Page 144 - LanGuide Project: Research and Professional Insights
P. 144
hin Ameri, Philip Lindstedt, and Radu Dobrin
fulness of the app as a learning tool, while 23 are neutral about this sub-
ject. There is only 14 negative feedback on this matter (Figure 7.17).
Conclusion and Discussion
Based on the test results we can argue that the design of the LanGuide mo-
bile app is well perceived by the users and the built-in tutorial has helped
them to understand the user interface and its functionalities to a level
that allows them to easily use the application and its features. It should be
noted that in line with O’Connor’s and Andrew’s findings (2018), the stu-
dents’ approach to learning also affects the results and therefore maybe a
long-term study of the user’s behaviour while using the app, can be done
in future; where the student engagement and use of the app is studied in
a 6- or 12-month period.
Based on the text feedback received from the participants, some minor
graphical adjustments can help improve the visual appearance of the ap-
plication. These visual improvements in conjunction with continuous addi-
tion of new exercises to the app, can make LanGuide a dynamic and useful
tool for practicing language skills.
In conclusion we believe that LanGuide can be used as a learning tool
that focuses on improving students’ language skills by allowing them to
learn through exercises and practicing their knowledge of the language.
With this goal in mind, it is important to keep the development cycles
of the application ongoing through adding new features and more impor-
tantly expanding the exercise database with new exercises from the com-
munity.
References
Berger, A., & Klímová, B. (2019). Mobile application for the teaching of En-
glish. In J. Park, V. Loia, K. K. Choo, & G. Yi (Eds.), Advanced multimedia
and ubiquitous engineering (m u e 2018) (pp. 1–6). Springer.
Bhatheja, S., Fuster, V., Chamaria, S., & Kakkar, S. (2018). Developing a mo-
bile application for global cardiovascular education. Journal of the Amer-
ican College of Cardiology, 72(20), 2518–2527.
Dore, R. A., Marcia Shirilla, M., Hopkins, E. J., Collins, M., Scott, M. E.,
Schatz, J. L., Lawson-Adams, J., Valladares, T. L., Foster, L., Puttre, H.,
Spiewak Toub, T., Hadley, E., Golinkoff, R., Dickinson, D. K., & Hirsh-
Pasek, K. (2019). Education in the app store: using a mobile game to
support U.S. preschoolers’ vocabulary learning. Journal of Children and
Media, 13(4), 452–471.
Liu, G., & Xu, Y. (2021). Application of mobile app in Moral education course
144
fulness of the app as a learning tool, while 23 are neutral about this sub-
ject. There is only 14 negative feedback on this matter (Figure 7.17).
Conclusion and Discussion
Based on the test results we can argue that the design of the LanGuide mo-
bile app is well perceived by the users and the built-in tutorial has helped
them to understand the user interface and its functionalities to a level
that allows them to easily use the application and its features. It should be
noted that in line with O’Connor’s and Andrew’s findings (2018), the stu-
dents’ approach to learning also affects the results and therefore maybe a
long-term study of the user’s behaviour while using the app, can be done
in future; where the student engagement and use of the app is studied in
a 6- or 12-month period.
Based on the text feedback received from the participants, some minor
graphical adjustments can help improve the visual appearance of the ap-
plication. These visual improvements in conjunction with continuous addi-
tion of new exercises to the app, can make LanGuide a dynamic and useful
tool for practicing language skills.
In conclusion we believe that LanGuide can be used as a learning tool
that focuses on improving students’ language skills by allowing them to
learn through exercises and practicing their knowledge of the language.
With this goal in mind, it is important to keep the development cycles
of the application ongoing through adding new features and more impor-
tantly expanding the exercise database with new exercises from the com-
munity.
References
Berger, A., & Klímová, B. (2019). Mobile application for the teaching of En-
glish. In J. Park, V. Loia, K. K. Choo, & G. Yi (Eds.), Advanced multimedia
and ubiquitous engineering (m u e 2018) (pp. 1–6). Springer.
Bhatheja, S., Fuster, V., Chamaria, S., & Kakkar, S. (2018). Developing a mo-
bile application for global cardiovascular education. Journal of the Amer-
ican College of Cardiology, 72(20), 2518–2527.
Dore, R. A., Marcia Shirilla, M., Hopkins, E. J., Collins, M., Scott, M. E.,
Schatz, J. L., Lawson-Adams, J., Valladares, T. L., Foster, L., Puttre, H.,
Spiewak Toub, T., Hadley, E., Golinkoff, R., Dickinson, D. K., & Hirsh-
Pasek, K. (2019). Education in the app store: using a mobile game to
support U.S. preschoolers’ vocabulary learning. Journal of Children and
Media, 13(4), 452–471.
Liu, G., & Xu, Y. (2021). Application of mobile app in Moral education course
144
