this study functions as a form of identity reconstruction that counters cultural alienation, allowing children to remain rooted in their local wisdom while mastering linguistic competence.\u003c/p\u003e \u003cp\u003eTo provide a comprehensive overview of how this model operates systematically, the synthesis of the three coding stages (Open, Axial, and Selective) is visualized in the following conceptual framework:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\n\u003ch3\u003eGlobal Implications and Model Transferability\u003c/h3\u003e\n\u003cp\u003eAlthough this study is situated within the Bugis cultural context, the Ethno-Digital Resonance Model offers high transferability for early childhood education in other indigenous communities globally. This model suggests that the decline of heritage languages among \"digital native\" children as seen in Maori (New Zealand) or Hispanic (USA) communities can be mitigated not by rejecting technology, but by reengineering algorithms to align with local cultural mechanics. Consequently, this study contributes a practical framework for educators worldwide to transform \"passive screen time\" into \"culturally active learning.\"\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThe findings of this study offer a significant theoretical expansion to the field of digital literacy by integrating three distinct emergent concepts: Kinetic-Linguistic Mapping, Triadic Scaffolding, and Ethno-Linguistic Resonance. This integration challenges the prevailing technocentric paradigms by proposing a culture-centric algorithm for vocabulary acquisition.\u003c/p\u003e\n\u003cp\u003eFirst, the identification of \u0026quot;Kinetic-Linguistic Mapping\u0026quot; serves as a critical rebuttal to the traditional view of screen-based learning as a passive or disembodied activity. The data reveals that for early childhood learners, the retrieval of action verbs is not merely cognitive but deeply embodied; the finger gestures on the screen mimicking the physical throwing of a \u003cem\u003egacok\u003c/em\u003e serve as a physical anchor for memory retention. This finding corroborates the theory of Embodied Cognition (Barsalou, 2008) and recent neuro-educational studies by (Macrine \u0026amp; Fugate, 2022) and (Skulmowski, 2024), which posit that sensorimotor simulation is intrinsic to language processing. However, this study extends their work by demonstrating that digital gestures are most effective not when they are generic (e.g., simple tapping), but when they align with cultural procedural memory. This suggests that the \u0026quot;digital affordance\u0026quot; of the touchscreen acts as an extension of the body, triggering the same \u0026quot;action-word\u0026quot; neural pathways as physical play, a phenomenon Wang et al. (2023) describe as \u0026quot;embodied interaction\u0026quot; in digital environments.\u003c/p\u003e\n\u003cp\u003eSecond, the formulation of the \u0026quot;Triadic Scaffolding\u0026quot; model elucidates the mechanism behind the participants\u0026apos; sustained engagement. The findings confirm that the inclusion of local cultural narratives creates a \u0026quot;low-anxiety environment,\u0026quot; effectively lowering the \u0026quot;Affective Filter\u0026quot; (Krashen, 1982). While (Chen et al., 2022)\u0026nbsp; and (S. Liu et al., 2025)have extensively documented the motivational benefits of gamification, this study adds a specific cultural nuance: situational familiarity. Unlike generic educational apps where foreign logic creates \u0026quot;cognitive friction,\u0026quot; the cultural familiarity in this model acts as a scaffold that supports the Zone of Proximal Development (ZPD). This implies that for indigenous children, culture functions not merely as content, but as a pedagogical \u0026quot;safety net\u0026quot; that encourages risk-taking in linguistic production, aligning with recent findings on \u0026quot;Translanguaging in Digital Spaces\u0026quot; (Cenoz \u0026amp; Gorter, 2023).\u003c/p\u003e\n\u003cp\u003eThird, the overarching theory of \u0026quot;Ethno-Linguistic Resonance\u0026quot; addresses the persistent gap regarding the \u0026quot;cultural blindness\u0026quot; of commercial educational technology (Bowers, 2014; Selwyn, 2016). While previous studies by (Geng et al., 2020) suggest that gamification enhances motivation primarily through extrinsic rewards (points and badges), this study argues that motivation is sustained more deeply by \u0026quot;identity resonance.\u0026quot; The internalization of \u003cem\u003eSipakatau\u003c/em\u003e (mutual respect) values into the game mechanics proves that technology can successfully transmit pragmatic competence, not just lexical knowledge. This finding aligns with and extends Gay\u0026apos;s, (2018) framework of Culturally Responsive Teaching into the digital domain, resonating with the growing call for \u0026quot;Decolonizing Digital Literacy\u0026quot; (Fastrez \u0026amp; Landry, 2023). It suggests that algorithms can and must be re-engineered to reinforce local wisdom, countering the narrative that becoming a digital native inevitably entails cultural alienation.