Page 151

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

I-METAC: Interactive Infographic Learning the Basics of

Multilingual Speech

Mohd Zulkhairi Abd Hamid,

Muhamad Khairul Anuar Zulkepli,

Lee Chai Chuen,

Bawani Selvaraj,

Muhammad Ikhmal Mohd Jamil,

Basma A. S. Dajani

1 2 3 4 5

Academy of Language Studies, University Technology MARA Cawangan Kedah, Kampus Sungai

Petani, 08400 Merbok, Kedah, Malaysia

Arabic Language, Literature and Culture, University of Jordan

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000028

Received: 23 September 2025; Accepted: 30 September 2025; Published: 05 November 2025

ABSTRACT

I-METAC is an interactive infographic containing basic speech phrases in multiple languages: Malay, English,

Tamil, Arabic, and Chinese, integrating multimedia and interactive elements. Malaysia, as a multi-ethnic

country, is rich in language diversity but lacks a platform that consolidates basic speech essentials in these five

key languages. The shortage of basic speech learning materials makes it difficult for individuals, including

students, the general public, and foreign tourists, to communicate effectively in multiple languages. To address

this issue, i-METAC was developed as a user-friendly, flexible, and interactive self-learning medium. Its main

features include compiled multilingual basic speech such as greetings, thank you phrases, and inquiries,

presented interactively as infographics incorporating multimedia elements like text, graphics, animation, and

audio. Users can select phrases and languages to learn, listen to accurate pronunciation audio, and practice

independently. To test proficiency, reinforcement activities are included. i-METAC is capable of being

commercialized either as a website or an app. This approach not only simplifies multilingual language learning

in one platform but also has the potential to enhance communication skills, foster unity in a multicultural

society, and introduce Malaysian culture to tourists worldwide. i-METAC supports technology-based learning

and acts as a catalyst for social harmony and language inclusivity in the digital era.

Keywords: Interactive Infographics, Basic Speech, Multimedia Elements, Interactive

INTRODUCTION

Malaysia being multicultural and multilingual already has the national language Malay accompanied by

English, Tamil, Arabic, and Chinese. Such language multiplicity is a characterization of the rich cultural

heritage of the nation while serving as goodwill for social harmony and national unity (Aaron, 2024).

However, one of the challenges faced is the lack of a new and interactive learning platform for basic speech

consolidation in the five principal languages. This gap is what impairs individuals-the students, general public,

as well as foreign tourists-from learning basic communication skills in these languages independently (Adnan

et el., 2024; López Cupita & Puerta Franco, 2019).

With the ever-changing digital era, technology elements of medicine, such as interactive infographics and

multimedia, enhance memory retention, comprehension, and engagement of learners in second-language

acquisition (Wu & Kuwajima, 2022). Hence, the i-METAC platform is set up as a self-directed learning

system that incorporates basic multilingual speech integrated into an interactive infographic medium

comprising text, colorful graphics, animation, and audio. Hence, i-METAC not only facilitates learning

Bahasa, so to say, but also promotes social cohesion while appreciating Malaysia's cultural diversity (Aaron,

2024).

Page 152

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Problem Statement

Since Malaysia boasts linguistic diversity, making multilingual communication a backbone, a universal

platform with primitive speech necessities in five major languages is missing. Inadequate elementary language

learning resources in these languages present a major bottleneck in communication for learners, the general

populace, and visitors.

Objective

The objective is to develop i-METAC as an interactive, user-friendly, and flexible self-learning medium that

compiles core multilingual speech phrases with multimedia and interactive elements. The platform intends to

further design meaningful multilingual communication and has been aimed at language enhancement,

promoting social unity, and internationalizing Malaysian culture.

PRODUCT DESCRIPTION & METHODOLOGY

The i-METAC (Interactive Malay, English, Arabic, Chinese, and Tamil) platform is designed as a multilingual

learning tool combining five main languages into one system. The principal intention is to present inclusivity

and intercultural communication through interactive modules that promote vocabulary and conversational

practice within a structured yet fun environment for the learner.

Figure 1. Introduction

The slide conveys the universal greeting "Hi," exhibiting i-METAC's goodwill of beginning with simple and

accessible expressions. To aid beginners- the platform chose to lower barriers by initiating language learning

with a friendly, recognizable word from the multicultural spectrum. Here, learners work on saying something

about themselves and asking, "What's your name?". This activity highlights social interaction and personal

bonding as vital so the learner gains confidence in starting a conversation in another language. This slide

demonstrates how people commonly ask after others' well-being through phrases like "How are you?". Hence,

i-METAC places importance on incorporating polite and culturally appropriate phrases that carry learners

toward the deeper points of everyday communication.

