ISSN 1479-4403 1 ©ACPIL Reference this paper: McKenzie, S., Spence, A. and Nicholas, M. 2018. Going on Safari: The Design and Development of an Early Years Literacy iPad Application to Support Letter-Sound Learning. The Electronic Journal of e-Learning Volume 16(1), pp 1-16, available online at www.ejel.org GoiŶg oŶ Safari: The DesigŶ aŶd DevelopŵeŶt of aŶ Early Years Literacy iPad ApplicatioŶ to Support Letter-SouŶd LearŶiŶg Sophie McKenzie 1 , Aaron Spence 1 and Maria Nicholas 2 1 Deakin University, School of Information Technology, Geelong Waurn Ponds, Australia 2 Deakin University, School of Education, Geelong Waurn Ponds, Australia sophie.mckenzie@deakin.edu.au Abstract: This paper explores the design, development and evaluation of an early childhood literacy iPad application, focusing on the English Alphabet, Đalled A to ) “afaƌi tƌialled iŶ AustƌaliaŶ Đlassƌooŵs. A to ) “afaƌi ǁas desigŶed to assist students in the early years of schooling with learning the alphabet and building on their knowledge of letter-sounds. This paper details the process that led to the design and development of A to Z Safari and evaluates the success of the application (also known as 'app'), using the Technology Acceptance Model (TAM), from a classroom trial in 2015. Quantitative data from the app statistics gathered on student use, and qualitative interviews with classroom teachers explores how students and teachers received A to Z Safari. It was found that the design of A to Z Safari exhibited ease of use and usefulness for the target cohort in regards to gameplay and teacher support, however a number of updates need to ďe ŵade to the apps fuŶĐtioŶalitLJ to satisfLJ futuƌe, laƌgeƌ sĐale use. “uggestioŶs foƌ those desigŶiŶg siŵilaƌ apps foƌ u se in classroom environments have been provided. Keywords: Games, literacy, digital application, design, phonics, iPad 1. Introduction Digital devices are common both in-class and out-of-class time across Australian elementary schools with many young learners preferring the digital format (Lynch and Redpath, 2012, Stern, 2014, Flewitt et al., 2014). When implemented effectively, digital devices can provide a highly stimulating, motivational and engaging environment for students, with apps designed to suppoƌt ĐhildƌeŶs liteƌaĐLJ deŵoŶstƌatiŶg positiǀe outĐoŵes (Reid and Ostashewski, 2011, Flewitt et al., 2014). Developing and promoting digital literacies in the early years of schooling has continued to gather interest as smart phones and tablets become pervasive in both the home and school. When considering an early-years multimodal app, designed to support the learning of letter-sound associations, a review of the Apple AppStore showed a number of relevant apps; in particular Oz Phonics (DSP Learning Pty Ltd, 2012) and Montessori (Edoki Academy, 2014). With such a plethora of apps to choose from, it is more than availability alone that will determine whether a particular app will be selected and used by teachers and parents. Two important factors that determine the selection of an app for use in classrooms are whether the app will be effective in assisting users to achieve their learning outcomes, while facilitating high levels of engagement at the same time (Furió et al., 2013, Lynch and Redpath, 2012). This critical intersection requires solid foundations in educational theory and game design to offer an experience that can satisfy the need of both students and teachers. In an effort to push the boundaries of early childhood literacy educational techniques, we developed the app A to Z Safari to provide an educationally sound, game based learning experience for 5 to 7 year old children to learn the English alphabet. The aim of our research was to evaluate both the learning and usability outcomes of A to Z Safari from a small trial intervention conducted within an Australian elementary school. In addition, this research explores the design and development of A to Z Safari to demonstrate how usability was considered at every stage. Further research that presents the learning outcomes from students use of A to Z Safari can be found in Nicholas et al. (2017). 2. Computer based literacy applications for early years of schooling Digital devices allow users to engage with and create texts using more than one mode of communication, whether it be through sound, visuals, movement and/or layout. According to Kress and Leeuwen (2001), users of multimodal texts are facilitated to engage in meaning making via the four domains through which the text is created (Figure 1).