Article Type: Research Article Article Citation: Patrick Anderson Matias de Araújo, and Eder
Ahmad Charaf Eddine.
(2020). THE REVIEWS OF USERS OF THE DUOLINGO APPLICATION: USABILITY AND OBJECTIVITY
IN THE LEARNING PROCESS. International Journal of Research -GRANTHAALAYAH, 8(9),
5-15. https://doi.org/10.29121/granthaalayah.v8.i9.2020.1326 Received Date: 24 August 2020 Accepted Date: 21 September 2020 Keywords: Teaching of Foreign Language Mobile Applications Human Computer Interaction
Duolingo Since 2011, the Duolingo platform helps those who seek to learn a second language. Present in all popular mobile operating systems, it offers, in the Brazilian interface, the teaching of Spanish, French, and English language, being English the first to be made available in the platform. Given the platform’s mission of personalized teaching, making learning fun, and universally accessible, the research aims to analyze the opinions of users on the Google Play Store. The objective was to understand the usability process, ease of access, and the user-learning relationship of the application and to achieve it, it was used the assumptions of Human-Computer Interaction, that investigates the form of communication between people and computational systems, as well as forms of accessibility and facilitation of this communication. It will be used the quantitative methodology of the comments available on the digital store in the entire month of January 2020. The results show that 85.13% of the users rated the tool with the highest score, the scores range from 1 to 5, and that usability is a positive component that facilitates learning. It is noteworthy, though, that the tool can be used as an aid in foreign language teaching processes.
1. INTRODUCTIONThe National Common
Curricular Base is a document that defines curricular and pedagogical
guidelines for Brazilian children, elementary and high school education.
Approved in 2018, this document changes the perspective for educational
policies and places the student as the protagonist. One aspect that draws
attention in the set of rules is what concerns digital inclusion and
technologies, that is, everything that mankind make to let their lives more
pleasant and simple, such as the human speech, the alphabet, writing, numbers,
mathematics, musical notation, art, etc., all of this is technology, that is,
Information and Communication Technology. [1]. Currently, the
greatest technological representation is the computer, be it the microcomputer,
laptop, smartphone, or any other device. Computers are so present in our
society and their importance is unquestionable. The way we work, play, study
and communicate are evolving. [2] The need to merge
the new technologies with the existing ones in the classroom is a challenge to
improve learning, considering that the technology can be used both inside and
outside it. In both cases, as a complement and aid to the teaching and learning
process, if well used, provided that the teachers are acquaintance and have the
autonomy to decide when and with what strategies they will use them. The
internet can exponentially increase the horizons of the classroom as well as
being a means of distraction for the student if there is no adequacy of the
purposes of using it. At the beginning of the 21st century, making the class
interesting and iterative is also a challenge when considering that the
entering high school student must probably have been born after the turn of the
millennium, that is, immersed several devices with a broadband connection and
with a lot of information. This “information”
should also be the subject of discussion and debate both inside and outside the
school to educate and instruct how to proceed in the face of so much
information, in addition to classifying and distinguishing genuine information
from that considered false and harmful. There is also a need for an approach on
how to proceed on social networks and instant messaging applications, in view
of the efficiency of these channels in spreading and propagating hate speech,
non-relevant information, and fake news. This type of content can confuse and
mislead less educated people on how to proceed in this digital environment. In order to start
researching how the technological tools that can assist in the teaching and
learning processes, the research proposes, at first, to research what the users
of the Duolingo tool think about the platform. There are several online forums
that group user comments about applications. Considering that the most used
operating system until the survey was conducted is Android, which has an application
store called the Google Play Store, for this reason, it was decided that the
evaluations of this tool would be used, which are available both in the
application for Android devices and in the website. The research
proposes to analyze the comments made by Portuguese speakers on Duolingo, a
technological tool that helps in the process of teaching and learning a foreign
language. For the analysis corpus, comments from the Google Play Store platform
were selected in the period from January 1 from 2020 to January 31, 2020. Were
found 10,943 occurrences. The comments are named by the platform as review and
are limited to 500 characters and have notes, the user can choose from one to
