gamification, transliteration, and established principles of mobile-assisted language learning (MALL). The

proposed framework aims to scaffold the learning process for non-native speakers by employing transliteration

as a cognitive bridge to facilitate the transition from a familiar script (e.g., Roman) to the Arabic script.

Simultaneously, it leverages evidence-based game mechanics to enhance intrinsic motivation, sustained

engagement, and learning outcomes, grounded in psychological theories such as Self-Determination Theory.

This conceptual paper provides a detailed exposition of the pedagogical rationale, theoretical underpinnings,

and a proposed architectural blueprint for the ARQAMified application. The framework is developed through a

meticulous synthesis of recent, high-impact scholarly literature from the Scopus and Web of Science

databases, ensuring an evidence-based approach to its design. It discusses the potential of the framework to

support holistic language skill development, encompassing reading, writing, listening, and speaking, and

Language, Transliteration, Educational Technology, Self-Determination Theory, Second Language Acquisition

The Arabic language, with its rich cultural heritage and status as an official language in over 20 countries and

the United Nations, has witnessed a substantial increase in global interest among second language (L2)

learners (Al-Murtadha, 2021). This growing demand has highlighted the need for effective, modern

pedagogical tools that can support learners in navigating the unique complexities of the language. A

foundational, yet often formidable, challenge for non-native speakers, particularly those from Indo-European

language backgrounds, is the mastery of the Arabic numeral system and its integration into basic

and cognitive barrier that requires dedicated practice and reinforcement. Traditional pedagogical methods,

contexts to enhance user engagement and motivation (Deterding et al., 2011), and transliteration, the

systematic representation of Arabic script using a familiar writing system, such as the Roman alphabet. The

central thesis of this paper is that the carefully orchestrated combination of these two elements can

significantly lower the cognitive load associated with learning a new script while concurrently amplifying

learner motivation, persistence, and overall engagement. Gamification serves as the motivational engine,

tapping into fundamental human psychological needs, while transliteration functions as a pedagogical scaffold,

providing a crucial bridge that allows learners to build phonological and semantic connections before

achieving fluency in the native script.

The development of this conceptual framework is not based on intuition but is firmly grounded in a synthesis

of findings from recent, high-impact scholarly literature indexed in premier academic databases. By drawing

worldwide.

The ARQAMified framework is constructed upon a robust theoretical foundation derived from the confluence

of three critical and intersecting research domains: the psychology of gamification in educational contexts, the

pedagogical application of transliteration as a cognitive scaffold, and the principles of Mobile-Assisted

Language Learning (MALL). This section synthesizes key theories and empirical findings from each domain

to establish the rationale for the framework's design.

Gamification has emerged as a powerful and widely researched strategy for enhancing learner motivation,

fostered when an environment supports three basic psychological needs: autonomy (the need to feel volitional

and in control of one’s actions), competence (the need to feel effective and master challenges), and relatedness

(the need to feel connected to others). Well-designed gamified systems directly cater to these needs. For

instance, game elements such as points, badges, and levels (PBL) provide immediate and clear feedback,

reinforcing a learner's sense of competence and progress (Zolfaghari et al., 2025). Offering choices in learning

paths or customization options can enhance autonomy, while leaderboards or team-based challenges can foster

a sense of relatedness and social competition. A recent meta-analysis by Zainuddin et al. (2023) confirmed the

significant positive effect of gamification on learning outcomes, attributing this success to its ability to create

intrinsically motivating learning environments that satisfy these core needs.

interventions significantly enhanced both motivational intensity and learning outcomes, particularly in

vocabulary acquisition and grammatical accuracy. Furthermore, a scoping review of gamified applications in

English language teaching by Zolfaghari et al. (2025) identified that the most impactful game mechanics are

those that provide immediate feedback and interactive, progressively difficult challenges. These findings

directly inform the core design of ARQAMified, which prioritizes a feedback-rich environment where learners

are consistently challenged in a structured and supportive manner, ensuring that the difficulty remains within

their optimal learning zone. The framework deliberately avoids "pointsification", the superficial addition of

points without meaningful connection to learning and instead focuses on creating a cohesive, motivation-

centric experience grounded in established psychological principles.

particularly the notion of scaffolding within the Zone of Proximal Development (ZPD). The ZPD represents

the difference between what a learner can do without help and what they can achieve with guidance and

encouragement from a more knowledgeable other—or, in this case, a well-designed technological tool.

