FROM TRADITIONAL CHILDREN GAMES TO DIGITAL GAMES:

MALAYSIAN CONTEXT

Kamal Bakshir bin Mohd Kassim ([email protected])¹ ; Mohd Shamsul Arif b. Ghazali
([email protected])²; Bazli b. Azmi. ([email protected])³
Kolej Komuniti Bagan Datuk¹’² & Kolej Komuniti Chenderoh³

Abstract :

There are many traditional games played mostly by children in Malaysia. Among them are
kite-flying, top-spinning, congkak, sepak raga, batu seremban and baling selipar. These
games have traditionally been passed down through the generations by children themselves,
with little or no adult input. They rarely need equipment. Many can be played almost
anywhere, and can cope with a wide range of ages, abilities and numbers of players. But,
nowadays, these games were rarely seen being played in the open anymore. One of the more
important reason for this dire situation is the proliferation of digital or gadget-based games.
The purpose of this writing is to reliving the mostly forgotten traditional games besides
pondering on the effects of digital games on children. This paper also looks at the pros and
cons of the digital games to children especially the Malaysian children; and the initiatives
taken by the Ministry of Higher Education in Malaysia in the delivery of education by
offering the Diploma in Games Art in Selayang Community College.
Keywords : traditional games, digital, gadget-based, games art

INTRODUCTION

Traditional Children Games ( TG ) were popular during the times when there were no mobile
gadgets and computers as is today. TG were played with friends and relatives indoor or
outdoor, making social interactions and developing the sense of togetherness when played
along. Before the digital games started in Malaysia in mid 80’s, the only entertainment that
can be found was by playing local invented games ( Mohd Haizra Hashim et.al 2016 ). Some
of the more popular TG are Polis Sentri, Baling Tin, Baling/Tuju Selipar, Gasing ( Top spin)
Galah Panjang ( Runner & Tagger), Congkak, Wau (Kite), Konda-Kondi, Batu Seremban,
Teng-Teng ( Hopscotch ) and Lompat Getah.

These games apart from being a tool for activities for children could also be used to foster
unity among people of different background and race. Malaysia’s National Culture and Arts
Department deputy Director General, Datuk Mod Zaky Din mentioned that although most of
the TG were in essence, race-based, people of all races, backgrounds and even ages were
attracted to them. He also said that in order to preserve the game, the older generation should
pass their knowledge and skills to their children and encourage them to partake in such
activities.
Nowadays, all off these TG are rarely being seen and played by kids nationwide; except for
certain games such as flying kites/ wau, congkak, guli (marble) and teng-teng/ketingting
(hopscotch). Ibrahim Ismail, the Director General of Malaysia National Museum agreed that
“Traditional games and pastimes are being slowly but surely forgotten in the face of the
onslaught by technology based entertainment that is in turn becoming more easily available”.

Although TG are considered old, it has a very humane education role for the learning process
of an individual ( Noraziah Chepa et.al 2015 ). Learning here is not limited only to the
cognitive and affective domains only but also explores the psychomotor domain. Cognitive
domain refers to the aspect of scientific knowledge and intellectual skills which are to be
developed indirectly through informal learning activity. While, affective domain refers to the
positive aspects of attitude and interest that fostered directly when doing informal learning
activity and psychomotor domain involves directly aspects of experience with informal
learning activity that will be done. ( Braund & Reiss 2004 ). The other aspect that was being
explored in the learning process of an individual by playing traditional games is the
kinesthetic intelligence, which is also referred to as bodily-kinesthetic intelligence ( Mohd
Ali Samsudin et al 2014 ).

Efforts were made to reintroduce the TG as a new sports as it promote healthier lifestyle. The
rules and tools were being reviewed to suit the TG into a more competitive games or sports.
One example is the TG of “Baling Selipar” or in direct translation as ‘Sandal Throwing’. The
potential of this TG as a new sports is discussed by Ady Putra MZ et al in 2014.

