International Research Journal of Engineering and Technology (IRJET)
e-ISSN: 2395-0056
Volume: 12 Issue: 05 | May 2025
p-ISSN: 2395-0072
www.irjet.net
Design Science Approach in Developing Usable Mobile Learning Applications: Lesson from Prototype Evaluation Faisal Syafar1, Halimah Husain2 1Professor Department of Electronics, Faculty of Engineering, Universitas Negeri Makassar, Indonesia
2Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia
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Abstract - This study presents a design science research
navigation structures often hinder the adoption of mobile learning technologies [5]. Compounding this issue is the lack of rigorous methodological frameworks guiding the development of such applications, particularly those that are context-aware and collaborative in nature.
(DSR) approach to developing and evaluating a Mobile Collaborative Learning System (MCLS) aimed at enhancing mobile-enabled educational experiences. The system was designed using a three-tier service-oriented architecture and implemented on a Windows Mobile platform to support realtime messaging, location-based collaboration, and access to learning materials. Usability was evaluated through heuristic inspections, cognitive walkthroughs, and think-aloud protocols, while user acceptance was measured using the Mobile Services Acceptance Model (MSAM), which integrates constructs from TAM, TPB, UTAUT, and trust-based theories. Empirical results from 50 students at the Universitas Negeri Makassar demonstrated high levels of perceived usefulness, ease of use, trust, and contextual relevance. Trust and perceived usefulness were found to be the strongest predictors of intention to use. The prototype achieved a 100% task completion rate in usability testing and was positively received in post-use focus groups. This study contributes to educational technology design by demonstrating how DSR can be effectively applied to mobile learning systems, linking theoretical models with practical usability outcomes. It also offers design and evaluation guidelines for developers, educators, and researchers working at the intersection of mobile computing and collaborative learning.
To address this gap, the present study adopts a Design Science Research (DSR) paradigm to systematically develop, implement, and evaluate a Mobile Collaborative Learning System (MCLS). DSR is a problem-solving framework that emphasizes the creation and evaluation of artifacts to address identified organizational or societal needs [6]. It is particularly suited for complex environments where human-computer interaction plays a critical role, such as mobile education [7].
1.1 The Promise Pitfalls of Mobile Learning Mobile learning environments offer unique pedagogical affordances. They enable situated learning, whereby learners can access educational content within the context of their daily lives and environments [8]. These systems also facilitate collaborative learning, allowing users to exchange ideas, share resources, and engage in joint problem-solving regardless of location [9]. Despite these advantages, the real-world impact of mobile learning has been uneven. Studies suggest that while students appreciate the flexibility of mobile access, their sustained engagement with mobile learning applications is highly contingent on system usability, trust, and contextual relevance [10, 11]. a user-centered design approach and iterative validation, these systems risk obsolescence or abandonment.
Key Words: Mobile learning, Usability evaluation, Technology acceptance, Context-aware system
1.INTRODUCTION The proliferation of mobile technologies has significantly influenced the landscape of digital education. Smartphones, tablets, and wireless networks have enabled learning beyond the confines of traditional classrooms, giving rise to mobile learning (m-learning) environments that are accessible "anytime and anywhere" [1]. The convergence of ubiquitous access, personalized interaction, and contextual relevance has positioned mobile learning as a transformative educational innovation [2. 3].
1.2 The Role of Design in Educational Technology DSR provides a methodological foundation for developing artifacts—software systems, frameworks, models—that are both innovative and functional. The seminal work of [6] outlines seven principles for conducting DSR in Information Systems research, including artifact design, problem relevance, rigorous evaluation, and contributions to theory and practice.
Yet, while mobile learning promises to democratize access to knowledge, several systemic challenges persist. Chief among them is the issue of usability—the extent to which mobile learning applications are efficient, effective, and satisfying for their intended users [4]. Poorly designed interfaces, inconsistent user experiences, and non-intuitive
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In the educational domain, DSR has been employed to develop intelligent tutoring systems, adaptive learning
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