User-centered design of a Finnish learning app : supporting students beyond the classroom
Sterkhova, Sofiia (2025)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025060621228
https://urn.fi/URN:NBN:fi:amk-2025060621228
Tiivistelmä
The purpose of this thesis was to design a Finnish language learning application tailored to the needs of international students studying at Tampere University of Applied Sciences. The aim was to support students’ self-directed learning beyond the classroom through engaging and accessible digital tools.
This thesis followed a user-centered design (UCD) approach. Research methods included a survey conducted among international students, an expert interview with a Finnish language teacher, and a competitive analysis of existing language learning apps. Based on the findings, a set of functional and visual requirements was defined to guide the design of the prototype.
A high-fidelity mobile prototype was developed and tested with three target users. The results showed that students found the daily lesson structure clear and motivating. Feedback emphasized the importance of simplicity, progress tracking, and motivational messages. Design improvements were made accordingly.
Although the prototype was tested with a limited number of users, the results demonstrate the potential of mobile-assisted language learning solutions when designed with real user needs in mind. This thesis provides a basis for further development of the application and highlights the value of UCD methodology in educational technology projects.
This thesis followed a user-centered design (UCD) approach. Research methods included a survey conducted among international students, an expert interview with a Finnish language teacher, and a competitive analysis of existing language learning apps. Based on the findings, a set of functional and visual requirements was defined to guide the design of the prototype.
A high-fidelity mobile prototype was developed and tested with three target users. The results showed that students found the daily lesson structure clear and motivating. Feedback emphasized the importance of simplicity, progress tracking, and motivational messages. Design improvements were made accordingly.
Although the prototype was tested with a limited number of users, the results demonstrate the potential of mobile-assisted language learning solutions when designed with real user needs in mind. This thesis provides a basis for further development of the application and highlights the value of UCD methodology in educational technology projects.