Innovative Arabic Vocabulary Learning: The Role of Canva in Modern Education

Abstract

Increasing reliance on digital resources in the classroom has raised concerns about cognitive overload and its impact on learning efficiency, particularly in language acquisition. The present study will investigate the effectiveness of Canva as a digital tool to support Arabic vocabulary acquisition, underpinned by cognitive load theory and social learning theory. It employs a mixed-methods design that combines quantitative and qualitative interviewing to gather the intensive data from participants who used Canva to acquire vocabulary. The quantitative data were analyzed with statistics to test the effect of Canva on vocabulary retention, while the qualitative data provided rich insights into the experiences of the users and their perceived cognitive load. Results have shown that Canva significantly improves vocabulary retention by reducing cognitive overload and enhancing collaborative learning environments. These findings mean that Canva is an effective tool in language acquisition, offering a coherent integration of multimedia elements matching cognitive load theories. The implications of this study are twofold: from a theoretical viewpoint, it justifies the implementation of multimedia tools in educational settings; from a practical perspective, the inclusion of Canva in language acquisition courses is recommended for the better achievement of educational outcomes. However, the restrictions of the research-a limitation to one single language and the abstract nature of the study-indicate a need for further empirical studies to confirm these findings in different contexts and languages. Future studies should research the impact of Canva on language retention over a longer period, and if possible, include other principles of lean management in education methodologies.