DEVELOPMENT AND USER ACCEPTANCE OF SMARTEDUARABIC: A WEB-BASED GAMIFIED PLATFORM FOR ARABIC LANGUAGE LEARNING IN HIGHER EDUCATION
DOI:
https://doi.org/10.35631/IJMOE.831117Keywords:
Arabic Language Learning, Digital Classroom, Gamification, Language Skills, Self-Determined Learning (Heutagogy), Web-Based Learning Platform, Technology Acceptance Model (TAM)Abstract
In order to deal with the problem of low student engagement and the limited use of technology in Arabic language courses, this study created SmartEduArabic, a web-based, gamified learning programme. The programme was designed to act as a supplement to the current classroom activities and is in line with the TAC501 Introductory Arabic (Level III) syllabus at Universiti Teknologi MARA (UiTM) in Malaysia. It was developed using the System Development Life Cycle (SDLC) on an Agile basis, with traditional activities being transformed into interactive online modules. The application allows students to carry out independent practice and receive feedback, while lecturers are able to manage the activities, carry out formative assessments and monitor students' progress. The programme was assessed by 53 respondents (48 students and 5 lecturers) using the Technology Acceptance Model (TAM). The results indicated positive opinions in all four of the TAM constructs. Perceived Usefulness obtained the highest score, with item means varying from 3.91 to 4.36 and an overall mean of 4.36 (SD = 0.62). The respondents also expressed positive attitudes regarding ease of use, attitude toward use and intention to use. SmartEduArabic was well accepted and has the potential to serve as a supportive digital platform for teaching and learning Arabic. Nevertheless, these findings are based on user perceptions and not on direct evidence of improved proficiency. It is therefore recommended that further research be carried out with larger, multi-institutional samples and with direct measurements of learning achievement.
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