Page 138 - LanGuide Project: Research and Professional Insights
P. 138
hin Ameri, Philip Lindstedt, and Radu Dobrin
that the learners can perform different learning tasks at various times and
locations during the day as it does not require them to sit in a specific place
(i.e., at their computer desk).
Mobile technologies have been used in teaching different subjects. Ying-
jie and Cuihua (2008) have used a mobile application for teaching basket-
ball to the students of a Chinese university (Zhang et al. 2018), the design
follows a flipped classroom approach. Their results show that using the
mobile app has increased the students’ learning quality and understand-
ing. Similarly, Liu and colleagues (2021) have used a mobile app in teaching
moral education. Their findings support the findings of Yingjie and Cuihua
(2008), in which the students’ learning efficiency has improved through
the use of mobile apps.
The students’ approach on learning through mobile applications in a
nursing class has been the subject of research by O’Connor and Andrews
(2018). They found out that only half of the students use these tools for
their studies. They recommend deeper educational content and a person-
alized mobile app as ways to improve the student involvement with using
the app.
Following O’Conner’s advice on designing the app in a more personal-
ized way, in this work we have designed the app in a way that the student
has control over the topics, difficulty of the content and type of the exer-
cises that they want to practice. They also can change different visual styles
of the app to fit into their preferences. Finally, they can get personalized
feedback on their progress through another tool in LanGuide project called
the LanGuide Result Analysis Tool.
The rest of this document is organized as follows: in the second section
the interface design for the mobile app is discussed. The third section fo-
cuses on the development process and the fourth section presents the final
app. Finally, in the fifth section conclusion and discussions are presented.
User Interface Design for The Mobile Application
In order to design the User Interface, current commercial language learn-
ing applications (Duolingo, Babbel, Rosetta Stone) and the user feedback
through comments on those apps were studied. Several meetings were also
held with LanGuide linguistic experts to analyse the user needs. During
the meetings Miro environment was used to gather the information and
structure the design process. The features which were deemed necessary
from the viewpoint of LanGuide linguistic experts were also discussed in
these meetings. The studies and the meetings with experts were used to
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that the learners can perform different learning tasks at various times and
locations during the day as it does not require them to sit in a specific place
(i.e., at their computer desk).
Mobile technologies have been used in teaching different subjects. Ying-
jie and Cuihua (2008) have used a mobile application for teaching basket-
ball to the students of a Chinese university (Zhang et al. 2018), the design
follows a flipped classroom approach. Their results show that using the
mobile app has increased the students’ learning quality and understand-
ing. Similarly, Liu and colleagues (2021) have used a mobile app in teaching
moral education. Their findings support the findings of Yingjie and Cuihua
(2008), in which the students’ learning efficiency has improved through
the use of mobile apps.
The students’ approach on learning through mobile applications in a
nursing class has been the subject of research by O’Connor and Andrews
(2018). They found out that only half of the students use these tools for
their studies. They recommend deeper educational content and a person-
alized mobile app as ways to improve the student involvement with using
the app.
Following O’Conner’s advice on designing the app in a more personal-
ized way, in this work we have designed the app in a way that the student
has control over the topics, difficulty of the content and type of the exer-
cises that they want to practice. They also can change different visual styles
of the app to fit into their preferences. Finally, they can get personalized
feedback on their progress through another tool in LanGuide project called
the LanGuide Result Analysis Tool.
The rest of this document is organized as follows: in the second section
the interface design for the mobile app is discussed. The third section fo-
cuses on the development process and the fourth section presents the final
app. Finally, in the fifth section conclusion and discussions are presented.
User Interface Design for The Mobile Application
In order to design the User Interface, current commercial language learn-
ing applications (Duolingo, Babbel, Rosetta Stone) and the user feedback
through comments on those apps were studied. Several meetings were also
held with LanGuide linguistic experts to analyse the user needs. During
the meetings Miro environment was used to gather the information and
structure the design process. The features which were deemed necessary
from the viewpoint of LanGuide linguistic experts were also discussed in
these meetings. The studies and the meetings with experts were used to
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