Development of Mobile Application Prototype 'Jeninius' for Imagination and Creativity in Special Education

This study forms part of a larger research initiative focused on designing and developing a mobile application named 'JENINIUS' to facilitate teaching and learning among special education students through the cultivation of imagination and creativity. Imagination is widely recognised as the foundation for creativity, and both are considered essential competencies for students in the 21st century learning environment. However, creativity remains one of the most challenging elements to teach effectively, with difficulties arising from multiple sources including misconceptions about creativity being exclusive to certain students, and the challenges teachers face in planning lessons that foster creativity amidst demanding workloads. A significant gap exists in the development of mobile applications specifically designed to nurture creativity and imagination among students with special needs. This research addresses this gap by exploring and establishing a prototype design for mobile applications suited for special education contexts. The study involved two primary objectives: (1) identification of special education needs that can be addressed through the design and interaction enabled by mobile applications; and (2) development of a user interface and user experience prototype for a mobile application tailored to these needs. Employing the Rapid Prototyping (RP) methodology, this research progressed through five systematic phases: needs assessment and content analysis, objective setting, prototype construction, prototype utilisation, and evaluation/maintenance. Data were collected from 35 experts and practitioners in special education through focus group discussions and a 23-item online survey. The constant comparison analysis method was employed to analyse qualitative data, while descriptive statistics were used for survey responses. Findings revealed five key components pertinent to mobile application design for students with special needs: (1) consistency of colours for navigation, (2) contrasting colours to highlight importance, (3) iconography and font variants, (4) readability, and (5) positionality. Survey data showed high agreement levels (M > 4.0) for elements related to colour contrast, icon consistency, simplified language, and intuitive navigation. These findings align with existing literature on accessible user interface design while contributing new insights specific to the special education context. The research concludes with recommendations for establishing design standards for inclusive mobile applications, aligned with Sustainable Development Goal 4: Quality Education.