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Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m...
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... Therefore, the relationship between these two elements is closely linked and interdependent. As applications begin to run on mobile platforms, UX-focused research needs to include enjoyment and overall hedonic attributes as prerequisites for user satisfaction with technology [53,54]. ...
This paper reports on an ongoing study regarding the needs of autism spectrum disorder learners for entertaining learning materials. Previous researchers have introduced a number of assistive technologies, but the use of assistive technologies is problematic for students with autism spectrum disorder. The lack of entertaining learning material for autism spectrum disorder students may be one of the reasons. Therefore, this study proposed student–entred learning and self–paced learning approaches to better help autism spectrum disorder students for learning. The methods of fieldwork and semistructured interviews were utilized to investigate the needs of autism spectrum disorder learners for entertaining learning materials. During the fieldwork, the favorite or main leisure activities at home of the participants were collected. Semi-structured interviews were conducted with teachers in special schools to investigate students’ needs for entertaining learning materials. The study results indicated that there are very few entertaining learning materials developed specifically for learners with autism spectrum disorder, but the need is urgent.
... Usability dapat secara khusus mengindikasikan sejauh mana kinerja pengguna saat menggunakan aplikasi untuk mencapai tujuan. [7] Berdasarkan penjelasan di atas, dari studi ini menggunakan metode User Centered Design (UCD) dengan tujuan untuk mendapatkan kebutuhan pengguna terhadap UI/UX dan metode evaluasinya menggunakan pengujian usability untuk mengetahui apakah penggunaan UCD sudah menjawab permasalahan pengguna. Proses analisis dan perancangan pada UCD bertujuan untuk menyesuaikan desain aplikasi dengan standar yang ada, serta mempertimbangkan pengalaman, kebutuhan, dan karakteristik pengguna agar pengguna dapat dengan mudah menggunakan aplikasi tersebut. ...
This research aims to design an Android application prototype using the User-Centered Design method, with a focus on evaluation through usability testing. The urgency of this research is driven by the importance of providing optimal user experiences in the development of Android applications, particularly in the context of thesis consultation applications, with the goal of enhancing user satisfaction and supporting business growth. The User-Centered Design method is employed as the primary approach in this research, involving steps such as user data collection, analysis, and iterative design based on user feedback. Usability testing is conducted through testing with users, aiming to identify issues and difficulties encountered by users while using the application. The usability testing process involved 5 participants, and the average test score obtained was 87.3. This test score indicates a very good level of usability. The results of this research are expected to provide valuable guidance for application developers in enhancing user experiences and better meeting user needs, ultimately achieving higher success.
... However, in terms of understanding users' perceptions in computerassisted language learning (CALL) scholarship in general, CALL researchers have remarked that it is imperative to understand users' perceptions and experiences with different technologies. By doing so, this not only has the capacity to impact design elements of apps (Brata & Brata, 2020), but it also may help promote buy-in on the part of the learner (Sydorenko et al., 2017;Trinder, 2016). ...
Mobile-assisted language learning (MALL) has witnessed an explosion of interest from consumers and researchers. However, consumers often complain about the limited functionality of MALL applications, which typically do not allow for critical self-reflection or for users to consider different aspects of their learning such as the task itself, the strategies they use, and the challenges they face. Scholars, meanwhile, have argued that MALL research is frequently not grounded in theory, leading to problems with connecting theory and practice. The current study addresses these issues. Drawing upon metacognition theory, this study investigates the implementation of a weekly reflective e-journal writing activity in addition to learners’ engagement with the MALL application Duolingo. Over a five-week span, the researcher conducted a case study with six learners, exploring: how the addition of a weekly e-journal activity aided students’ metacognitive awareness of aspects of L2 learning; students’ perceptions of using reflection journals with MALL; and users’ experience with MALL and Duolingo in general. The findings show that the journals aided students’ metacognitive awareness in five domains, and learners generally reported finding the activity beneficial and enjoyable. Implications are discussed for future research and pedagogy regarding the combination of reflective journaling activities with MALL.
... Apart from assessing L2 learning outcomes, another popular topic in MALL research has been user experience, which refers to aspects of users' interactions with the technology or app itself, including users' opinions about its effectiveness, design/attractiveness, general usability, and more (see Benyon, 2019). From a technology company or app-designer's perspective, user experience is a critical area to investigate, since understanding users' perceptions can help lead to design improvements and help retain users (Brata & Brata, 2020). From a more pedagogically oriented perspective, too, by understanding learners' positive and negative perceptions, instructors may be able to encourage buy-in from their students by proactively addressing a tool's affordances and limitations when used for classroom purposes (Sydorenko et al., 2017). ...
Despite the influx of research examining various aspects of mobile-assisted language learning (MALL) applications (apps) over the past two decades, there have been no head-to-head studies that have investigated the comparative effectiveness of different mobile apps. The current study addresses this gap by directly comparing two of the most well-researched and popular MALL apps: Babbel and Duolingo. In this mixed methods study, adult learners (N = 59) engaged in studying Turkish as a foreign language using either Babbel (n = 27) or Duolingo (n = 32) for eight weeks. Participants then completed two exit assessments, including (1) a posttest gauging their development of various language skills (i.e., reading, writing, speaking, listening, vocabulary, and grammatical competence), and (2) a survey assessing their user experience (e.g., enjoyment, motivation, beliefs about effectiveness). The results of this study showed that although both the Babbel and Duolingo groups made progress, there were no statistically significant differences between their L2 learning gains. However, for the Babbel group, there was a stronger correlation between participants’ study time and their posttest scores. Finally, Babbel users also felt the app was more effective for learning grammar, speaking/pronunciation skills, and for learning about the target language culture. This study discusses the implications of these findings for researchers and MALL users more broadly.
... Several evaluation studies have been reported using heuristic evaluation for evaluating different information systems such as mobile learning applications [20], web-based educational resources [21] and online courses [22]. Also, previous studies on the acceptance of e-learning systems by users have shown the usability of these systems is considered a very important factor in their success [23][24][25][26]. ...
Introduction: Various training methods such as web-based training tools have been developed to achieve the potential benefits of classification systems developed by the World Health Organization (WHO). Given that users of these tools have different levels of capability, usability problems could reduce the speed and accuracy of learning among users interacting with these tools. This study aims to identify usability problems of web-based training tools under the WHO family of international classifications (WHO-FIC). Material and Methods: In this descriptive and cross-sectional study, ten trained evaluators independently examined WHO-FIC training tools using the heuristic evaluation method. The identified problems were classified into 10 Nielsen's usability heuristics. Then, their average severity was calculated. Results: In total, 40 usability problems were identified after merging and eliminating the duplicates. The highest number of problems was related to ICD-10 training tool (n=20). The highest number of problems was related to heuristics of aesthetic and minimalist design (25.0%), and user control and freedom (17.5%). Heuristics of flexibility and efficiency of use and helping users recognize, diagnose and recover from errors had the highest average severity of problems. Conclusion: Violating heuristics of aesthetic and minimalist design, user control and freedom and recognition rather than recall were among the most common problems of WHO-FIC training tools. Evaluators reported that half of the user interface problems of WHO-FIC training tools were of major and catastrophe type. Solving the usability problems of these tools could lead to ease of work, increased speed of learning and acceptance of these systems among users.
... Several evaluation studies have been reported using heuristic evaluation for evaluating different information systems such as mobile learning applications [20], web-based educational resources [21] and online courses [22]. Also, previous studies on the acceptance of e-learning systems by users have shown the usability of these systems is considered a very important factor in their success [23][24][25][26]. ...
Introduction: Various training methods such as web-based training tools have been developed to achieve the potential benefits of classification systems developed by the World Health Organization (WHO). Given that users of these tools have different levels of capability, usability problems could reduce the speed and accuracy of learning among users interacting with these tools. This study aims to identify usability problems of web-based training tools under the WHO family of international classifications (WHO-FIC).Methods: In this descriptive and cross-sectional study, ten trained evaluators independently examined WHO-FIC training tools using the heuristic evaluation method. The identified problems were classified into 10 Nielsen’s usability heuristics. Then, their average severity was calculated.Results: In total, 40 usability problems were identified after merging and eliminating the duplicates. The highest number of problems was related to ICD-10 training tool (n=20). The highest number of problems was related to heuristics of aesthetic and minimalist design (25.0%), and user control and freedom (17.5%). Heuristics of flexibility and efficiency of use and helping users recognize, diagnose and recover from errors had the highest average severity of problems.Conclusion: Violating heuristics of aesthetic and minimalist design, user control and freedom and recognition rather than recall were among the most common problems of WHO-FIC training tools. Evaluators reported that half of the user interface problems of WHO-FIC training tools were of major and catastrophe type. Solving the usability problems of these tools could lead to ease of work, increased speed of learning and acceptance of these systems among users.
... Cognitive load and mobile learning are two "hot" topics that many researchers are working on. Many researchers from different fields have proved that a learner's cognitive load in mobile learning is significantly lower compared with the traditional method [8,10,36]. This positive result of lowered cognitive load depends on the learning design [37]. ...
Online learning has replaced traditional face-to-face classroom instruction in the educational system. Learning via mobile, or mobile learning, is one of the solutions that most learners use since it is less expensive and easier to adopt on the go. However, in addition to hindering information transfer, issues such as small screen size and bad interface design can also make learning more cognitively demanding. This paper presents a systematic literature review on the user interface design of mobile learning applications based on the preferred reporting items for systematic reviews and meta-analyses approach. Articles selected for this study were published after the COVID-19 outbreak, between 2020 and 2022. The goal of this research was to outline the current user interface design criteria and guidelines applied when designing a mobile learning application and explore how these factors affect the learner’s cognitive load. It also aimed to identify potential research gaps and future opportunities in the creation of a UID guideline/framework for mobile learning. The findings of this study may be used as a guideline for designers, developers, educators, instructors, and others who are interested in creating a mobile learning application that provides learners with an effective knowledge and mobile learning experience.
