Arabic Language Learning for Children on the AlefBata Platform
Abstract
Purpose - This article evaluates AlefBata (أ ب ت) by analyzing how its content structure and difficulty progression support early Arabic literacy from letters and ḥarakāt to texts. It also examines whether AlefBata’s multimedia and interactivity align with CTML and CLT principles for effective segmentation, scaffolding, and cognitive-load management.
Design/methodology/approach - This study employs a descriptive qualitative evaluative design using content analysis and heuristic evaluation of AlefBata’s publicly accessible pages across core modules and the FAQ. Data were coded with an operational rubric capturing literacy progression, difficulty/review structures, and CTML/CLT design indicators (e.g., segmentation, coherence, modality, redundancy risk, extraneous-load control, and scaffolding).
Findings/results – Findings indicate that AlefBata provides a staged early-literacy pathway, progressing from letters and ḥarakāt to words, sentences, and leveled texts, supported by micro-scaffolding and structured review. From a CTML/CLT lens, segmentation and leveling are key strengths, but the lack of a clear home-learning path increases reliance on adult guidance and interface-level checks require access to logged-in activities.
Originality/value - This review offers a theory-driven evaluation of a children’s Arabic edtech platform by integrating (a) an early-literacy progression lens and (b) CTML/CLT-based design criteria. It contributes a replicable coding rubric and identifies a practical gap between content architecture and implementation curriculum, informing educators’ adoption decisions and guiding future empirical studies on cognitive load and literacy outcomes.
Paper type – Research paper
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References
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Copyright (c) 2023 Misbakhus Surur (Author)
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