The use of a learning platform to face the challenges of the Moroccan university: Case of Rosetta Stone

Abstract

This study explores the role of digital learning platforms in addressing the challenges of Moroccan higher education, with a focus on Rosetta Stone as a language learning tool. Drawing on active learning theories, the research evaluates how the platform supports personalized, interactive learning while considering local constraints such as massification and language barriers. A quantitative analysis was conducted with 165 university students using a pedagogical questionnaire. Findings reveal that Rosetta Stone effectively applies behaviorist, constructivist, and cognitivist principles but shows limitations in socioconstructivist and connectivist approaches due to limited social interaction and cultural adaptation. The study recommends enhancing the platform through translation options, collaborative tools, personalized feedback, and culturally relevant content to better align with Moroccan learners’ needs. Ultimately, the research underscores the importance of adapting digital platforms to local contexts to foster more effective and motivating learning experiences.