“Life Must Move Forward”: Indonesian Students’ Efforts to Understand Traumatic History through Knowledge-Aware Multimodal Dialogue Systems

Ganda Febri Kurniawan; Arif Purnomo; Romadi Romadi

doi:10.25159/1947-9417/19027

Authors

Ganda Febri Kurniawan Universitas Negeri Semarang https://orcid.org/0000-0002-1563-1249
Arif Purnomo Universitas Negeri Semarang https://orcid.org/0000-0002-9209-8839
Romadi Romadi Universitas Negeri Semarang

DOI:

https://doi.org/10.25159/1947-9417/19027

Keywords:

Multimodal Dialogue System, Traumatic History, Student Engagement, Identity Reflection

Abstract

This study explores the experiences of students using a multimodal dialogue system to engage with sensitive historical content, specifically focusing on the challenges they face and how these challenges are addressed. Data were collected from 35 participants across six public and private schools in Semarang utilising qualitative methods, including interviews and focus group discussions. The findings reveal that students encounter various challenges, such as emotional discomfort and difficulty in articulating their thoughts on traumatic historical events. However, the multimodal dialogue system facilitates a supportive environment that encourages open discussion and reflection, allowing students to navigate these challenges effectively. The study highlights the importance of creating safe spaces for dialogue, where students can explore their identities and values in relation to traumatic history. Additionally, the research underscores the potential of technology to enhance student engagement and foster deeper understanding of sensitive topics. The implications for educators and curriculum developers are significant, suggesting that integrating multimodal dialogue systems can enrich history education and promote critical thinking. Limitations of the study include a small sample size and a focus on a specific geographic area, indicating the need for further research to generalise findings across diverse educational contexts.

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