Technology Acceptance of a Low-Device Gamified Learning Approach in Primary Mathematics: Perceptions, Attitudes, and Achievement Differences in Wayground Paper Mode

Abstract

This study investigates Year 6 pupils’ perceptions of and attitudes toward mathematics learning achievement through Wayground Paper Mode. The study addresses the problem of limited access to individual digital devices in primary classrooms, which restricts the implementation of technology-enhanced learning activities. A quantitative research design employing a survey method was used, involving 162 Year 6 pupils from a primary school in Kuala Lumpur. The research instrument was a questionnaire constructed based on the Technology Acceptance Model (TAM), measuring perceived ease of use, perceived usefulness, and pupils’ attitudes toward Wayground Paper Mode. Descriptive statistical analysis indicated that pupils reported high levels of perception (M = 4.03, SD = 0.60) and attitude (M = 4.07, SD = 0.62), with most participants agreeing that the approach was easy to use, enjoyable, and supportive of mathematics learning. Inferential analysis using the Kruskal–Wallis H test revealed statistically significant differences in perceptions and attitudes across mathematics achievement levels. Specifically, high-achieving pupils demonstrated significantly more positive perceptions and attitudes compared to their moderate- and low-achieving peers. The findings suggest that Wayground Paper Mode can support positive learning experiences in primary mathematics classrooms. However, differences across achievement groups indicate the need for differentiated instructional support to ensure that pupils of varying academic abilities can benefit effectively from gamified learning activities. This study contributes to the understanding of how gamified, low-tech instructional approaches can support student engagement in mathematics education. Future research is recommended to explore long-term effects of such approaches on student motivation and learning outcomes.