Enhancing Accessibility, Engagement, and Motivation in Counseling Services for Secondary Schools through Gamified Blended Mobile and Virtual Reality Therapy

Putri Taqwa Prasetyaningrum; Norshahila Ibrahim; Eka Aryani; Rully Ningsih; Ibnu Rivansyah Subagyo

doi:10.29407/intensif.v9i2.24814

Authors

Putri Taqwa Prasetyaningrum Universitas Mercu Buana Yogyakarta https://orcid.org/0000-0002-9251-1961
Norshahila Ibrahim Universiti Pendidikan Sultan Idris https://orcid.org/0000-0002-3422-2811
Eka Aryani Universitas Mercu Buana Yogyakarta https://orcid.org/0000-0001-7596-526X
Rully Ningsih Universitas Mercu Buana Yogyakarta https://orcid.org/0000-0002-3230-8136
Ibnu Rivansyah Subagyo Universitas Mercu Buana Yogyakarta https://orcid.org/0009-0002-0923-4033

DOI:

https://doi.org/10.29407/intensif.v9i2.24814

Keywords:

Blended Mobile Therapy, Gamification, Virtual Reality Therapy, School Counseling, Student Engagement

Abstract

Background: Secondary school counseling services often face challenges such as limited counselor availability and low student participation. Traditional counseling methods frequently fail to engage students, thus reducing both accessibility and impact. Integrating Virtual Reality (VR) and mobile-based interventions presents a promising solution to address these issues. Objective: This study aims to evaluate the effectiveness of a gamified blended mobile and VR therapy in enhancing accessibility, cognitive-emotional-behavioral engagement, and motivation within secondary school counseling services. Methods: A mixed-methods research design was employed, combining quantitative methods (pre- and post-intervention surveys, along with behavioral tracking) and qualitative methods (semi-structured interviews and thematic analysis of focus group discussions). These methods were chosen to capture both measurable impacts and participants’ perceptions of the intervention. A total of 384 students and 10 counselors participated in an 8-week intervention. Results: The intervention led to a significant improvement in the Accessibility Index (from 3.2 to 4.6). Additionally, engagement across cognitive, emotional, and behavioral dimensions showed marked improvements. Thematic analysis revealed that students appreciated the safety and realism provided by the digital counseling environment. Conclusion: The gamified blended therapy approach effectively enhanced counseling accessibility and multidimensional engagement, offering a scalable, student-centered solution for secondary school counseling services.

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Author Biographies

Putri Taqwa Prasetyaningrum, Universitas Mercu Buana Yogyakarta

Information Systems, Universitas Mercu Buana Yogyakarta
Norshahila Ibrahim, Universiti Pendidikan Sultan Idris

Fakultas Komputasi dan Meta-Teknologi, Universiti Pendidikan Sultan Idris
Eka Aryani, Universitas Mercu Buana Yogyakarta

Guidance and Counseling, Universitas Mercu Buana Yogyakarta
Rully Ningsih, Universitas Mercu Buana Yogyakarta

Information Systems, Universitas Mercu Buana Yogyakarta
Ibnu Rivansyah Subagyo, Universitas Mercu Buana Yogyakarta

Guidance and Counseling, Universitas Mercu Buana Yogyakarta

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