Inclusive EdTech for Special Needs: Extended TAM Predicting Teachers’ Acceptance to Use Educational Games

Kusala, Vajra Vidya and Lisana, Lisana (2025) Inclusive EdTech for Special Needs: Extended TAM Predicting Teachers’ Acceptance to Use Educational Games. Utamax : Journal of Ultimate Research and Trends in Education, 7 (3). pp. 272-289. ISSN 2685-0540; E-ISSN 2685-4252

PDF #Published Article Lengkap.pdf - Published Version Restricted to Repository staff only Download (2MB) | Request a copy

Abstract

Inclusive mathematics classrooms increasingly use digital games to support diverse learners, but adoption depends on teachers’ willingness to integrate them into everyday arithmetic instruction. Evidence from Indonesia is still limited, and most studies prioritize student views rather than teachers’ decision making in inclusive settings for students with special needs and neurodivergent profiles. This study examines teachers’ intention to use educational games through an extended Technology Acceptance Model (TAM) integrating perceived usefulness, enjoyment, ease of use, facilitating conditions, teaching self-efficacy , and compatibility. An online survey of 188 inclusive elementary teachers across Indonesia, collected from August to October 2025, was analyzed using PLS SEM in SmartPLS with bootstrapping (5,000 subsamples). The model shows substantial explanatory power for behavioral intention (R2 = 0.793) and moderate explanation for perceived enjoyment (R2 = 0.530) and perceived usefulness (R2 = 0.496). Behavioral intention is positively predicted by perceived usefulness, enjoyment, facilitating conditions, teaching self-efficacy, and compatibility, while ease of use strengthens intention primarily through its strong effect on enjoyment and its effect on usefulness, supported by significant indirect pathways. These results highlight practical levers for scalable inclusive EdTech, namely designing games that fit classroom routines and curriculum demands, minimizing usability barriers, and strengthening implementation through infrastructure and targeted professional learning. The study contributes a teacher centered acceptance model for game-based arithmetic in inclusive education, extending TAM to a neurodiversity context and informing evidence driven design and policy for equitable learning.

Item Type:	Article
Uncontrolled Keywords:	Educational games Neurodivergent Arithmetic Mathematics teacher Technology Acceptance Model, Educational games, Neurodivergent, Arithmetic, Mathematics teacher, Technology Acceptance Model (TAM)
Subjects:	L Education > L Education (General) T Technology > T Technology (General)
Divisions:	Faculty of Engineering > Department of Informatic
Depositing User:	Lisana 6196
Date Deposited:	06 Jan 2026 08:26
Last Modified:	06 Jan 2026 08:26
URI:	http://repository.ubaya.ac.id/id/eprint/49997

Actions (login required)

View Item