five stars. With this period defined, the research proposes to verify and
analyze the users’ evaluation and use the evaluations. The Duolingo app, is
a language teaching platform created by Luis von Ahn
and Severin Hacker, in the United States, to assist in foreign language
learning. For Portuguese speakers, he teaches German, Italian, English, French,
Esperanto, and Spanish. In the Google Play Store[1]
application store, the tool has more than 100 million[2]
downloads and is ranked first in the education category of the same store. In
2016, the Duolingo platform had around 120 million registered users and, at the
beginning of 2020, that number exceeds 200 million. 2. RESEARCH IN HUMAN-COMPUTER INTERACTIONHuman-Computer
Interaction is the area of study that investigates the form of communication
between people and computer systems as well as ways of accessing and
facilitating this communication. This area of study is an intersection between
several sciences such as psychology, linguistics, the arts, and computing. According to Chancellor et
al. (2019), the recent research areas at HCI are
concerned with examining areas considered poignant such as mental health, crises,
transitions, harassment, and graphic content; the latter two being the cause of
emotional and physical vulnerabilities. As an example of
research at HCI, [4], they introduced the concept of MIS in the
context of social networks. MIS means Mental Illness Severity and is usually
associated with cognitive functions, emotional instability, and limitations in
performing mundane activities. Through the analysis of posts, tags, and users
of Instagram (Social Network owned by Facebook), the research quantified MIS
levels in the social network and reports that studies in HCI and CSCW (Computer
Supported Cooperative Work) seek appropriate interventions for the population with
mental illnesses, besides, to focus on identifying traces of mental illnesses,
such as depression, but not as broadly as in MIS applied in any community prone
to mental illnesses. The authors developed an approach that predicts an
individual’s future risk. Another article that
addresses the specialty of mental health, examined the monitoring of patients
with schizophrenia through the CrossCheck tool, which
passively collects data on patient’s smartphone use in order to detect relapse [5]. The study concludes that there are statistically
significant correlations between automatically monitored behavioral
characteristics related to sleep, conversations, mobility, use of smartphones,
and self-reported mental health indicators in schizophrenia. Pater &
Mynatt's (2017) research seeks to define digital self-mutilation. By
digital self-mutilation, the researchers defined by the digital activity and
communication that orientates, ratify, or encourages desired non-suicidal
injury or harm of an individual and its physical wellbeing (Pater & Mynatt, 2017, p. 3). The researchers understand that HCI
and CSCW research focuses on prosocial studies with positive or neutral results
in encouraging health. Finally, they conclude that not studying this subject, the
tendency is for HCI and CSCW research to continue with the idyllic look at
health and outline an agenda for understanding the mutilation correlation. Research on the HCI
interface and teaching and learning has been gaining ground in recent years.
The use of computational and virtual technologies in the educational process is
not new, however, this use in foreign language teaching and, consequently,
research in these areas, do not go beyond formal means of teaching [7]. Can also be said that human-computer
interaction can affect the area of education, since, according to Chancellor et
al. (2019, p. 3), “... HCI more broadly recognizes the importance of working
through sensitive contexts …”. The authors Ware et al.
(2017) evaluated an English training and education
program to determine its suitability for the elderly population, considering
that research shows that learning a new language can be beneficial for the
senile public. The researchers assessed that the intervention is feasible for
the population in question, through applied questionnaires and the analysis of
qualitative data. Hadjerrouit's
(2017) research, looked for the characteristics of
the concepts of affordance and constraints in the use of the SimReal+ tool in the training of mathematics teachers.
Affordance is an HCI term and can be summed up as the purpose of using a
certain thing. Following that same line, El Janati et
al. (2018), point out that the SMART learning tool is
extremely useful in the teaching and learning process. Papadimitriou
& Gyftodimos (2017), on the other hand, investigated the
characteristics of learners through current adaptive educational systems. The
article from the authors’ Strecker et
al. (2018) seeks to understand the potential of
technologies for higher education, so the authors interviewed four speakers
with experience in teaching with technologies to inquire about their
observations. These papers indicate that the educational system is constantly
changing and that they come associated with new learning methods and techniques
with the use of computer technologies. For this, the user interface must be
improved to make it accessible to different users. In this perspective,
Lind et al.
