ARQAMified: Learning Arabic Numbers Using Interactive Apps

Siti Nur Fatimah Md Aminnullah, Nur Fatimah Aisyah Shahril, Muhamad Azhar Zubir, Ahmad Fauze Abdul Hamit and Sharifah Sari Datu Asal
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Siti Nur Fatimah Md Aminnullah: Academy of Language Studies, Universiti Teknologi MARA Cawangan Sabah
Nur Fatimah Aisyah Shahril: Academy of Language Studies, Universiti Teknologi MARA Cawangan Sabah
Muhamad Azhar Zubir: Academy of Language Studies, Universiti Teknologi MARA Cawangan Sabah
Ahmad Fauze Abdul Hamit: Academy of Language Studies, Universiti Teknologi MARA Cawangan Sabah
Sharifah Sari Datu Asal: Academy of Language Studies, Universiti Teknologi MARA Cawangan Sabah

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 25, 219-227

Abstract: The acquisition of Arabic as a second language (L2) presents a unique set of challenges for learners, particularly in mastering foundational elements such as the numeral system, which differs significantly from its Western counterparts. This paper introduces ARQAMified, a comprehensive conceptual framework for an innovative mobile application designed to mitigate these difficulties through the synergistic integration of gamification, transliteration, and established principles of mobile-assisted language learning (MALL). The proposed framework aims to scaffold the learning process for non-native speakers by employing transliteration as a cognitive bridge to facilitate the transition from a familiar script (e.g., Roman) to the Arabic script. Simultaneously, it leverages evidence-based game mechanics to enhance intrinsic motivation, sustained engagement, and learning outcomes, grounded in psychological theories such as Self-Determination Theory. This conceptual paper provides a detailed exposition of the pedagogical rationale, theoretical underpinnings, and a proposed architectural blueprint for the ARQAMified application. The framework is developed through a meticulous synthesis of recent, high-impact scholarly literature from the Scopus and Web of Science databases, ensuring an evidence-based approach to its design. It discusses the potential of the framework to support holistic language skill development, encompassing reading, writing, listening, and speaking, and explores its implications for both self-directed learning and formal classroom integration. By addressing a distinct gap in the current landscape of Arabic language learning technology, ARQAMified presents a scalable, theoretically robust solution. This paper concludes by outlining a structured path for future empirical research, commencing with a formal needs analysis to validate the framework's assumptions and guide an iterative, user-centered development process.

Date: 2025
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