Figure 2

Page 153

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Figure 3

Figure 4

The slide showcases learners using greeting phrases and polite expressions like Selamat Pagi, Selamat Petang,

Selamat Berkenalan, Terima Kasih, and Selamat Tinggal/Jumpa Lagi, enhancing social skills and building

respectful relationships. It also features numbers 1-10, serving as basic counting tools and a starting point for

learning new words, enabling mastery of advanced language patterns.

Page 154

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

Figure 5

This study involves several main phases within the design-based research. Initially, the needs analysis tried to

identify requirements and gaps that the user sees in the basic speech learning materials for the major languages

spoken in Malaysia. The subsequent phase was the actual design and development of the interactive

infographic platform i-METAC, combining multimedia elements such as text, graphics, simple animation, and

audio with proper pronunciation in Malay, English, Tamil, Arabic, and Chinese.

The platform is built for users to choose their target language and commonly used basic phrases required for

everyday use; listen to exact audio pronunciations; and practice independently to build language proficiency.

To further ensure the understanding and interactive implementation of the learned language, reinforcement

activities have been added. (López Cupita & Puerta Franco, 2019). The analysis further studies the usability

and acceptance level of i-METAC by way of surveys and observation in the field. Finally, the research

analyzes the potential tractions of i-METAC as a flexible, easy-to-use self-study medium website or mobile

app, as prophesied by current trends in technology-enhanced language learning (Wu & Kuwajima, 2022).

Potential Findings and Commercialisation

Educational Market Demand

Multilingual learning is a global trend, especially in Southeast Asia, the Middle East, and Africa. There is

strong demand from schools, tuition centers, international schools, and language institutes. It can even be

extended to tourists, foreign workers, and immigrants as an introductory learning tool.

Productization Possibility

The current prototype is based on PPT + audio + QR-linked Quizizz. In the future, it can be packaged as a

mobile application, micro-course, or modular learning tool. It may also adopt a freemium model: a free basic

version and a paid premium version with additional languages and interactive games.

Expansion Potential

Currently, the tool supports five languages: Malay, English, Tamil, Arabic, and Mandarin. It can be expanded

to include Korean, Japanese, Thai, French, Spanish, and other international languages. The learning scope can

also grow from basic greetings and numbers to daily conversations and workplace communication.

Social Value + Commercial Value Integration

The innovation promotes multicultural exchange (reflecting Malaysia’s diversity and aligned with UN SDG4 –

Quality Education). At the same time, it carries strong commercialization value as an educational content and

Page 155

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

technology-based product.

FINDINGS AND DISCUSSIONS

Demographics

Figure 1. Demographics

The survey collected responses from 54 participants, of whom 28 were males and 26 were females, with

gender equalized. The respondents' ages were fairly well dispersed into four main clusters: 7-12 years, 13-17

years, 18-24 years, and 25-40 and above, with each group having around 12 to 16 participants. Such a varying

demographic profile enabled the study to gather views from children, teens, young adults, and adults to have a

broad perspective that reflects the impact of the infographic across age groups and gender.

Interactive Infographic Design

Figure 2. Interactive Infographic Design

The i-METAC interactive infographic attracted positive feedback from users because most of them found the

design both visually appealing and user-friendly. The text's clarity along with its color scheme and graphic

elements and animated features proved effective for understanding according to Wu and Kuwajima (2022),

who demonstrated that students achieve better learning outcomes through enhanced multimedia content.

Menus and formats of the documents were rated as logical and systematic, suggesting that structured guidance

is important for fostering learner autonomy: system and navigation proceed thematically. This points emphasis

on the need for user-centered design. Recent studies show that interactive infographics with easy access

navigation increase satisfaction and engagement, particularly in digital language learning.

The i-METAC platform presents information through its font and layout which users find easy to read and

visually attractive. The integration of multimedia design principles with Mayer's Cognitive Theory of

Multimedia Learning results in improved student understanding and memory retention according to Mayer's

research from 2021. The i-METAC infographic design achieves an optimal balance between visual elements

Page 156

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

and interactive features and clear layout structure and user-friendly interface which supports students who

learn multiple languages. The study supports current findings which show that students need intuitive

graphical user interfaces which merge scientific methods with creative design elements.

Interactive Infographic Content

Figure 3. Interactive Infographic Content

I-METAC's interactive infographic content includes functional phrases in Malay and English and Tamil and

Arabic and Chinese which users have praised for its useful communication features and audio pronunciation

tools that help students improve their speaking abilities (Metruk, 2024). Research indicates that mobile

language learning environments which incorporate gamified vocabulary activities through quizzes and

interactive reinforcement tools help students improve vocabulary retention and stay motivated and find

learning more enjoyable (Fithriani, 2021). The infographic design presents actual content to boost student

participation and communication abilities which aligns with contemporary digital language education

standards that promote real-world learning experiences (Godwin-Jones, 2024). The educational platform i-

METAC stands as a result of these design elements which unite contemporary technology with cultural

diversity to support language acquisition and cross-cultural communication.

