When usability supports dictionary skills: Adolescents’ lookup performance in an online pedagogical dictionary of Modern Greek

Abstract

Abstract Digital pedagogical dictionaries support lexical access, but their value depends on whether learners can navigate and apply information effectively. This study examined lookup performance and perceived usability in the Electronic Pedagogical Dictionary of Modern Greek (grdictionary.gr) among 306 lower-secondary students from seven schools in Western Greece. Students completed a structured lookup task, a multidimensional usability questionnaire, and open-ended feedback. The usability inventory supported four dimensions: Content, Organisation, Navigation, and Search and Access. Accuracy varied across linguistic skills, with grammar-related tasks substantially more difficult than orthography, expressions, and literal/metaphorical usage. Accuracy increased with grade, while prior e-dictionary experience was associated with grammar performance. Perceived usability predicted accuracy beyond learner characteristics; Organisation was the only robust positive subscale predictor. Feedback was predominantly positive but identified feature requests, information-density concerns, design issues, scrolling burden, multimedia support, and occasional AI-like expectations. Findings highlight the importance of learner competence, task demands, and information organisation.