(2019) report that the teaching of technologies is
compulsory in Swedish schools and that this means that there is a need for
students to understand the impacts of the use of technologies on society. In another type of approach,
Juraschek et
al. (2018) seek to introduce Mixed Reality applications
in Learning Factories. The authors report that Mixed Reality is in increasing
use in the development of human-machine interfaces since they can increase the
effects of training and teach with technical systems. Bartolomé et
al. (2018) analyzed, through a literature review of the
period between 1960 and 2015, the educational perspective that is present in
the environments and experiences proposed in educational technology that is
addressed in the literature of personalization in education. The text points
out that programs for learning are developed with human-computer interaction as
an important aspect. The authors point out that the greatest efforts of
educational technologies focus on higher education and an explicit pedagogical
perspective is lacking in the analyzed experiences. Specifically, about
Duolingo, a paper analyzes the tool in conjunction with the WhatsApp instant
messaging application in order to observe its contributions as an aid to
classroom French lessons. To this end, the authors Souza &
Mourão (2017) reported on a pedagogical practice within
the monitoring project at Federal University of Piaui. It was noted that the
services can pedagogically enhance the learning of French. Two other articles
that address Duolingo seek to investigate the experiences of those who have
used the application. In the article by the authors Marques-Schäfer
& Orlando (2018), it is reported that the application is the
most downloaded by language students, because it is free and because of its
attractive interface. Through the analysis of data from a questionnaire applied
to 114 learners of the platform, problems and dissatisfactions are found, such as
a discrepancy between the discourse and the application’s practice, as well as
a discrepancy between the user’s learning concept and their habits. The article
by Şendurur
et al. (2017), in addition to investigating user
experiences, on the other hand, analyzes the reason for the upward preference
of mobile learning apps, however, the 18 students interviewed believe that it
is impossible to learn a new language only with apps, but they find the tool
convenient. Like the previous
one, the article by the authors Guaqueta &
Castro-Garces (2018) uses the tool in conjunction with the Kahoot
application to improve vocabulary construction for English learners during a
semester at a rural area high school. It is noted that the context of rural
areas is a matter of controversy, due to the quality of the internet
connection. To assess the effectiveness, tests were performed before the tool
was started to being used, and at the end of the tool’s use. Unlike the article
by Marques-Schäfer & Orlando (2018), it was noted that there is evidence that
the use of technology in conjunction with face-to-face classes can become an
ally to improve vocabulary construction. The correlation between the
performance of the course students’ performance and their grades obtained in
the application was the focus of the study conducted by Brick &
Cervi-Wilson (2019), on the other hand. The quantitative data
obtained by the researchers revealed a weak correlation between the high marks
obtained in the app and the grades obtained in the course evaluation. Loewen et al.
(2019) point to the lack of studies regarding the
effectiveness of studying in second language learning tools, although,
emphasize the authors, that a commissioned research found favorable learning
results. The authors’ research seeks to investigate the experience and results
of nine Turkish language learners during a semester using the Duolingo tool.
The investigation showed improvement in the learning parameters of the apprentices,
in addition to a positive/moderate correlation between the time spent in the
application and learning gains. As in the research by Şendurur
et al. (2017), the apprentices found the tool convenient, flexible, and
positive gamification aspects. However, frustrations were also expressed with
the instructional materials. Finally, Lotherington
(2018) evaluates the four most downloaded apps in
the online app stores: Duolingo, Babbel, Busuu, and Memrise. The research
was followed by empirical studies on the pedagogical and epistemological
approaches used in these applications. A case study indicated that the
applications depended on outdated pedagogical and structural concepts. It was
also noted that the issue of mobility in pedagogical approaches to applications
was used more for marketing purposes than for innovative and instructive
design. 3. COMMENTS AND THEIR IMPORTANCE IN THE ANALYSIS OF HUMAN-COMPUTER INTERACTIONUser comments and
opinions are an important part of human-computer interaction research.
