Interactive App Features for Vocabulary Development: Insights from Educators and Parents of Malaysian Preschoolers

Abstract

This study examines the key features of interactive applications that support English vocabulary development among Malaysian preschool children, by obtaining insights from educators and parents through focus group discussions, a questionnaire with 47 respondents, and an analysis of user reviews of seven educational applications. The findings reveal that game tasks, adaptive content, multilingual support, contextual storytelling, and interactive feedback significantly enhance vocabulary acquisition, while concerns are raised about excessive screen time, limited contextual learning, and reduced real-world interaction. The novelty of this study lies in its dual focus on educators’ and parents’ perspectives in the Malaysian preschool context, offering one of the first empirical insights into the design of interactive applications for vocabulary growth and contributing to the field of social science by linking technology design with stakeholder perceptions to inform curriculum innovation, teacher training, and policy decisions.