Exploring The Parental Attitude And Behavior On Using Smart Applications For Students With Learning Difficulties In Saudi Arabia

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT065 (Saturday)

Abstract

This dissertation-in-progress reports an explanatory sequential mixed-methods study of Saudi parents’ use of smart applications to support K–6 children with learning difficulties. Grounded in UTAUT and sociocultural theory, a nationwide survey (N = 202) assessed attitudes, access, usage, and home–school coordination, followed by interviews probing motivations, barriers, and contextual factors. Preliminary results indicate broadly positive attitudes (14-item scale α = .866; M = 3.14/4), with usability, language fit, and teacher coordination predicting adoption and sustained use. Parents weigh screen-time concerns against perceived learning gains and request higher-quality Arabic content. Anticipated contributions include evidence-based guidance for educators and developers and culturally responsive recommendations to align home app use with instructional goals and individualized supports.

Author

• Norah H. Alharbi, Indiana University