Primary Education's Stakeholders Behavioural Intention to Use Prospective Game-Based Learning for Waste Awareness

This study examines how three stakeholder groups in Malang, Indonesia, primary education, namely parents, teachers, and students, perceive and intend to use a prospective augmented-reality game-based learning tool designed to raise waste awareness among children. Drawing on an adapted UTAUT2 framework, the research surveyed 135 parents, 47 teachers, and 129 primary students, offering a focused look at technology acceptance within a single urban education context. Its scope is therefore local and cross-sectional, and its findings are best read as indicative of the Indonesian primary school setting rather than generalizable beyond it.

Across the stakeholder groups, effort expectancy emerged as the strongest driver of acceptance, while facilitating conditions scored lowest, reflecting practical barriers such as limited personal device access and school restrictions on smartphone use. Significant differences appeared for performance expectancy, social influence, facilitating conditions, and hedonic motivation, with students generally the least enthusiastic. Behavioural intention and effort expectancy, however, showed no significant group differences, and all groups rated intention above 5 on average, suggesting broad baseline willingness to adopt.

Teachers displayed the most readiness to adopt game-based learning, and the authors position their strong intention as central to successful implementation. Parents expressed concern about their own ability to support children in using the technology, a worry that bears on the household dimension of adoption. Together, these findings point to implementation needs that go beyond game design, including infrastructure, device policies, and adult support.

Methodological limitations temper these conclusions. The survey instrument was not formally validated or tested for reliability, which constrains confidence in the measured constructs and the comparisons drawn between groups. The closing reference list situates the work within established literature on technology acceptance and digital games for environmental education, but it contributes no additional findings of its own.