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Digital learning for smartphone language applications: The use of feedback in an app for Norwegians who want to learn Spanish

Grov, Camilla Tuft
Master thesis
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URI
http://hdl.handle.net/11250/296523
Date
2015
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Abstract
There is an increased interest in digital learning and how technology creates new

possibility of combining and presenting different learning techniques. Feedback is a

learning technique in traditional learning usually received by submitting a draft or getting

a grade. However, digital learning creates space for students receiving feedback to learn

along the way while working towards another primary goal. By learning a second

language, such as Spanish in Norway, students are not exposed to the language in their

everyday life and it is therefore conceivable that they need more help in terms of

feedback for guidance. As a learning platform, smartphones give the opportunity for

ubiquitous learning, such that you are able to learn anywhere and anytime, and which

allows smartphones to be a good platform for language learning. The interaction

designer’s role is to design for a good user experience when learning and interacting

through using a user-centered development process. This study examines language

applications; digital learning with a focus on feedback and students needs and wishes for

learning Spanish. A survey, interviews and usability testing are used to investigate the

users’ needs, wishes for learning, motivation and test interaction with an app prototype

made based on theory and data presented in the thesis. State Of The Art shows that as

Spanish is one of the world’s most spoken languages (1), it is well represented on the

application market with apps such as Duolingo (2), SpeakTribe (3) and Busuu(4).

However, what we see is that there is a big variation in the quality of apps, especially

when the learner wants to learn from Norwegian to Spanish. Although research available

provides guidelines and techniques on how to use mobiles as learning tools, for example

by using mobile apps for fitting learning into students’ lives outside of classes and

providing digital quizzes (5-7), what can be see is that many existing apps have not

exploited the mobile platform nor taken into account basic design principles, such as

Nielsen’s usability heuristics (8), to design for a good user experience. Presented as the

conclusion is a prototype of a language learning application showing how interaction

with feedback can be used in digital learning, and developed by a user-centered design

process including State Of the Art and user involvement throughout the development.

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