... The primary requirements for the acceptance of m-learning systems in educational environments are usability and user satisfaction [17]. Few studies in the past have addressed the issues related to usability and user satisfaction in the real environment with students and instructors [18]. For effective Mobile Learning Systems (MLS), the evaluation and analysis of the usability of MLS are necessary. ...
The term e-commerce is not confined to the purchase and sale of goods only. There are several occasions where students are not able to comprehend any idea on their own. With the availability of online learning platforms such as Massive Open Online Courses (MOOCs) and Virtual Learning Environments (VLEs), students may visit online Internet sites, where various articles are made available with a single click. With mobile devices in their hands, they can also listen to the presentations of different academics from anywhere and at any time. In an online learning environment, it is challenging to provide tailored learning content to students that fulfill their needs and requirement. Therefore, we in this research paper propose an adaptive smartphone learning framework. The framework first considers students’ academic performance, preferred learning content, and memory load i.e., cognitive characteristics. Based on students’ academic performance, preferred learning content, and memory load, appropriate adaptive and motivational triggers are sent on students’ smartphones to guide and motivate them in their learning process. We have introduced ten types of adaptive triggers that in different scenarios will be presented to students to help them in remembering important learning points. Furthermore, performance-based motivational triggers in connection with adaptive triggers are also introduced. These motivational triggers are sent on students’ smartphones for giving them a suggestion, hope, appreciation, and warnings during their studies. In this study, we also show how different students’ learning scenarios are created and how our framework deals with those scenarios in students’ learning process.
... In recent years, the Japanese teaching model based on online learning has attracted the attention of many researchers. Japanese college teachers have not fully implemented online learning due to the lack of support from intelligent technology and the poor decision-making of college management [9]. Online learning of minority languages such as Japanese requires comprehensive knowledge transfer in terms of listening, speaking, reading, writing, translating, etc. [10]. ...
Japanese is among the international languages in extreme demand in the modern education system. There is a technological revolution in language learning, with blended learning (BL) in the classroom and online resources offering the possibility of autonomous learning education. The advancement of Information Communication Technology (ICT) and the development of the Internet, predominantly the Web, has transformed the way students get curriculum materials in online environments. Teaching Japanese languages has experienced crucial changes with multimedia technologies aimed at simulating a native-speaking environment in audition and oral communication. Evaluating student readiness for online learning is the beginning point for online course design using the multimedia network. Hence, this paper proposes the Multimedia Network-assisted Online Japanese Language Teaching Method (MN-OJLTM) to enhance student engagement in the online learning environment. This study identifies probabilities for better incorporation of technology and Japanese language learning and learners’ interest and desires via tactical education of Japanese online courses. This paper examines the role and influence of an intelligent learning environment of ICT multimedia in Japanese education. Experimental outcomes show that the suggested MN-OJLTM method enhances the accuracy of usage and Japanese language students’ fluency and expression in writing and speaking. The simulation outcomes demonstrate that the proposed MN-OJLTM method improves student learning ability ratio by 98.4%, language fluency level by 96.2%, performance ratio by 97.5%, student engagement ratio by 95.6%, and efficiency ratio by 97.9% compared to other popular methods.
... A user journey map is a recently emerged method to gather requirements and design the user experience in the application product. This map adds a third-dimensional feature to a traditional user persona by focusing on a diachronic outline of a user and a product [16]. Recent works prove that this approach is an effective tool for rapidly gathering user stories in order to develop an intuitive application [17]- [20]. ...
span lang="EN-US">The Iqro’ has been proven as an effective method to improve literacy for reading Hijaiyah letters which are the fundamental skill for reading the Qur’an. The Iqro method relies on a mentor to evaluate the accuracy of the student’s pronunciation of the Hijaiyah letters. With the advancement of mobile technology, many mobile apps are available to assist the learning process. However, the existing solution that is available on the market only provides a one-way learning experience where users only focus on enhancing vocabulary, writing, and reading ability with a simple true-false assessment. Although enhancing the vocabulary and reading ability is important, training the correct Makhraj (Arabic pronunciation) is also essential in fundamental Hijaiyah learning. This paper presents the feasibility investigation of the usage of the pitch, volume, and rhythm as the more comprehensive audio assessment parameters in the voice recognition module to evaluate the student's ability to pronounce the Hijaiyah letter in an m-learning implementation. Instead of just presenting the true-false output, the proposed method will calculate the Makhraj correctness in the range 0 to 100. Experimental results with 10 respondents show that the sample correlation coefficient using Pearson between a manual assessment by Ustaz and the application result for Iqro’ level 1 is 0.51 which means this approach is acceptable for future implementation.</span
