The Effectiveness of Interactive Learning Applications on Arabic Language Learning Outcomes: A Cognitive Perspective
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Arabic Language Learning, Cognitive Theory, Interactive Learning Applications, Animaker Media, Sarf, Learning Outcomes
Abstract
Digital transformation in education has promoted interactive learning applications as tools for foreign language acquisition, including Arabic. However, theoretical research integrating these applications from a cognitive perspective remains limited. This study examines how interactive learning applications support Arabic language learning based on cognitive learning theories: information processing theory, cognitive constructivism, and cognitive load theory. The research identifies cognitive features in applications, their relevance to Arabic learning, and potential for future development. A descriptive qualitative method was employed, using literature study and content analysis of academic sources. Additionally, an experimental study with 30 male undergraduate students at The New College, Chennai, India, measured the effectiveness of Animaker-based animated media in improving Arabic grammar (Sarf) learning outcomes. Results show that interactive applications support Arabic learning through five aspects: activating initial cognitive attention, reinforcing long-term memory via multimodality, knowledge construction, reducing cognitive load, and enhancing direct feedback. Experimental findings indicate Animaker media effectively improves Sarf learning outcomes, with a Mann-Whitney U-test significance value (2-tailed) of 0.004, less than 0.05, rejecting H0 and accepting H1. These findings confirm that learning applications are pedagogical tools enhancing language internalization quality. The study concludes that integrating interactive learning applications in Arabic language contexts is highly relevant and effective when based on cognitive principles, contributing scientifically to technology-based Arabic learning strategies adaptive to learners' mental processes.
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