Interactive Assessment

Figure 4. Interactive Assessment

The interactive assessment system includes pronunciation audio and language selection tools which users have

praised because of its easy-to-use interface and supportive learning features. The platform shows success in

boosting student participation and self-directed learning because technology-based formative assessment with

digital tools proves effective for vocabulary education. The i-METAC infographic shows Malaysian

educational content in two languages through a visually pleasing design which helps people learn better and

stay more engaged. The multimedia interactive method improves user navigation through small interface

Page 157

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

changes which build upon past research about digital tools for inclusive language education and multicultural

social cohesion.

NOVELTY AND RECOMMENDATIONS

The I-METAC interactive infographic platform functions as a multimedia educational tool which teaches basic

speech skills in five primary Malaysian languages including Malay and English and Tamil and Arabic and

Chinese. The platform delivers an integrated multilingual learning environment through its visual design and

interactive elements and audio pronunciation features and reinforcement activities which users have validated

as effective.

The Malaysian i-METAC project employs multimedia tools and interactive infographics to boost mental

learning and motivation which leads to stronger cultural connections. Users can access the platform through its

website or mobile application which shows its adaptability and potential for broad user adoption. The platform

promotes language equality and social unity, but requires further navigation system development and testing to

fully serve students, teachers, and travelers in the digital age.

This module demonstrates several unique features that distinguish it from existing language learning platforms.

To begin with, it holds five languages within a single learning platform, while most language learning

applications usually focus on one language only. This multilingual nature increases the versatility of the

module and, thus, provides wider access to learners, who have diverse needs.

Secondly, this module really integrates micro-learning with multimodal audio-based infographic learning.

Instead of just static vocabulary lists, i-METAC delivers compelling infographic micro-lessons, coupled with

native-speaker-like audio and short reinforcement tasks that help learners engage in immediate practice and

promote long-term retention.

Thirdly, the module is developed as a lightweight deliverable for cross platform operation. Being developed in

Powerpoint and then exported as a .ppsx file means that fonts, layouts, and embedded audio all remain intact

across devices. This thereby, minimizes compatibility issues and guarantees a uniform learning experience

across operating systems.

The current version showcases a set of novel features but still offers room for enhancement. Firstly, it is

recommended that the module bear the status of an actual application. i-METAC is currently for PC only; the

.ppsx file format is not supported by mobile devices. Besides heightening accessibility to flexibly

accommodate learners, it could also allow for regular updates, increased interactivity, and superior user

engagement.

Secondly, it is recommended to supplement the module with social contexts and situational dialogues. For

example, conversations could be introduced in common daily situations such as restaurants, airports, or

shopping malls. The more realistic the scenarios of learning content are, the more practical the input becomes

for the learners. At the same time, it can prepare them for real instances in social interactions.

ACKNOWLEDGEMENTS

The authors would like to express their sincere gratitude to all contributors who have played an important role

in the completion of this article. Special appreciation is extended to the research team members for their

dedication, insightful discussions, and collaborative spirit throughout the writing process. The authors also

acknowledge the valuable support and constructive feedback provided by colleagues and peers, which have

greatly enhanced the quality of this work. Finally, heartfelt thanks are given to all who contributed directly or

indirectly to the development of ideas, data analysis, and refinement of the manuscript.

REFERENCES

1. Aaron, D. A. (2024). Multilingual society a catalyst for harmony. Bernama. Retrieved from

Page 158

www.rsisinternational.org

ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXV October 2025

https://www.bernama.com/en/news.php/?id=2366559

2. Adnan, M. M. (2024). Digital Infographics as a Dynamic Information-Transfer Model for Academic

Discourse in Language Classroom. Akademika Journal of Southest Asia Social and Humanities, 94(2), 438-

453.

3. Fithriani, Rahmah. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its

efficacy and perceived benefits. CALL-EJ. 22(3), 146-163.

4. Godwin-Jones, Robert. (2024). Generative AI, pragmatics, and authenticity in second language learning.

10.48550/arXiv.2410.14395.

5. López Cupita, L., & Puerta Franco, M. (2019). Digital infographics as a dynamic information-transfer

model for language learning. Akademika, 94(2), 24-37.

http://journalarticle.ukm.my/24295/1/Akademika_94_2_24.pdf

6. Mayer, R. E. (2021). Cognitive theory of multimedia learning. In The Cambridge Handbook of Multimedia

Learning (pp. 43–71). Cambridge University Press.

7. Metruk, Rastislav. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic

literature review. Education and Information Technologies. 29, 16255-16282. 10.1007/s10639-024-12453-

8. Wu, Y., & Kuwajima, I. (2022). Enhancing motivation and reading comprehension through digital

infographics. Journal of Educational Technology Systems, 50(1), 23-39.

https://doi.org/10.1177/00472395211023012