User Perception Based on Learner Level Towards Interest in Using The Likari Application
Keywords:
Japanese language learning, user perception, mobile-assisted learning, proficiency level, educational technologyAbstract
This study explores users’ perceptions and interest in using the Japanese language learning application Likari, based on their language proficiency levels. The primary objectives are to (1) describe users’ perceptions of Likari across beginner (N5), intermediate (N4), and advanced (N3) learner groups; (2) analyze differences in usage interest among those groups; and (3) identify key factors influencing learners' motivation to use the application. A quantitative descriptive and comparative design was employed, involving 90 respondents selected through stratified purposive sampling. A Likert-scale questionnaire measured five dimensions: perceived usefulness, perceived ease of use, content relevance, intention to reuse, and satisfaction. Descriptive statistics and one-way ANOVA were used for analysis. Findings indicated that Likari received generally positive responses (M=4.01; SD=0.62), with perceived usefulness rated highest (M=4.22). N5 users reported the highest interest in continued use (M=4.30), citing content simplicity and user-friendly interface, whereas N3 users showed lower interest due to less challenging content (content relevance M=3.45). ANOVA results confirmed significant differences in content relevance (F(2,87)=6.89, p<0.01) and intention to reuse (F(2,87)=4.15, p<0.05), especially between N5 and N3. These findings align with the Technology Acceptance Model, indicating that proficiency level impacts the perception of digital learning tools. It is suggested that adaptive content development tailored to learner levels could enhance the effectiveness and sustainability of Likari in Japanese language education.