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The problem of disruptive behavior of students with learning disabilities causes special education teachers to experience stress in the classroom often. The purpose of this study is to explore teachers' readiness to use gamification against the disruptive behavior of students with learning disabilities. This study uses a phenomenological design to explain and deepen the experience of a phenomenon. A total of three special education teachers at Sekolah Kebangsaan Bandar Teknologi Kajang, Selangor were selected as the study sample through purposive sampling techniques. A structured interview instrument was used to obtain data from the respondents. This study uses several data collection procedures obtained from the Education Policy Planning and Research Division (eRAS) and the study school. Next, structured interviews were conducted after a pilot study was conducted at the study site. Finally, Nvivo 12 software was used to analyze the data. The study's findings show that special education teachers are still less prepared to use mobile gamification more systematically and consistently in their learning and facilitation of the classroom. The implication of this study is to give special education teachers an idea of the advantages of using various mobile gamification applications in the classroom to overcome the behavioral problems of students with learning problems. Therefore, special education teachers should be prepared for the application of mobile gamification in their learning and facilitation of the classroom for the smoothness of the learning and facilitation of the classroom process and student success.
Raja et al. (Fri,) studied this question.