The Effectiveness of an Electronic Program Based on Qur’anic Stories in Developing Linguistic Vocabulary and Religious Concepts among Non-Arabic-Speaking Children: An Experimental Study in an Interactive Learning Environment

Abstract

This study aimed to investigate the effectiveness of an electronic program based on Qur’anic stories in developing linguistic vocabulary and religious concepts among non-Arabic-speaking children, within an integrated educational framework that combines narrative storytelling with an interactive digital environment. The study adopted an experimental design to measure the program’s impact on developing lexical knowledge and understanding religious concepts by applying pre- and post-assessment tools to a sample of learners in early childhood.

The results revealed statistically significant differences between the mean scores of learners in the pre-test and post-test applications in favor of the post-test in both linguistic vocabulary and religious concepts, indicating the effectiveness of the electronic program in developing these two dimensions in an integrated manner. The findings also showed an integrative relationship between vocabulary development and conceptual understanding, reflecting the contextual nature of learning based on interactive storytelling.

The results suggest that presenting linguistic and conceptual content within a structured narrative context—supported by multimedia elements, active interaction, and immediate feedback—contributes to enhancing deep cognitive processing and reinforcing long-term learning among non-Arabic-speaking children.

The study proposes an educational model for designing electronic programs based on Qur’anic narrative storytelling that integrates semantic context, multimedia interaction, and active learner participation.

This study contributes to the development of educational practices in the field of teaching Arabic to non-native speakers and provides an applied framework that can be utilized in designing digital programs aimed at linguistic and conceptual learning in early educational stages.