User Perceptions of Vocabulary Learning Features in Duolingo and Babbel: A Comparative Analysis of Effectiveness and User Satisfaction
Year: 2025
Type: article
Abstract: This study conducts a comparative analysis of two prominent mobile applications for language learning, Duolingo and Babbel, focusing on their vocabulary acquisition features through the lenses of Spaced Repetition Theory (SRT) and Cognitive Load Theory (CLT). Utilizing a content analysis methodology, user reviews from the Google Play Store were systematically coded and analyzed to identify key themes related to usability, user satisfaction, and learning effectiveness. The findings reveal that Duolingo excels in engaging users through gamification and interactive elements, fostering a playful learning environment that encourages consistent practice. However, its structure may lead to increased cognitive load due to a lack of clear guidance. Conversely, Babbel offers a more systematic and formal approach, emphasizing grammar and real-life context, which effectively reduces cognitive load and enhances vocabulary retention. Despite its strengths, Babbel's lack of gamified elements may limit user engagement. This research contributes to the understanding of Mobile-Assisted Language Learning (MALL) by highlighting the strengths and limitations of each application, providing insights into future development in language learning technologies. The study underscores the importance of aligning application design with user preferences to optimize vocabulary learning outcomes.
Authors: Shazia Riaz, Durr-e- Nayab
Institution: The Women University Multan
Language: English
Topic: Mobile Learning in Education
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411298803