2.0 TRADITIONAL CHILDREN GAMES

2.1 The History of Traditional Games

Some of the TG originated as far as the Middle East, such as Congkak. According to
Wikipedia, from Middle East, it was brought to Africa, and later to Asia through the Arab
traders. As for wau or the kite, the word comes from Thai language. And it was only called
wau in the states of Kelantan and Terengganu. While other states called the same game as
layang-layang. For Galah Panjang, in Indonesia it is called Benteng Sodor or Gobak Sodor. It
is probable that this game might have been originated from the Malay Archipelago, as it has
more or less the same rules and played the same way as their counterparts in Malaysia or
Brunei. It is the same case for the other TG such as Lompat Getah ( Lompat Tali ), Guli (
Gundu atau Kelereng ), Seremban/Selembat ( Bole Bekel ) and a lot more which resemble in
its rules and tools.
2.2 Traditional Children Games in Malaysia

2.2.1 Indoor Games

The example of indoor TG are Congkak, Seremban/Serembat, Dam Aji and Ceper. For these
games, the children or players need to sit on the floor or even crawl all around to have the
best position while playing. Some of these TG could be played both indoor and outdoor, such
as Aci Sorok/Sorok-Sorok ( Petak Umpet ), Ketingting ( Engklek ), and Jala Itik ( Ular Naga
Panjang ).

2.2.2 Outdoor Games

One of the most popular outdoor TG being played even today is Kite Flying or Wau. It is
common nowadays to see children and adults alike, flying the kites at football fields. The
new version of kites are commercially produced and are cheaper and less complicated than
the original Wau.

A few more examples of the outdoor TG are Sepak Raga / Bulu Ayam, Galah Panjang,
Gasing, Baling Selipar/Tin, Tarik Upih and Konda-Kondi. These games need to have ample
space to be played by more than a few person.

3.0 DIGITAL GAMES

3.1 Definition

According to Merriam-Webster Online Dictionary, the relevant definition of digital for our
discussion is characterized by electronic and especially computerized technology; and the
definition of games is: activity engaged in for diversion or amusement. So it could be
assumed that digital games is an activity characterized by electronic and computerized
technology engaged for diversion or amusement. As for Digital Games Course (2004)
definition is: A digital game is an interactive program for one or more players, meant to
provide entertainment at the least, and quite possibly more. An adaptation of 'traditional'
game systems, with rules, player representation, and environment managed through
electronic means.

3.2 Digitalising The Malaysian Traditional Games

There are challenges in digitalising the Malaysian or any other countries TG. Even though
we already have a few versions of these digital traditional games, but modern contemporary
games is more appealing to children. The other challenge is to not only making it more
appealing, but also beneficial for learning process and at the same time the players gain
pleasure and motivated to play it as the more contemporary modern games. According to
Noraziah Chepa et al (2016), the Digital Traditional Games ( DTG ) are the outcomes of
efforts made to attract young generations with the intention to preserve, cultivate, conserve,
and protect national heritage. Although many efforts are made including the digitalisation of
the TG, these efforts are yet to succeed.

Some of the Malaysian TG that has been digitalised are Dam Haji, Congkak, and Dam
Kapit. Dam Haji is a two-player traditional board game and one of the Checkers / Draught
variations. While the digital Congkak has the same rules as the traditional version. Dam
Kapit has a bit of different rules as the Dam Haji in which the player can capture the
opponent’s pieces by creating a ‘kapit’ position.

The reality now is that the digitalised traditional games are still not as popular and appealing
as the contemporary modern digital games. In comparison, download frequency for modern
digital games revealed a big gap with higher numbers. For example, according to Google
Playstore, Dam Haji was downloaded and installed by 1 million users, but Clash of Clans
was downloaded and installed by more than 44 million times.

3.3 Issues in Digital Games

So, the main idea here is that digital games involved the use of electronic and computerized
technology to be played for diversion or amusement. There are a few issues regarding the
Digital or Computing games that will be discussed here;

3.3.1 Social Issues

There are pros and cons in the debate of children being exposed to digital or computing
gaming. The pros are that Digital games are a strong motivating and engaging factor in
learning. When students are engaged in the learning process, they learn and retain more.
Engagement can come though emotion, relaxation, and especially through fun. Children who
play video games for less than an hour a day are better adjusted than those who have never
used them or play them to excess.

Researchers found that young people who indulged in a short spell of gaming were very
sociable and were most likely to say they were satisfied with their lives. In contrast, those
who spent more than half their free time playing electronic games were less well-adjusted,
the University of Oxford scientists found.
On the other side, the Telegraph in 2015 reported that, children are too busy playing online to
spend time in the sunshine, make new friends and spend time with family while on holiday,
according to a new survey. Half of children miss out on sunny days as they're too engrossed
with their gadgets, and a further one in five were so engrossed by their smartphone that they
missed seeing a tourist attraction.

