The Roblox Metaverse As An Interaction Media For School-Aged Children

Lusiana Herawati; Siti Khumayah; Aghnia Dian Lestari

doi:10.47134/converse.v2i4.5716

Authors

Lusiana Herawati Universitas Swadaya Gunung Jati
Siti Khumayah Universitas Swadaya Gunung Jati
Aghnia Dian Lestari Universitas Swadaya Gunung Jati

DOI:

https://doi.org/10.47134/converse.v2i4.5716

Keywords:

Metaverse, Online_Games, Roblox, Interaction, School-Aged_Children

Abstract

Roblox, as a Metaverse platform, is increasingly recognized as a medium that supports interaction for school-aged children (7–12 years old), which also has the potential to shape children's communication patterns and social skills. This study aims to explore the role of Roblox as a medium of interaction for school-aged children, analyze the communication patterns that emerge between children, and identify whether children's communication skills can be improved through various communication features in Roblox. The research method used is descriptive qualitative, with the research location in Windujaya Village. Data were collected through in-depth interviews and also participatory observation of children and parents, supported by library observation, then analyzed through the stages of data reduction, data presentation, and conclusions. The results show that Roblox is proven to function as a relatively rich communication medium with the integration of verbal cues (chat), nonverbal cues (avatars, emotes, dances), rapid feedback, and identity personalization through avatar customization through its various features. Knowledge is also formed of two-way (personal) and multi-way (group) interaction patterns, which have the potential to be a means of cooperation, negotiation, and coordination during play. Thus, Roblox certainly plays a role as an interactive medium that can improve children's communication skills, although it still requires parental supervision and the use of security features to minimize negative factors in virtual interactions.

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