According to Barbosa and Silva (2010), the “[...] the sooner users are involved
in the design process, the sooner it will be possible to learn about their
needs and, thus, positively influence the synthesis of the solution, as well as
identify and correct possible problems ” [22]. The Google Play
Store is an online store that sells digital content and is currently
categorized into applications (apps), electronic games (games), music, movies,
books, and magazines. This content is available free of charge or for a fee. Paid content can be
sold/bought or rented. With regard to applications and games, the fact that the
application is made available free of charge depends on the policy adopted by
the developer, an application can be made available for free and generate
monetization for its developer through ads displayed to the user of the
application. The Duolingo app qualifies in this case, since in order not to
have ads displayed constantly it is necessary to pay rent. All content
available on the Google Play Store has a forum for evaluating that content, the
structure is the same regardless of the content evaluated. The notes are
staggered from one to five. The forum consists of three areas divided into
statistical data, creating a new assessment of the content and assessments of
those who criticized the content. In the area
dedicated to statistical data, the information displayed is: ·
the
average of the marks given by those who evaluated; ·
the
total number of assessments; ·
how
these notes are distributed. In the area to
create a new content evaluation, the user who is willing to criticize will make
his observation. For this, the user must be logged in to the platform, where
the name of the user who commented and the date of the comment will be
automatically extracted. This area has a field for filling of the: ·
numerical
evaluation of the content, ranging from one to five; ·
comment
that will be posted. Finally, the area
where the published evaluations are displayed has the various evaluations
carried out on an object and can be organized in a way to order the evaluations
according to the most recent, according to the criteria of the relevance of the
store or according to the grade. These reviews can be voted by other users as
useful and have a field with: ·
the name
of the commenter; ·
the evaluation
score; ·
the
comment; ·
the date
of publication; ·
how many
people rated the review as useful. 4. MATERIALS AND METHODSThe Google Play
Store presents a WWW (World Wide Web) page and to analyze the comments of
Duolingo users, it was extracted from this page by creating an algorithm. These
comments displayed on the Google Play Store are available both on the website
of the store and on the Android platform application, with the same comments
and it was decided to extract the website as it is the most viable way. With the period of
dates that are relevant to this study, to extract the comments already defined,
the next step was to sort the comments on the site by the most recent, this
resulted in a list of comments sorted from the most recent to the oldest. Comments
are of interest until the earliest date in the defined date range as a
criterion for extracting comments. When all comments were displayed until the
lowest date defined as criteria, it was necessary to save the HTML page to a
directory on the computer. An algorithm was
developed in JAVA programming language in order to facilitate the analysis and
extraction process of the analysis components. For this, the algorithm extracts
the comments from the saved HTML file and provides a file in the “.txt” format
as output. This file can have its result varied depending on what is chosen and
passed as a parameter to the program. You can choose to have the program
provide an output file with all the reviews of the HTML file, or you can
delimit a period of dates, with a start date and an end date, the last being a
more recent date than the first. For any chosen period, the file is organized
as a spreadsheet, organized by columns as follows: ·
General
index - Description: Index
of the comment considering all the notes. If there are n comments, the
index starts with 1 and ends with n. Value type: Integer. Value type in
JAVA language: int. ·
Index
by grade - Description:
Index of the comment filtered considering the grade specified. If there are n
comments with a score of x the index will start at 1 and end at n.
Value type: Integer. Value type in JAVA language: int. ·
Grade - Description: Grade that was given by the
appraiser (Ranges from one to five), on a scale where grade one represents the
worst grade and grade five the highest grade. Value type: Integer. Value type
in JAVA language: int. ·
Useful - Description: Number of times the
evaluation was considered useful by other evaluators. Value type: Integer.
Value type in JAVA language: int. ·
Date - Description: Date on which the assessment
was published. Value type: Integer. Value type in JAVA language: int. ·
Comment - Description: The content of the comment in
more detail. Value type: Text. Value type in JAVA language: String. 5. RESULTS AND DISCUSSIONSA total of 10,943
comments were returned from the period between January 1, 2020, and January 31,
2020. Of that total, 2.24% rated the tool with a grade of 1, 0.78 voted for
grade two, 2.33 % rated it in three, in grade four it corresponded to 9.52% of
the assessments and 85.13% of the comments fit in grade five. Table 1: Distribution of grades
It can be noted that
the extreme majority of comments have a score of 5, the highest score available
for evaluation. Therefore, grade 1 is the lowest. The Google Play Store makes a
constant average of all grades and the Duolingo app scored 4.7 on June 12,
2020. We will have the
highest score, 5, which expresses a positive rating of the application, and the
lowest score, 1, as a negative rating[3]. Considering all those who rate the tool as
4 and 5, we have approximately 95%. Comments 1 and 2 totaled 3% of the amount,
representing a minority, as well as comments 3, with the remaining 2%, as shown
in the graph in Figure 1. Figure 1: Distribution of grades The rating can also
be given for the comment, there is an option for other users to rate the
comment as “Useful”, Table 2 shows the distribution of comments rated as useful
in each note. Thus, of the total of 10,943 comments, 416 (3.77%) have at least
one rating as useful. Comments rated as useful are distributed with 10% of
those comments grouped in note 1, which corresponds to 40 comments. In note 2,
there are 13 comments in this category, which represents 3% of the amount of
comments. In note 3, on the other hand, we have 10% of the comments rated as
useful, resulting in 40 comments. Corresponding to 15% of the comments in this
category, note 4 has 64 comments. And finally, note 5 has 259 comments that
rate it as useful (62%). Table 2: Distribution of the evaluation as “useful”
It can be seen that
notes 4 and 5 groups most of the evaluations that attribute the quality of
useful and added together result in 77% of the comments in this category,
according to the graph on Figure 2: Figure 2: Distribution of useful comments by grades Table 3 shows the
calculation of the number of comments that were rated as useful per grade
divided by the total of all comments - which includes “useful” ratings and that
reviews that were not rated as “useful” - by grades. Table 3: Number of useful assessments distributed in grades divided by number of
assessments distributed in grades
Analyzing the total
universe of comments, was noticed that 3.8% are considered “useful” and it can
be noted that the proportion of comments rated as useful is higher, as the grades
are lower, the highest proportion being in grade one. Table 4 shows the number
of comments with useful rating divided by the total of comments. Table 4: Number of useful comments per total number of grades
When comparing Table
4 with Table 5, was noticed that grade five is where most of the comments are
found to be useful, representing 2.37 % of the total comments, thus,
considering the total of comments, the comments with the highest marks have a
greater representation in the total of 10,943 comments. Organizing these 416
comments by rating and displaying the most rated comment as useful the following
organization was synthetized: 1)
Grade 1 ·
Quantity:
40 comments rated as useful out of a total of 245 comments. ·
Percentage:
16.33 % of comments are considered as useful out of a total of comments. ·
Most
rated comment in the useful category § Quantity of rated as useful: 363 § Date: January 16, 2020. § Comment in
Portuguese: “muita militância e politização de extrema esquerda e nada de
ensino e efetividade, não tem porque colocar um casal de lésbicas no exercício
da lua de mel, não tem porque colocar propaganda ao veganismo.” (IG 6131) § Comment translated to English: “a lot of
militancy and extreme left politicization and no teaching and effectiveness,
there is no reason to put a lesbian couple on the honeymoon exercise, there is
no reason to put propaganda on veganism.” (IG 6131) 2)
Grade 2 ·
Quantity:
13 comments rated as useful out of a total of 85 comments. ·
Percentage:
15.29 % of comments are considered as useful out of a total of comments. ·
Most
rated comment in the useful category § Quantity of rated as useful: 113 § Date: January 31, 2020. § Comment in
Portuguese: “Gosto muito do app, ele ensina muito bem porém deixou à desejar
nas pronúncias, falta mais prática na fala onde podemos continuar à
visualiza/escutar as frases da língua desejada e pronúncia corrente. Ou seja,
gostaria que houvesse mais atividades de pronúncia, como conversação, feedback
etc. Vocês ajudam bastante a gente, porém se poder dar uma reforçada estou
agradecida. Obrigada!!!” (IG 458) § Comment translated to English: “I like the
app a lot, it teaches very well but it left a lot to be desired in
pronunciations, there is a lack of more practice in the speech where we can
continue to visualize/listen to the phrases of the desired language and current
pronunciation. That is, I would like to have more pronunciation activities,
