Technology Acceptance in Multilingual Education: A Pilot Study Using Binogi

• In Event: Multilingual Education in K-12 Contexts

Proposal

This paper presents findings from a pilot project investigating teacher experiences with Binogi, a multilingual digital platform designed to support inclusive science and math education in linguistically diverse classrooms. In STEM education in particular, language barriers can inhibit participation, especially for multilingual learners (Le Pichon et al., 2024). Responding to this challenge, recent studies call for technology design that integrates multilingual, multimodal, and culturally responsive approaches (Auger et al., 2024). Conducted in secondary schools in Aguascalientes, Mexico between February and May 2025, the study examined how digital tools can be leveraged to promote educational equity and engagement while addressing systemic barriers faced by teachers when implementing new technologies.
Methodology: The pilot was based on a strengths-based perspective on multilingual learners and guided by the Technology Acceptance Model 3 (TAM3), which highlights perceived usefulness, perceived ease of use, and external conditions as key to the adoption of digital tools in classrooms (Venkatesh & Bala, 2008; Davis, 1989). A mixed-methods design was employed, integrating quantitative survey data with qualitative insights from focus groups and interviews. The Technology Acceptance Model 3 framework was used to guide both data collection and analysis, enabling a systematic exploration of perceived usefulness, ease of use, and facilitating conditions.
Context: Binogi’s content features short, curriculum-aligned videos with multilingual audio, subtitles, and interactive quizzes. This multimodal design holds particular promise for learners who speak languages other than the language of instruction. With digital equity and culturally responsive teaching increasingly recognized as vital to peacebuilding in education (Le Pichon et al., 2024; Auger et al., 2024), this study investigates how teacher experiences with Binogi connect with broader conversations on technology, language, and access in marginalised contexts.
Participants & Methods: Ten teachers participated in two surveys and focus group rounds. They taught Physics, Chemistry, Biology, and English across grades 7–9. Participants were selected through snowball sampling and based on their willingness to engage with the platform and participate in both rounds of data collection. Data collection included Likert-style responses, open-ended survey questions, and moderated focus group discussions conducted in Spanish with teachers teaching in similar contexts.
Analysis: Quantitative survey results were descriptively analyzed to measure frequency of use, perceived ease of use, and time-saving potential. Qualitative data from focus groups and open-ended responses were coded thematically.
Findings: Findings indicate high enthusiasm for Binogi’s visual and linguistic scaffolding. Multilingual features were considered essential for student understanding and inclusion. However, some technical challenges also arose. Teachers reported inconsistent internet access, limited device availability, and persistent platform problems such as language preferences resetting. These issues disproportionately affected students in public schools and rural areas. Despite these challenges, the software features such as the assignment dashboard and the ability to monitor student progress were widely appreciated, especially for enhancing accountability and engagement of students.
Most importantly, teachers saw Binogi not just as a content delivery tool but as a catalyst for changing their teaching practices. Several reported using Binogi to encourage student-led learning, support differentiated instruction, and foster cross-language connections. This positioned teachers as active agents in creating more equitable and peaceful learning environments—an aim echoed in the CIES 2026 theme of “Re-examining Education and Peace in a Divided World.”
This study reinforces the relevance of technology acceptance in educational settings, especially where technology must meet multiple pedagogical and linguistic objectives. Consider these specific factors of technology acceptance models: Perceived usefulness increased when Binogi was seen to enhance equity, engagement, and time-saving. Perceived ease of use was linked to language settings and school infrastructure. Facilitating conditions, like training and peer support, played a critical role in adoption.
Contribution: This paper contributes to the fields of comparative and international education by providing a contextual account of how teachers adapt technologies to local needs, values, and challenges. The pilot study reinforces the notion that all learners—especially multilingual and marginalized students—must participate meaningfully in their education. When teachers are equipped with inclusive tools and supported through training and feedback, they can create classrooms where linguistic and cultural differences are seen as resources, not barriers. This pilot offers practical insights for policymakers and developers: digital tools must be co-designed with teachers to function effectively in real-world settings, and multilingual features should be reliable, intuitive, and integrated into assessment and reporting systems. As we reimagine educational systems in a divided world, multilingual digital platforms like Binogi may not only provide new ways to teach STEM subjects but also foster new pathways toward peace through participation, voice, and belonging.

Authors

• Leanne Adegbonmire, OISE, University of Toronto

• Emmanuelle Le Pichon, Ontario Institute for Studies in Education OISE, University of Toronto