JMIR Publications

ABSTRACT

Background:

Inclusive physical education (PE) plays an important role in promoting participation and development among students with different abilities. However, many teachers do not have adequate tools to modify PE activities to meet these diverse needs. In addition, parents are essential partners, as their involvement helps to reinforce strategies and provide useful information about their children. While online platforms provide a practical way to deliver such solutions, only a few are intentionally created to support both teachers and parents in implementing inclusive PE learning.

Objective:

This study aimed to develop an online platform that provides inclusion strategies for PE teachers and to examine how teachers and parents perceived its usability, acceptability, and overall usefulness using a mixed methods approach.

Methods:

A mixed methods research design was adopted in two phases. Phase 1 involved the development of the platform through expert consultation and literature review with feedback from educators. Phase 2 focused on user evaluation and involved usability testing using the System Usability Scale (SUS) and the Questionnaire for User Interaction Satisfaction (QUIS), alongside task performance metrics. Semi-structured interviews were also conducted with PE teachers (n=8) and parents (n = 8). Quantitative data were analyzed descriptively and with inferential statistics, while qualitative responses were coded thematically and the results were integrated using joint display.

Results:

All participants successfully completed the assigned tasks except few instances of minor difficulty during task completion (14 total errors across 136 task attempts). The Platform satisfaction scores were good as reported by PE teachers (8.03±1.59) and parents (8.13±1.06). QUIS scores were high among PE teachers (overall reaction: 8.03 ± 1.59; learning: 9.69 ± 0.40) and parents (overall reaction: 8.13 ± 1.06; learning: 8.63 ± 1.57). Mixed-methods integration showed strong convergence between high satisfaction scores and positive professional value quotes. However, divergence was noted in the learning domain, as high scores contrasted with reported uncertainty among new users. Lower system capability scores from parents (6.69 ± 2.25) were consistent with qualitative concerns about navigation inefficiencies and slow platform response. Desktop design was praised, while the mobile view was considered visually dense.

Conclusions:

The online platform provides strong usability and satisfaction among PE teachers and parents. Future work will involve improved implementation and evaluation of its impact on students’ participation outcomes.