EXPLORING PARENTAL ACCEPTANCE OF DIGITAL MATH GAMES ON MOBILE DEVICES FOR PRIMARY SCHOOL CHILDREN

Abstract

This study delves into the potential of digital math games on mobile devices to enhance the learning experience of primary school children, aiming to instill a sense of hope and optimism in Vietnamese parents. In light of the increasing prevalence of digital games and concerns about screen time and game addiction, the research examines these educational tools' perceived benefits and drawbacks. Using the Technology Acceptance Model (TAM), the study explores perceived ease of use, perceived usefulness, attitudes, and behavioral intentions toward digital math games. Semi-structured interviews were conducted with 32 parents, who were introduced to "Đậu Lém Phiêu lưu ký," a digital math game selected based on educational criteria. The recorded and transcribed interviews revealed a positive shift in parental attitudes, recognizing the games' educational value and expressing willingness to allow their use if they meet quality and affordability standards. However, concerns about screen time, content control, and health impacts were noted, highlighting the need for features like time-setting and screen-lock functionalities in educational games. The study concludes that balancing educational content with engaging gameplay and addressing parental concerns can increase the acceptance and effectiveness of digital math games in primary education. Future research should expand on these findings with larger, quantitative studies to further validate the insights, providing a basis for designing better educational games that align with parents' and students' needs.