ISSN: 2226-6348
Open access
Animation plays a vital role in game design and development, as it is a key aspect of creating a believable and immersive gaming experience. Unlike movie animation, game animations must look nice from the player's perspective. Unfortunately, there are misconceptions about animation for games contrasted to other animation outputs, even though the same tools and principles of animation apply to all mediums. This research aims to employ the six (6) disciplines of breakthrough learning for determining constructional needs in creating animation learning content for game design. Next, the Work Readiness Scale (WRS) focuses on the most necessary domains for successful entry into the game design settings. Employing the Fuzzy Delphi Method (FDM) with a five-point Likert scale, feedback was gathered from twelve experts, including academicians and industry professionals. The collected data analysis involved triangular fuzzy numbers and a 'defuzzifying' process to translate fuzzy data into crisp values. This process facilitated the ranking of items based on their importance and effectiveness. The study's findings underscore the growing importance of game design and animation in academic and industrial realms. It highlights the dynamic nature of the 6Ds and WRS domain disciplines that can be leveraged to enhance the learning experience. The insights from the FDM analysis, coupled with existing research, strongly advocate for a foundational understanding of game animation principles. It also stresses the need for specialization and developing core competencies crucial for industry success. By integrating these insights into the design of animation learning content for game design, educators and developers can ensure that the material is engaging, comprehensive, and effective in achieving learning objectives, thus preparing students and professionals for successful careers in the rapidly evolving game industry.
Allan, K. (2011). Moving stories. Engineering & Technology, 6(6), 50-54.
Amanda, M., Ellis. (2023). Incorporating Workforce Readiness Skills to Increase How Students Perceive Value of Biostatistics Coursework. Chance, doi: 10.1080/09332480.2023.2203659
Angela, P., Jocelyn, P., Green, S., & Bavelier, D. (2022). Video game design for learning to learn. International Journal of Human-Computer Interaction. https://doi.org/10.1080/10447318.2022.2110684
Avolio, B. J., & Bass, B. M. (2001). Developing potential across a full range of leadership TM: Cases on transactional and transformational leadership. Psychology Press.
Azlimi, M., Ibrahim, A., & Sazilah, S. (2023). A systematic literature review in gamification implementation and game elements in Malaysia education. https://doi.org/10.1109/ISCAIE57739.2023.10165134
Chong, Y. K., Rahayu, A. H., Noorhaniza, W., Norhanifah, M., & Muhammad, F. O. (2018). Fortune Run: A mobile game showcasing cultural celebration in Malaysia. https://doi.org/10.1088/1742-6596/1049/1/012081
Clarke, M. (2008). Understanding and managing employability in changing career contexts. Journal of European Industrial Training, 32(4), 258–284.
Claus, S. (2023). Nostalgia in video games. Current Opinion in Psychology. https://doi.org/10.1016/j.copsyc.2022.101544
Figueiredo, C. (2016). Production design and game design in videogames: Action, emotion and immersion in the player lived. https://doi.org/10.1007/978-3-319-41983-1_60
England, C. (2009). Animated character two-dimensional object distributor.
Dahlan, A. G. B., Irfan, H. B. A., & Luqman, Z. B. A. (2019). Exploring game engine through Malaysian culture visual symbiosis. Journal of Engineering and Applied Sciences. https://doi.org/10.36478/JEASCI.2020.33.47
Finegold, D., & Notabartolo, A. S. (2010). 21st century competencies and their impact: An interdisciplinary literature review.
Goleman, D. (2020). Emotional intelligence: Why it can matter more than IQ. Bloomsbury Publishing.
Goleman, D., & Cherniss, C. (2001). The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations (pp. 121–128). Jossey-Bass.
Wu, H., & Tu, H. (2022). Construction of alternate peer teaching method for digital animation game design. Library Hi Tech. https://doi.org/10.1108/lht-11-2021-0388
Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9(2), 169–180.
