Learner-Informed Design of a Persian Language Learning Platform: Insights from a Mixed-Methods Usability Evaluation

This article reports a learner-informed formative evaluation of Persian Prime, a digital platform designed to support Persian language learning through modular lessons, interactive tasks, and culturally embedded media. Grounded in usability heuristics, participatory design principles, and learner autonomy frameworks, the platform was piloted with ۳۹ intermediate-level international learners (B۱–B۲) in a hybrid instructional setting at Shahid Beheshti University. Using a mixed-methods design combining questionnaires, semi-structured interviews, and group panel discussions as triangulated data sources, the study documented perceived strengths (e.g., structured content, cross-device browser-based access, and cultural relevance) alongside recurring usability barriers related to navigation continuity, completion-state visibility, and interface personalization. Learner feedback was operationalized into targeted post-pilot refinements, including a resume-learning function, visual completion indicators, and small-screen-optimized interface elements. Additional requests (e.g., dark mode, font scaling, and expanded autonomy-support tools) were documented as priorities for subsequent development. Overall, the study illustrates how learner feedback can be translated into concrete, usability-informed design actions in TPSOL contexts and contributes to the development of pedagogically grounded digital tools for languages that are comparatively underrepresented in digital language-learning research.

کلیدواژه ها:

educational technology ، learner informed design ، mixed-methods ، Participatory design ، TPSOL ، usability evaluation ، usability heuristics