Digital Technologies in Qur’anic Learning: A Systematic Review of Recitation, Memorization, Educational Outcomes, and Implementation
Keywords:
mobile learning, tajwid feedback, memorization retention, technology adoptionAbstract
Digital tools are used to support Qur’anic reading, recitation, tajwid, and memorization, yet reported effectiveness often conflates application usability with educational improvement. This study develops a reproducible systematic-review protocol and maps 23 candidate primary articles located through targeted publisher searches. The provisional literature covers classroom media, mobile memorization, automated speech feedback, and technology adoption. Some uncontrolled before–after evaluations report short-term score increases; computational papers primarily test recognition accuracy or word error rates. Surveys and qualitative studies describe motivation, teacher readiness, infrastructure, and barriers to implementation. The evidence does not support pooling these dissimilar outcomes or claiming durable learning benefits. Comprehensive database exports, independent full-text screening, and design-sensitive risk-of-bias appraisals remain incomplete. The proposed synthesis therefore separates learner outcomes from algorithm validation and user experience, and prioritizes expert oversight, transparent evaluation, longer follow-up, and equitable access.
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