Interactive Learning Modules

Interactive Learning Modules: A Framework for Supporting Students and Instructors- Discipline-Specific Digital Literacy Skills and an Interactive Course Technology Policy

Lillian Jones, Ph
Assistant Professor of Teaching
Director, Spanish Language Program
University of California, Irvine

Davis Language Center
Thursday, Feb. 12th, 2026

This talk presents interactive learning modules for common language learning technologies and preliminary data of student perceptions of the modules. Specifically, this discussion includes the iterative design, implementation, and evaluation of Interactive Modules on Language Learning and Technology (Modules) developed to support aspects of digital literacy in world language education. Grounded in the TPACK conceptual framework and the ADDIE instructional design model, the Modules guide students in strategic, ethical, and effective use of online dictionaries, machine translators, and generative artificial intelligence (GenAI). The Modules incorporate research-informed insights, presented in a multimodal format, hands-on practice activities, including exploration, comparison, reflection, and AI-chatbot engagement. The course technology policy is also included, which positions the policy not as a static set of rules, but as a dynamic, interactive experience that students actively engage with, reflect on, and apply to authentic learning scenarios. Preliminary data on the first exploratory study of students’ perceptions of the Modules will also be included. Drawing on feedback from 94 undergraduate Spanish learners, this discussion will demonstrate how structured, interactive training can move students beyond uncritical tool reliance toward informed, discipline specific strategies, with such technology tools, as well as demonstrate how ongoing student feedback continues to refine iterative revisions of the Modules. Findings highlight positive learner perceptions, gains in digital awareness, new tool techniques and knowledge, expanded perspectives of advantages and disadvantages GenAI, and the value of iterative, feedback-driven design. The talk concludes by discussing implications for language programs, instructor development, student support, and the role of open educational resources in sustainable, equitable, and pedagogically grounded technology integration. The work behind this project is supported by the World Languages 360 AI Grants 2025.

Lillian Jones is an Assistant Professor of Teaching and the Director of the Spanish Language Program at the University of California, Irvine. Lillian has over ten years of experience teaching Spanish, in person, hybrid, and fully online. Her research and teaching interests focus on technology-enhanced and mobile-assisted language learning, artificial intelligence, automatic speech recognition, online course design and implementation, instructional and curriculum design, and digital literacies. Lillian has published on L2 pronunciation with automatic speech recognition and L2 teacher training and professional development for artificial intelligence in peer reviewed journals such as CALICO Journal and L2 Journal.