such as conversation, feedback, etc. You help us a lot, but if you can
reinforce it, I’m grateful. Thanks!!!" (IG 458) 3)
Grade 3 ·
Quantity:
40 comments rated as useful out of a total of 255 comments. ·
Percentage:
15.69 % of comments are considered as useful out of a total of comments. ·
Most
rated comment in the useful category § Quantity of rated as useful: 357 § Date: January 30, 2020. § Comment in
Portuguese: “O app é muito bom, muito intuitivo e fácil de usar, mas tem um problema
grave para o aprendizado: ele é extremamente repetitivo, a ponto de quase fazer
o usuário desistir. Estou aprendendo francês e mesmo já tendo concluído 90
tarefas, o app ainda usa as mesmas palavras. Sempre usa gato, cachorro, menino,
maçã, vermelho... Podia usar outros exemplos para que o usuário pudesse
adquirir mais vocabulário e melhorar a didática a que o app se propõe.” (IG 1) § Comment translated to English: “The app is
very good, very intuitive and easy to use, but it has a serious problem for
learning: it is extremely repetitive, to the point of almost making the user
give up. I'm learning French and even though I’ve completed 90 tasks, the app
still uses the same words. Always uses cat, dog, boy, apple, red... I could use
other examples so that the user could acquire more vocabulary and improve the
didactics that the app proposes.” (IG 1) 4) Grade 4 ·
Quantity:
63 comments rated as useful out of a total of 1,042 comments. ·
Perce:
6.14 % of comments are considered as useful out of a total of comments. ·
Most
rated comment in the useful category § Quantity of rated as useful: 211 § Date: January 26, 2020. § Comment in
Portuguese: “Eu amava essse aplicativo porque eu uso ele à 5 anos e nunca tive
nenhum problema com ele, até agora. Com essa nova atualização, o aplicativo
fica te impulsionando a comprar o Plus. Enfim, a ideia do aplicativo é perfeita
e antes dessa nova atualização, ele era o meu aplicativo preferido. Gostaria
que pudesse continuar sem os corações (vidas) , restringe a educação do
aplicativo.” (IG 2763) § Comment translated to English: “I used to
love this app because I have been using it for 5 years and have never had any
problems with it until now. With this new update, the app is driving you to buy
Plus. Anyway, the idea of the app is perfect and before this new update, it was
my favorite app. I wish I could continue without the hearts (lives), restricts
the education of the application.” (IG 2763) 5)
Grade 5 ·
Quantity:
259 comments rated as useful out of a total of 9,316 comments ·
Percentage:
2.78 % of comments are considered as useful out of a total of comments. ·
Most
rated comment in the useful category § Quantity of rated as useful: 1041 § Date: January 23, 2020. § Comment in
Portuguese: “O Duolingo está evoluindo bastante, estou aprendendo muito, muito
obrigado aos desenvolvedores por manterem um aplicativo de tanta qualidade.” (IG 3905) § Comment translated to English: “Duolingo is
evolving a lot, I am learning a lot, thanks to the developers for maintaining
an application of such quality.” (IG 3905) 6. CONCLUSIONS AND RECOMMENDATIONSThe relationship
between technology and education is not recent in the history of mankind, but
the forms that the new Information and Communication Technologies are
presenting is something that has a direct impact on the subject and society, to
the point of having a Network Society[23]. The impact of these
technologies on education would not be different, as we have seen the teaching
and learning process can also be optimized by new forms of knowledge
transmission. The results of this research show that usability is a major
factor and that 85.13% of users rated the tool with a score of 5, which is very
positive, as it is the highest score available on the Google Play Store
platform. Considering
usability, the following comment summarizes it: The best app out there! Easy to
use, great for learning a language from the basics. I always recommend it to my
friends, but they end up uninstalling it because they now have five lives, so
my friends say it’s not worth it. Such a good app, but now for my friends it is
not serving much, because the lives end. It is very expensive for an app. It is
useful, but for those who cannot pay it is not serving. Unfortunately. (IG
9436, our translation) The
platform shows itself as easy to use and that achieves its goals. The comment
also points to the non-free application, which would make it difficult to use
in Brazilian public schools. In
this way, the tool can be thought of as support and auxiliary for the foreign
language teacher. It has data on usability, ease of access, interactive and
achieves non-native tongue learning objectives. The
data also point out the need for further qualitative content analysis that will
be carried out by the researchers in the second stage of this research. SOURCES OF FUNDINGThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. CONFLICT OF INTERESTThe author have declared that no competing interests exist. ACKNOWLEDGMENTWe would like to express an
especial thanks of gratitude to Luciano de Jesus Golçalves,
his careful reading, grammatical corrections, and support were paramount to the
development of this paper. To Ananda Liz Matias de Araújo and Luciana Matias de
Barros, for their assistance and support on this research. REFERENCES
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