Kid-Learn: A Mobile Language Learning Application for Pre-Schoolers

Introduction

Mobile language learning is a subset of mobile learning applications that provides a computer-assisted language learning environment (Hwang & Fu, 2019; Shadiev, Hwang, & Huang, 2017). Many second language learners carry pocket dictionaries or personal vocabulary books to assist them in learning a foreign language (Crow & Parsons, 2015; Schiefelbein, Chounta, & Bardone, 2019). This motivated the research community to explore portable wireless mobile devices to assist in language learning, which led to the emergence of the mobile language learning domain. Learners can utilize mobile devices as an educational instrument to establish self-directed learning to upgrade their language skills (Ohkawa et al., 2018; Zhou, Hentschel, & Kumar, 2017). Mobile phones offer lower costs and improved flexibility; hence educational materials are more widely available (Aloqaily et al., 2019; Benali & Ally, 2020). There are several advantages of mobile learning; i) learning can take place anywhere anytime without any barrier to geographical constraints, ii) students can achieve self-centered learning, i.e., learning at your own pace, and iii) learning materials can be delivered on the need and circumstance of the learners, and iv) helps in achieving collaborative learning (Aubusson, Schuck, & Burden, 2009; Dashtestani, 2016; Mehdipour & Zerehkafi, 2013).

Research on the use of mobile learning in pre-school has emerged as an area of interest because learning using technology and multimedia tends to excite children (Zabatiero et al., 2018; Kabali et al., 2015). Some typical mobile learning applications developed for children include; literacy, sketching and drawing, music, numeracy, etc. (Ibrahim et al., 2019; Drigas et al., 2015; Ng et al., 2013; Miller, 2018). Pre-schoolers find mobile learning applications to be interactive, dynamic-natured, and enjoyable to learn, thus making children tech-savvy and prepares for future technological growth (Kim & Smith, 2017). Furthermore, it is pleasant, informal and allows children to have a soothing experience compared to traditional classroom-based learning. This study developed an MLL application to teach introductory English courses to pre-school students. The application provides opportunities for students to upgrade their reading, writing, listening, and speaking skills. The application was developed for android mobile phones, and a structured development process was followed. To develop the mobile learning application, the Design Science Research (DSR) framework was adopted. DSR is a systematic way of developing solutions to practical problems emerging from real-life situations. Hevner et al. (2008) described “design science as a rigorous process for designing an artifact to solve some observed problems, evaluate designs, make research contributions, and then communicate the results to the scientific community.” DSR will be beneficial as it will provide the necessary methodological support to structure our work to ensure the quality of results”. The DSR framework proposed by (Johannesson & Perjons, 2014) was adopted in this research, which includes five main activities; explicate the problem, define requirements, design and develop artifact, demonstrate artifact, and evaluate artifact.

The main contribution of this study is; i) the development of a MLL application that takes advantage of certain features of mobile devices such as ubiquity, portability, and interactivity to deliver basic English level courses to pre-school students and ii) the use use of design science research methodology to structure our work. The paper is organized as follows; the background section describes the literature on mobile language learning applications and prior work done in this area. The methodology section describes how the research was designed and executed. The conclusion section presents the findings and recommendations for further research.