\u003c/p\u003e\n\u003cp\u003eA critical alternative explanation for the observed results could be the \u0026quot;Novelty Effect,\u0026quot; where children\u0026apos;s enthusiasm is driven simply by the use of a new device. However, as noted by Romero Rodr\u0026iacute;guez et al., (2025), novelty effects typically wane after short-term exposure. The sustained engagement observed over three months in this study, coupled with the specific emergence of complex pragmatic vocabulary (e.g., using polite address terms), suggests that the \u0026quot;Ethno-Digital\u0026quot; element plays a more substantive role than mere technological novelty. The engagement was driven by the \u003cem\u003econtent\u0026apos;s resonance\u003c/em\u003e, not the \u003cem\u003edevice\u0026apos;s existence\u003c/em\u003e.\u003c/p\u003e\n\u003cp\u003eNevertheless, this study acknowledges limitations regarding the sample size, which was confined to the Bugis ethnic group, limiting statistical generalizability. Future research should employ a longitudinal mixed-method design. potentially utilizing eye-tracking or neuroimaging technologies to quantify the retention rates of the acquired vocabulary and test the transferability of this model to other indigenous contexts (e.g., Javanese or Papuan). Despite these limitations, the study concludes that harmonizing digital interfaces with local cultural mechanics is a viable pathway to foster a \u0026quot;culturally grounded\u0026quot; digital literacy.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThis study sets out to construct a grounded theoretical model for early childhood vocabulary acquisition by reengineering traditional Bugis games into a digital format. The research successfully formulated the Ethno-Digital Game Model, grounded in the novel concept of \"Ethno-Linguistic Resonance.\" The findings illuminate that effective digital vocabulary learning is not driven solely by technological novelty, but by the \"Kinetic-Linguistic Mapping\" where the child\u0026rsquo;s digital gestures mirror their culturally embodied memories. By validating the Triadic Scaffolding mechanism. comprising kinetic integration, low-anxiety environments, and \u003cem\u003eSipakatau\u003c/em\u003e value internalization. This work demonstrates that cultural familiarity acts as a powerful cognitive bridge, significantly lowering the affective filter and transforming passive screen time into active, meaningful linguistic processing.\u003c/p\u003e \u003cp\u003eThe originality and significance of this work lie in its methodological contribution to decolonizing educational technology. Contrary to the prevalent \"cultural blindness\" in commercial applications, this study proves that indigenous wisdom can be algorithmically preserved and utilized to enhance modern literacy. The achievement of this research extends beyond the creation of a game; it establishes proof of concept that local ethics and procedural memories are vital variables in the design of learning algorithms. This challenges the reductionist view of digital learning and offers a transferable framework for mitigating heritage language loss in the digital age.\u003c/p\u003e \u003cp\u003eBased on these conclusions, several practical suggestions are proposed. For educational game developers, it is recommended to move beyond superficial \"cultural skinning\" (merely changing visual assets) and instead integrate local \"cultural mechanics\" into the core gameplay loop to maximize engagement. Early childhood educators are advised to utilize ethno-digital tools not as replacements for physical play, but as complementary instruments to reinforce vocabulary through cultural context. Finally, regarding future work, while this study provides a robust qualitative foundation, it is limited by its specific focus on the Bugis context. Future research should prioritize longitudinal quantitative studies to measure the long-term retention of acquired vocabulary and explore the applicability of this resonance theory across diverse indigenous communities globally, such as in Melanesian or Polynesian contexts\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEthical approval for this study protocol was approved by the Research Ethics Committee of Universitas Negeri Makassar in accordance with institutional and international ethical guidelines. and conducted in accordance with the 1964 Helsinki Declaration and its later amendments. The study involved 20 early childhood learners (aged 4-6 years), 5 educators, and 2 cultural experts.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Participation was voluntary with a guaranteed right to withdraw without consequence. Informed consent was obtained from all individual participants, included in the study and from parents or legal guardians of the children.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants agreed to the publication of the data, with the assurance that anonymity would be maintained through coded identifiers and encrypted data storage.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eBarsalou, L. 