Transliteration acts as this scaffold, allowing learners to access and process the phonological and semantic

content of the Arabic language using the familiar Roman script. This "cognitive bridge" reduces the extraneous

cognitive load associated with deciphering a new orthography, enabling learners to focus their mental

resources on understanding pronunciation, meaning, and basic grammar (Sweller, 1994). A study by Nasir et

al. (2024) highlighted the practical utility of Arabic-Rumi (Roman) transliteration for non-native learners in

Malaysia, demonstrating that it significantly facilitated their initial engagement with and learning of the Arabic

language.

variations and dialectal nuances with high precision. Similarly, a systematic review on machine transliteration

methods by Noeman and Al-Sultan (2025) highlights the growing sophistication of neural network-based

approaches. These technological capabilities are crucial for ARQAMified, as they enable the implementation

of a dynamic and reliable transliteration system. The framework proposes a "fading" mechanism, where the

transliteration support is gradually reduced as the learner's proficiency with the Arabic script improves, thus

ensuring the scaffold is removed once it is no longer needed, promoting true orthographic competence.

The delivery of the ARQAMified framework is conceptualized for a mobile-first environment, capitalizing on

As articulated in seminal work by Kukulska-Hulme (2009), MALL empowers learners by providing "anytime,

The ARQAMified application is a modular system with interconnected components that create a cohesive

learning experience. Each conceptual component, from the gamification engine to the content delivery system,

has been realized in a functional prototype, as detailed in Section 3.3.

const CULTURAL_SCENARIOS = {

prayer: {

title: "Waktu Solat Malaysia",

scenarios: [{

context: "Subuh di Malaysia bermula pada pukul ٥:٣٠ pagi",

question: "Pukul berapa waktu Subuh bermula?",

answer: "5:30",

The Transliteration System's Data Foundation

The scaffolding principle is built upon a core data structure that pairs Arabic script with its Roman

transliteration (rumi). This data is used across the application to provide initial support for learners, forming

the foundation for the transliteration scaffold.

// Core data structure including transliteration

const ARABIC_NUMBERS_DATA = {

scaffolding with robust motivational design.

The potential implications for Arabic language learning are significant. For self-directed learners,

ARQAMified offers a structured, engaging, and accessible entry point to the language, potentially increasing

classroom time for more complex, communicative activities. The data generated by the application on user

performance could also provide valuable insights into common learning hurdles, informing future curriculum

development.

As a conceptual paper, the primary and inherent limitation of this work is the absence of empirical data to

validate its claims. The proposed effectiveness of the ARQAMified framework is, at this stage, theoretical and

inferred from a synthesis of existing research in related but distinct contexts. The success of the application

The critical next step is to move from this conceptual blueprint to a rigorous, multi-stage process of

development and empirical validation. The following roadmap is proposed:

The acquisition of Arabic numerals represents a critical yet challenging milestone for non-native speakers.

This paper has introduced ARQAMified, a conceptual framework for a mobile application designed to

transform this challenge into an engaging and effective learning experience. By meticulously weaving together

the motivational affordances of gamification, the cognitive support of transliteration-based scaffolding, and the

pedagogical principles of mobile-assisted language learning, the framework provides a comprehensive,

evidence-based blueprint for a next-generation educational tool. The design is explicitly grounded in

established theories, including Self-Determination Theory, and is informed by a synthesis of recent, high-

impact research, ensuring that its proposed features are both purposeful and promising.

learners worldwide.

The authors declare no conflict of interest related to this article. Author 1 coordinated the overall development

of the conceptual framework and led the manuscript preparation from initial drafting to final review. Author 2

contributed to the theoretical design and refinement of the framework components, ensuring alignment with

established pedagogical models. Author 3 focused on the technical implementation of the application

prototype, leveraging front-end technologies and Firebase integration to translate conceptual elements into

functional components. Author 4 supported the literature synthesis and helped articulate the integration of

gamification and transliteration within the framework. Author 5 provided essential input during the editing and

proofreading stages to enhance clarity and coherence. All authors contributed to the conceptual analysis,

3. Bárcena, E., & Read, T. (2021). A framework for quality in mobile-assisted language learning (MALL).

4. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2021). From game design elements to gamefulness:

5. Hajbi, N., Semmar, N., & El Faddouli, N. (2025). Transformer-based model for Moroccan Arabizi-to-

9. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation,