USER ACCEPTANCE OF MATH PEAK: A GAME-BASED MATHEMATICS LEARNING TOOL FOR YEAR 2 CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This study investigates the user acceptance of MATH PEAK, a game-based mathematics learning application designed for Year 2 children with special educational needs. MATH PEAK integrates computational thinking principles and inclusive design to support mathematics learning for diverse learners. The application features accessible interfaces, role-playing game elements, adaptive difficulty, and curriculum-aligned content mapped to the Malaysian Special Education syllabus. A quantitative research design was employed with a purposive sample of 20 Year 2 special education students from a government primary school. The adapted Usefulness, Satisfaction, and Ease of Use (USE) Questionnaire was reconstructed for young learners using a smiley-based Likert scale (happy = 3, neutral = 2, sad = 1) to assess four constructs: perceived usefulness, ease of use, ease of learning, and satisfaction. Data collection included a two-week classroom integration phase, with teachers facilitating hands-on exploration of the app before survey administration. Findings revealed consistently high mean scores across constructs: usefulness (2.92), ease of use (2.90), ease of learning (2.94), and satisfaction (2.90). Students reported that MATH PEAK improved mathematics comprehension, enhanced numerical skills, and was enjoyable to use. The application’s simplicity, personalized learning pace, and engaging game-based activities contributed to positive user experiences. The study’s results highlight MATH PEAK’s potential as an inclusive educational technology tool that promotes engagement, autonomy, and skill development for special educational needs learners. While the small sample size limits generalizability, the findings provide evidence to guide further development and wider implementation. Recommendations include extending MATH PEAK’s use to home learning environments, enhancing adaptive features for varied learner profiles, and integrating broader accessibility options. This research underscores the value of user-centred, game-based applications in improving educational equity for early special education.