Enhancing Adult Literacy through Mobile-Based Interactive Learning Platforms

Thesis Abstract

Increasing adult literacy levels remains a significant challenge in many developing contexts, where traditional pedagogical approaches often fail to reach marginalized populations due to constraints such as limited infrastructure, time barriers, and social stigmas. This study investigates the potential of mobile-based interactive learning platforms to enhance adult literacy, aiming to evaluate their effectiveness, usability, and impact on learners' literacy outcomes. The primary objective is to determine whether mobile technology can serve as a sustainable, scalable solution to adult literacy deficits through engaging and personalized learning experiences. Specific objectives include assessing the usability of a prototype mobile learning platform, measuring changes in literacy skills among adult learners, and exploring users' perceptions and attitudes toward mobile-based literacy interventions. The research adopts a mixed-methods design, combining quantitative experimental and qualitative descriptive approaches. The quantitative component involves a quasi-experimental pretest-posttest control group design to establish causal effects of the intervention, while the qualitative component employs thematic analysis of focus group discussions and interviews to contextualize user experiences. The population comprises adult learners aged 18 to 50 enrolled in literacy enhancement programs within community centers in urban settings. A sample of 200 participants—100 in the intervention group and 100 in the control group—was selected using stratified random sampling to ensure diverse representation across age, gender, and educational backgrounds. Data collection instruments include standardized literacy assessments, usability questionnaires validated through Cronbach’s alpha (? = 0.86), and semi-structured interview guides. Data analysis employs statistical techniques such as paired t-tests and ANCOVA to compare literacy improvement between groups, alongside regression analysis to identify predictors of learning gains. The thematic analysis method is applied to qualitative data to extract common themes related to user experiences, perceived benefits, and barriers to adoption. The study incorporates theoretical frameworks such as the Technology Acceptance Model (TAM) to evaluate the factors influencing learners’ acceptance and use of the mobile platform, as well as Vygotsky’s Social Development Theory to interpret how social interaction facilitated through mobile features supports literacy development. Expected findings indicate that learners using the mobile-based platform will demonstrate statistically significant improvements in literacy skills compared to the control group, with qualitative insights revealing high levels of engagement, usability, and positive perceptions towards mobile learning. The research anticipates identifying key factors that influence the effective adoption of mobile literacy tools, such as perceived ease of use and perceived usefulness, aligning with TAM constructs. Furthermore, insights from the thematic analysis are expected to highlight how interactive features—such as gamification, audio-visual aids, and immediate feedback—enhance motivation and retention among adults with low literacy levels. The study contributes to body of knowledge by providing empirical evidence on the efficacy of mobile technology in adult literacy improvement and by offering a comprehensive understanding of contextual factors affecting implementation. It extends existing literature on digital literacy interventions within adult education, emphasizing scalable solutions adaptable to resource-constrained environments. The findings inform policymakers, educators, and developers about designing more user-centered, culturally sensitive, and accessible mobile learning platforms. In conclusion, the study affirms that mobile-based interactive platforms can significantly contribute to adult literacy development when thoughtfully designed and contextually adapted. It recommends the integration of mobile learning into broader adult education strategies, the continuous iteration of platform features based on user feedback, and further research exploring longitudinal impacts and scalability across diverse socio-economic contexts. Future studies should investigate the long-term sustainability of such interventions, their effects on economic empowerment, and integration with formal education systems to foster lifelong learning among adults.