3.3.2 Health Issues

Researchers from Harvard University found that adolescents in the United States who spend
long hours on tech devices are 43% more likely to be obese, compared to teens who spend
less time on screened devices. Other health related issues of over-exposure of digital and
computing games are:
Aggressive behaviour
Experts have long debated whether violent video games desensitize young people to violence.
Poor grades in school
Many parents suspect that kids who spend significant amounts of time playing video games
may not be devoting enough time to school work.
Lack of vitamin D
According to a report in Pediatrics, seven out of 10 children are vitamin D deficient.
Vitamin D, of course, is commonly absorbed from exposure to sunlight. Unfortunately,
being holed up in front of video games system does not afford the same exposure to sunlight
as, say, being outside.
Sleep deprivation
A report in Pediatrics International recommends that video games should be limited to less
than one hour per day. But some hardcore gamers are spending three times that amount of
time playing. Along with increased gaming can come sleep deprivation, especially among
young people. Rather than reducing the amount of time spent playing, gamers often opt to
lose sleep instead.

3.4 Digital Games in Education

In recent developments, steps are being made to further the use of digital games in the field of
education. This issue was raised by Kamisah Osman et al 2012, Norlidah Alias et al 2015 and
Naim Che Pee 2011 among others which discussed the potential, issues and challenges; the
reality and also the impact of digital technologies on learning by Prof. Higgins et al of
Durham University.
Research has been made to learn Chemistry through designing digital games as was
mentioned in the Journal of Education in Science, Environment and Health 2018. Digital
games are also used in teaching and learning of languages. Even though the effectiveness of
the using these games in language learning are still being questioned, but it is worth explored
further for future generations.

Identifying games that can be used for education is complex. There are many definitions and
ways of classifying educational games, serious games and their relationship to virtual worlds
and simulations ( Mohd Haizra Hashim et al., 2016 ). They need to be engaging, although
not necessarily fun, while the learning can be implicit or explicit.

One approach suggested by researchers to educate the digital native generation is digital
game-based learning (DGBL) ( Lay and Kamisah, 2018 ). Game-based learning (GBL) is
described as the involvement of suitable game mechanics’ and recreation of the scenario-
based, problem-based, problem oriented learning processes found in games in order to
accomplish learning purposes (Kovačević, Minović, Milovanović, De Pablos, & Starčević,
2013; Lester et al., 2014; Poulsen, 2011). Computer or digital games can become a learning
tool that will inspire the students and enhance their focus on learning.

3.4.1 Diploma of Games Art in Kolej Komuniti

It is an undeniable fact that Digital or Computing Games is the phenomenon of today’s

digital age. Going with the flow, the Ministry of Higher Education of Malaysia through
Department of Community College Management ( JPKK ) has introduced a new course,
namely the Diploma in Games Art in Kolej Komuniti Selayang, Selangor in 2013. The
Community College’s objective is to offer to all Malaysian citizen skills training based on
industrial and current needs. The courses offered were designed to have an updated
knowledge and building skills using the latest technological media to remain relevant with
the fast moving industries. As for the Diploma in Games Art, the objective is to provide the
talented designers to create more exciting new games that push the boundaries of technology
and creativity. It will also provide comprehensive studies of conceptual ideas, story, character
and visual design disciplines. It will focus on developing the student's technical and aesthetic-
based skill-sets as well as the ability to coordinate games development teams.
Other institutions that also offers similar courses regarding digital games and computing in
Malaysia are Lim Kok Wing’s University, Kolej Universiti Polytech Mara and ASWARA
and the numbers may well be increasing later due to the fact that digital and computing
games being the entertainment and media industry's fastest growing segment today.
4.0 CONCLUSION

It was a well-known fact that Traditional Games are being side-lined with the introduction of
more appealing and fun digital games. The traditional games were very popular once upon a
time. Children today prefer to play computer games to traditional games. Some
educationalists and parents tend to worry about this trend because they firmly believe that
traditional children’s games do better in terms of developing a whole variety of skills. It is
widely accepted that playing traditional games contributes to improving young people’s
social skills. Traditional children’s games involve human interactions in real world instead of
human-machine interactions in virtual world, thus providing opportunities for children to
learn ways of effective communication with both languages as well as gestures. In addition,
traditional games are usually played in groups. It allows chances for children to experience
different talents, skills and backgrounds from all other players. This experience can help
children understand the need to respect others and learn how to cooperate with kinds of
people.
However, digital games also have the positive effects on children. When your child plays
video games, it gives his brain a real workout. In many video or digital games, the skills
required to win involve abstract and high level thinking. These skills are not even taught at
school. Therefore, it is a sound move by the Malaysian Ministry of Higher Education to
introduce the Diploma of Games Art programme. Other similar courses and programmes
were also encouraged as they also include the advancing technologies from software
engineering, computer programming, computer graphics, animation and even artificial
intelligence.

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