Teacher Usability of the CogniRise Software for Students with Learning Disabilities Evidence from Special Education Teachers in Melaka, Malaysia

Abstract

This study evaluated teachers' perceptions of the usability of CogniRise, a software application used as a teaching and learning support tool for secondary-school students with learning disabilities in Malaysia's Special Education Integration Programme (PPKI). The article is framed by literature on inclusive educational technology, assistive technology, usability, and technology acceptance. A cross-sectional quantitative survey was administered to 214 PPKI teachers across the districts of Jasin, Alor Gajah, and Melaka Tengah. The questionnaire comprised 17 five-point Likert items across three constructs: perceived usefulness, satisfaction, and perceived ease of use. Teachers reported high satisfaction (M = 3.91, SD = 0.58) and high ease of use (M = 3.87, SD = 0.55), while perceived usefulness was moderate (M = 3.43, SD = 0.53). The lowest usefulness item concerned time saving during teaching sessions (M = 3.25, SD = 0.88). Overall, CogniRise appears acceptable and user-friendly, but its pedagogical utility may be strengthened through better content alignment and implementation support.