This paper provides suggestive improvements to digital language learning systems by using personalisation, persuasive technology and other forms of motivation improvement. These areas have been researched through literary research, field research as well as interviewing an expert. The results from these findings show a huge lack in usability in this systems and a large room of improvement, that can be fixed by taking inspiration from existing educational methods and user-centred design. The results of these different types of research led to a series of recommendations and proven methods that will increase not only motivation in all phases of the environment usage, but also the effectivity and efficiency of these systems.
With the rise of a more globalized world, we see an increase in international travel, trade and even cultural integration. Together with this globalization comes an increased need and interest in learning foreign languages, often through e-learning platforms. These platforms are easily accessible and provide basics of languages. However, these systems fail at retaining the initial motivation of the user, connecting with the users needs and often only have set tracks of learning a language which makes the users often learn unnecessary vocabulary. Our research will therefore entail the devising of a framework, that uses personalization and persuasive technology to improve the motivation and overall learning experience. We will be able to propose a framework for an improved online learning environment by meticulously evaluating the following domains of research: persuasive technology, educational reforms and current educational systems, both digital as nondigital. Next to this literary research, an interview with an educational expert on language learning for foreigners will be conducted as well as small-scale field research in existing language learning platform. The framework that will be constructed in this paper will help to improve the motivation of learning and the users persistence, thereby increasing the learning efficiency. As the world is gradually evolving into a more digital online environment, the advantages of this transformation should be exploited. The addictive or stimulative aspect of the current digital technology could, aside from recreation, just as well be used as a way to stimulate personal development. In this case the effect of using persuasive properties of the online system will be investigated, in order to enhance or extend the methods for teaching foreign languages. Combining elements from the currently addictive gaming industry for example with those already existing in education may strongly increase students participation and might once again return or amplify the joy during class. Digital assistance during lectures is nothing uncommon. Studies from The American Council of Teachers of Foreign Languages (ACTFL) clearly show an uprising in digital assisting during class. But the applied digitalization is mostly there to aid the lecturer, organize certain statistics in a distinctive way to reduce workload and increase parental supervision. In only very few occasions it really includes ways to persuasively connect to the students outside of class. Efficiency would be to have the student being actively participating in studying all the time, without forcing them to in a too aggressive way. If done right, the time consuming part of repetition may become luxury, instead of necessity, leaving the teacher, and the student, with much more time to adress new topics.
Ryan and Deci, selfdetermination theorem, 2000