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E., \u0026amp; Fern\u0026aacute;ndez-Bedoya, V. H. (2022). Behaviours and characteristics of digital natives throughout the teaching-learning process: a systematic review of scientific literature from 2016 to 2021. \u003cem\u003eAcademic Journal of Interdisciplinary Studies\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(3), 38\u0026ndash;49.\u003c/li\u003e\n \u003cli\u003eVygotsky, L. S. (1978). \u003cem\u003eMind in Society: The Development of Higher Psychological Processes\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eYelland, N. J. (2018). A pedagogy of multiliteracies: Young children and multimodal learning with tablets. \u003cem\u003eBritish Journal of Educational Technology\u003c/em\u003e, \u003cem\u003e49\u003c/em\u003e(5), 847\u0026ndash;858. https://doi.org/https://doi.org/10.1111/bjet.12635\u003c/li\u003e\n \u003cli\u003eZainuddin, Z., Chu, S. K. W., \u0026amp; Perera, C. J. (2024). Gamification in education. In \u003cem\u003eGamification in A Flipped Classroom: Pedagogical Methods and Best Practices\u003c/em\u003e (pp. 67\u0026ndash;113). Springer.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Early Childhood Education, Ethno-Digital Game, Grounded Theory, Vocabulary Acquisition, Bugis Culture, Digital Literacy","lastPublishedDoi":"10.21203/rs.3.rs-8759957/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8759957/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cem\u003eThe proliferation of digital technology in early childhood education often exacerbates cultural alienation due to the dominance of Western-centric content. This study aims to construct an \"Ethno-Digital Game\" model that leverages indigenous kinetic memories to stimulate vocabulary acquisition among early childhood learners. Merit: Addressing the \"cultural blindness\" in existing educational applications, this research contributes a novel framework for decolonizing digital literacy, proving that technological advancement need not come at the cost of cultural identity. Method: Adopting a Constructivist Grounded Theory design, the research utilized the reengineering of traditional Bugis games (Dende-dende and Maggasing) into a mobile interface as the primary intervention tool. Procedures: Data were gathered through iterative naturalistic observations of 20 \"digital native\" children and in-depth interviews with educators and cultural experts in South Sulawesi, Indonesia. The data were analyzed using open, axial, and selective coding to generate a substantive theory. Results: The analysis yielded three key findings: (1) Kinetic-Linguistic Mapping, where digital gestures anchor vocabulary recall through embodied cognition; (2) Triadic Scaffolding, which utilizes local cultural narratives to significantly lower the affective filter; and (3) the emergent theory of Ethno-Linguistic Resonance, positing that alignment between digital mechanics and cultural memory accelerates linguistic processing. Implications: The study concludes that \"cultural mechanics\" are vital variables in algorithm design. It offers a transferable framework for educators and developers globally to transform passive screen time into culturally situated learning, mitigating heritage language loss in the digital age.\u003c/em\u003e\u003c/p\u003e","manuscriptTitle":"Ethno Digital Curriculum for Vocabulary Scaffolding in Indonesian Early Childhood Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-10 13:21:07","doi":"10.21203/rs.3.rs-8759957/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-03-25T09:49:29+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-23T17:48:36+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-22T17:45:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"221600971482372446860527801150284929832","date":"2026-03-19T03:31:24+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"23703142813057163711043492499738542601","date":"2026-03-18T16:44:49+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"24163816284316519713483866203828321551","date":"2026-03-18T15:34:19+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"134107835859196893842913860845489146618","date":"2026-03-18T15:22:13+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-14T15:54:25+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"165456323780752392671169120467058953694","date":"2026-03-09T15:38:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"248294195221514800554974473182181020784","date":"2026-03-04T12:52:22+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-04T12:26:26+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-02-15T08:58:47+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-12T05:29:03+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-12T04:51:50+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-02-12T04:48:28+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"529e14c7-87c8-45fe-a7b6-6619b961e0b9","owner":[],"postedDate":"March 10th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-04-20T12:39:13+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-10 13:21:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8759957","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8759957","identity":"rs-8759957","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}