Asian Journal of Education and Social Studies

Mobile learning applications can support primary mathematics learning, but their instructional quality depends on systematic design before software development. This study aimed to develop and validate a storyboard for a mobile-based mathematics learning application for Standard V Tamil-medium learners in Tamil Nadu, aligned with the Tamil Nadu State Board curriculum. A design-based research approach guided requirement analysis, storyboard development, and expert validation. The storyboard covered six Term I mathematics units and incorporated learning objectives, sequential content, interactive activities, gamification, quiz-based assessment, storytelling, Tamil voice instructions, and character-based navigation. Five experts comprising teacher educators, school mathematics teachers, and an educational technology specialist evaluated the storyboard across six dimensions: content accuracy, curriculum alignment, language suitability, learner engagement, interface design, and pedagogical appropriateness. Mean scores ranged from 4.5 to 4.9 on a five-point scale, with an overall mean of 4.72. Language suitability received the highest rating, while interface design received the lowest, although all dimensions were rated favourably. Experts also recommended additional appreciation messages, more colourful visual elements, improved character animations, and greater voice-based guidance. The findings indicate strong expert acceptance of the storyboard as a pre-development design framework. However, the validation reflects expert judgement rather than direct evidence of learner achievement or engagement. The validated storyboard therefore provides a basis for prototype development and subsequent usability and learner-based evaluation.