UI/UX prototype design for a personalized learning mobile app to boost comprehension: a design thinking model

Purpose The purpose of this study is to develop and evaluate a UI/UX prototype for an AI-driven mobile application designed to enhance reading comprehension. The study aims to leverage user-centered design principles and the design thinking (DT) methodology to create a personalized and adaptive learning environment that addresses the unique needs of each student. By integrating theoretical principles with practical application, the study seeks to demonstrate the potential of well-designed educational technology to improve student engagement, personalization and overall learning outcomes. Design/methodology/approach The study used the design thinking methodology, involving five iterative phases: empathize (understanding student needs through interviews and surveys), define (articulating problem statements and design goals), ideate (brainstorming solutions), prototype (creating high-fidelity prototypes with Figma) and test (evaluating usability with the System Usability Scale). Findings The findings from the testing phase indicate that the AI-driven mobile app prototype is generally well-received by users, with a SUS score of 73.33%, which is considered good according to benchmarks provided by Bangor et al . and MeasuringU. Positive feedback was received on key aspects such as ease of use, frequency and the learning curve. However, areas such as complexity, consistency and the need for technical support were identified as opportunities for further improvement. The study demonstrates that integrating user-centered design principles and iterative processes can create effective educational technology that enhances student engagement and personalization. Research limitations/implications The prototype’s limitations include restricted user testing, platform-specific challenges and scalability issues. These factors highlight the need for further testing and refinement before full-scale implementation. Practical implications The study contributes to the body of knowledge by demonstrating the successful application of user-centered design and iterative processes in developing an AI-driven mobile app for reading comprehension. The research provides valuable insights into the design and usability of educational technologies, which can inform future studies in this field. The findings also highlight the importance of addressing user needs and preferences in the design process to ensure the effectiveness of educational tools. Social implications The app has the potential to positively impact society by improving educational outcomes and promoting lifelong learning. The app can contribute to a more inclusive and equitable education system by enhancing student engagement and personalization. The research also underscores the importance of ethical considerations in developing AI-driven educational tools, ensuring they are accessible to all students, including those with disabilities. Originality/value This study contributes to the body of knowledge by demonstrating the successful application of the DT methodology in developing an AI-driven mobile app for reading comprehension. The research highlights the importance of addressing user needs and preferences in the design process to ensure the effectiveness of educational tools. The study also underscores the significance of ethical considerations, such as data privacy and algorithmic bias, in developing inclusive and equitable AI-driven educational tools. By bridging the gap between theory and practice, the study provides valuable insights into the design and usability of educational technologies, with potential implications for research, practice and society.