Usability and Design Issues of Mobile Assisted Language Learning Application

Abstract

This paper aims to look at teachers, government officials, and students for Literacy & Numeracy Drive (LND), a smartphone app for students in Punjab province, Pakistan, to teach languages and math. Furthermore, to recognize LND usability and design problems while its use for grade three in schools. As the usability and design issues of LND were not discussed since the launch of this application. The methodology for this study is the questionnaire for teachers and semistructured interviews for government officials of District Sheikhupura and students. The result shows that LND has various usability and design problems in its current form, i.e., buttons, icons, color schemes, sluggish performance, and fonts. Besides, teachers, government officials, and students suggested that game-based learning consists of an interactive interface, phonics, key animations to be created and adopted. Highly engaging and appealing delivery of the curriculum and improvements in the appraisal will improve the participation of students and deliver better outcomes.

Mobile-assisted and gamification-based language learning: a systematic literature review

“…Summarize the Table 11 , researchers developed applications and games for language learning in which majority of these developed for English Language Learning and vocabulary. Similarly, less application and games were developed for pedagogy ( Kearney et al, 2012 ) ( Dennen & Hao, 2014 ) reading ( Hsu, Hwang & Chang, 2013 ) ( Lin, 2014 ), pronunciation ( Liakin, Cardoso & Liakina, 2014 ) idioms ( Wong, 2013 ) ( Amer, 2014 ) tenses ( Önal, Çevik & Şenol, 2019 ) grammar ( Chu, Wang & Wang, 2019 ; Ramadoss & Wang, 2012 ) spellings ( Tshering et al, 2018 ) achievement, attitude, usefulness, usability and effectiveness ( Martin & Ertzberger, 2013 ) ( Liu, Li & Carlsson, 2010 ) ( Ishaq et al, 2020a ; Ishaq et al, 2020b ; Ishaq et al, 2019 ; Ishaq et al, 2020d ). From the selected studies, various models/frameworks were used as a base for developing an application in which TAM ( Hsu, Hwang & Chang, 2013 ) ( Lin, 2014 ) ( Chang et al, 2013 ) ( Ishaq et al, 2020b ; Ishaq et al, 2019 ) mostly used.…”

“…The results presented by studies for gamified applications of vocabulary learning, Idioms, grammar, sentence structure, tenses, and words outperformed the control groups with much engagement, interest, and positive feedback. Although mobile applications are effective, gamified applications are more effective with enhanced interest and engagement, resulting in positive learning outcomes ( Ishaq et al, 2020a ; Ishaq et al, 2020b ; Ishaq et al, 2019 ; Ishaq et al, 2020d ). Furthermore, it may be concluded that gamified applications are trending for all the subjects at all levels of education to get significant learning performance ( Ishaq et al, 2020d ) ( Ishaq et al, 2020c ; Dichev & Dicheva, 2017 ) ( Zin & Yue, 2013 ; Zin, Jaafar & Yue, 2009 ).…”

“…Although mobile applications are effective, gamified applications are more effective with enhanced interest and engagement, resulting in positive learning outcomes ( Ishaq et al, 2020a ; Ishaq et al, 2020b ; Ishaq et al, 2019 ; Ishaq et al, 2020d ). Furthermore, it may be concluded that gamified applications are trending for all the subjects at all levels of education to get significant learning performance ( Ishaq et al, 2020d ) ( Ishaq et al, 2020c ; Dichev & Dicheva, 2017 ) ( Zin & Yue, 2013 ; Zin, Jaafar & Yue, 2009 ). Furthermore, ( Ishaq et al, 2020b ) recommended gamified application in the public sector school to effectively learn the English language (specifically reading comprehension at primary level) after addressing all the stakeholders' issues.…”

“…There have been many advantages to m-learning, including cost reductions, ubiquitous communication, research assistance, and location-based services. The goal of m-learning is to put the educational sector and associations at the center of academic progress to satisfy the users' demand for flexibility and ubiquity ( Ishaq et al, 2020d ). Mobile devices are mostly used in developed countries, particularly for language learning purposes.…”

Systematic Analysis of Effectiveness of Using Mobile Technologies (MT) in Teaching and Learning Foreign Language

“…The author found that cellphones have a mixture of academic achievement or student teaching (Ishaq et al, 2020b). Ishaq et al (2020c) have suggested that, despite the smartphone's physical advantage of learning a foreign language, it is seen as a double-edged sword where some experience adverse effects due to the addictive character of most applications such as WhatsApp, Facebook and Games. It steals students' time accidentally, which severely impact their academic achievement.…”