Tran, V. H., van Lamsweerde, A., Massonet, P., & Ponsard, C. (2004). Goal-oriented requirements animation. https://doi.org/10.1109/RE.2004.24
Ibrahim, R., & Jaafar, A. (2009). Educational games (EG) design framework: Combination of game design, pedagogy, and content modeling.
Jang, J. (2022). Into the practices of Malaysian gaming influencers. https://doi.org/10.4324/9781003309642-7
Kamarudin, H. S., & Sajilan, S. (2013). Critical success factors of technopreneurship in the creative industries: A study of animation ventures.
Katz, R. L. (2009). Skills of an effective administrator. Harvard Business Review Press.
Lyu, L. (2017). Game animation production method.
Dhule, M. (2022). Game animations. https://doi.org/10.1007/978-1-4842-7455-2_6
Alidosti, M., Shahnazi, H., Heidari, Z., & Zamani-Alavijeh, F. (2022). Design and evaluation of two educational media in the form of animation and games to promote the cutaneous leishmaniasis prevention behaviors in adolescent female. BMC Public Health. https://doi.org/10.1186/s12889-022-14772-8
Ministry of Education Malaysia. (2015). Executive summary: Malaysia education blueprint 2015–2025 (Higher Education). Kementerian Pendidikan Malaysia. https://www.moe.gov.my
Pluralsight. (2014, April 14). How animation for games is different from animation for movies. Retrieved October 27, 2017, from https://www.pluralsight.com/blog/film-games/how-animation-for-games-is-different-from-animation-for-movies
Roy, V. H., Pollock, A. M., Calhoun, W., & Wick, J. (2015). The six disciplines of breakthrough learning: How to turn training and development into business results (BI). https://doi.org/10.1002/9781119153832
Poon, S. T. F. (2020). A contagious thrill: Identifying experiential factors for 2D graphic art appeal through character design for video games. https://doi.org/10.1007/978-981-15-4642-6_10
Ahmad, S., Ismail, M., Mat Diah, N., & Abu Bakar, S. (2023). Digital Malaysian tradition game: A case study of Baling Tin. International Journal of Multimedia and Its Applications. https://doi.org/10.5121/ijma.2023.15302
Syed, M. H. A., & Syed, Z. S. I. (2020). Hybrid animation: Implementation of two-dimensional (2D) animation. https://doi.org/10.1088/1742-6596/1529/2/022093
Umar, H. M. H., Md Syed, A., & Runnel, C. (2020). Transmedia storytelling in the Malaysian animation industry: Embedding local culture into commercially developed products. Atlantic Journal of Communication. https://doi.org/10.1080/15456870.2020.1835909
Brasfield, V. C. (2012). Defining industry expectations and misconceptions of art and technology co-creativity.
Venariy, A., & Burnakov, A. (2023). Gender, area, and school streams factors on design perception and experiences in educational games as learning environments. https://doi.org/10.1007/978-3-031-29860-8_40
Wida, R., Andy, P., Sumarwahyudi, R. H., & Mitra, I. W. (2020). Curriculum management and graduate outcomes in the animation game study program. KnE Social Sciences. https://doi.org/10.18502/kss.v4i12.7626
Wildan, A. (2021). Evolution of the video game market. https://doi.org/10.21512/jggag.v1i1.7248
Beal, T. (2023). Cultivating student employability skills: Classroom to career preparedness and readiness. Knowledge Studies in Higher Education. https://doi.org/10.1007/978-3-031-31646-3_21
Fang, Z., Cai, L., Guo, J., & Wang, G. (2020). Interactive movie design based on the game engine technology. https://doi.org/10.1145/3443467.3443900
Ramli, W. N. R. W., Seng, W. Y., & Hoe, T. W. (2025). The Needs in Developing ‘Animation for Games’ Learning for Game Design Program. International Journal of Academic Research in Progressive Education and Development, 14(3), 1354–1371.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode