| 摘要: | 本研究提出並評估以自適應方式提供學習資料的PACARD（個性化適應式CARD的界面）。基本上，PACARD隨著時間的推移建議和改變相關的卡片內容以符合學習者的需求，從而個性化每個用戶的實驗。它結合以卡片為基礎的設計和間隔重複學習的技術來輸出個性化的適應機制，使學習者能夠有效地學習和複習。 PACARD解決了發布於手機應用商店的移動學習應用程序的問題，包括屏幕尺寸，低使用度和需要長時間盯著屏幕等問題。具體來說，該介面具有靈活的卡面設計，兼容於各種類型的移動設備克服了屏幕尺寸不同的問題。然而，還有其他一些技術也整合在其中，例如用以增加學習者使用度的推送通知和徽章設計。另外，屏幕時間的問題是通過將智能手錶上的PACARD結合語音命令，並將文字轉化為語音和手腕手勢來克服的。目前已經開發了一種名為“English Practice”的移動應用程序，其中實現了PACARD的卡片式界面。對大約17萬在線用戶進行了實證研究，以評估PACARD對學習者使用度和記憶力的影響。在PACARD的記憶力和用戶偏好方面，它可以使使用者有更好的記憶效果並使學習項目對用戶更具吸引力，因為學習進度和用戶密切相關。此外，PACARD增加了用戶使用次數，使用時間和保留此應用程序的時間。我們還觀察了我們的自適應機制如何滿足用戶偏好，並調查學習者的習慣和行為，從而更好地了解PACARD的使用。;This research proposes and evaluates PACARD (Personalize Adaptive CARD-based interface) that provides learning materials in an adaptive way. Basically, PACARD suggested and changed related cards over time in response to learners, thereby personalizing each user’s experiments. It combines card-based design and spaced repetition learning technique to output a personalized adaptive mechanism that enables learners to study, and review learning content efficiently. PACARD address the problems of mobile learning app distributed on the app stores, including the issues of screen size, low engagement, and prolonged screen time. More specifically, this interface has a flexible card-based design, which is compatible with various types of mobile devices thus overcoming the screen size challenge. Yet, some other techniques were integrated such as, push notifications, and badges that aim to increase learner’s engagement. In addition, the problem of screen time is overcome through an integration of PACARD on the Smartwatch combined with voice command, text to speech, and wrist gesture. A mobile application called “English Practice” has been developed wherein a card-based interface named PACARD was implemented. Empirical studies were conducted with about 170,000 online users to evaluate PACARD’s effect on learners’ engagement and memory retention. In terms of memory retention and users′ preference in PACARD, it results in better retention and enables the learning items to be more appealing to the users as the users related to their own learning progress. In addition, PACARD increased the number of user sessions, duration of use, and retention of app. Moreover, we also observed how our adaptive mechanism meets user preference and investigated learners’ habits and behaviors, thus providing greater understanding of PACARD use. |
