Abstract:

The purpose of this study is to implement a UX design using a smartphone application for review to support continuous review habits for blended learning of a second foreign language. We have been working on the practice of blended learning, which combines face-to-face teaching and e-learning review, for the teaching of primary Chinese at universities. As part of that effort, we have developed KoToToMo Plus, a smartphone-based learning material application that enables students to conduct reviews in a micro-learning format in accordance with class contents.
As a result of yearlong practice using KoToToMo Plus, we identified and confirmed a high level of satisfaction with the application, as well as the usefulness of learning rapidly using a smartphone for reviewing lessons. However, the learning history recorded by this application revealed that many learners reviewed it only once immediately before the deadline. Learners engaged in continuous repetition were few. Furthermore, we found from the questionnaire survey that many learners desired a function to confirm what they must review or a function remind them to perform a review when necessary. Therefore, to build learning habits including repetitive learning, some UX design which enhances short-term motivation, such as awareness of the existence of application and rewards for learning behavior, is necessary, along with motivational design based on instructional design theory.
To implement a UX design that enhances short-term motivation and which cultivates and reinforces daily learning habits, we extended new features based on the COPES model. The COPES model, proposed by Winne et al., is a mechanism underlying self-regulated learning that builds the spontaneous learning habits of learners. It defines the states of Conditions, Operations, Products, Evaluations, and Standards, and clarifies the flow of information processing in learners' learning. Therefore, it can be expected that learners are able to continue their spontaneous review activities when some features allow learners to recognize the cycle defined in the COPES model with KoToToMo Plus as a language learning mobile application. We have developed the features; (1) Visualization of study progress, (2) Calendar view of study record, (3) Milestone settings as study plan and rewards, (4) Push notification based on current status compared to study plan.
We conducted practice sessions using KoToToMo Plus in Chinese classes throughout the year, consisting of the first and second semesters. Moreover, we used a new application that implements the new features from the middle of the second semester. With it, we investigated the effectiveness of the new features. As a result, unfortunately, no change in learning behavior, such as an increase repetition time of review or review time, was confirmed from these findings. Nevertheless, the survey results confirmed that some learners who used the new features felt that it was effective for checking their review.

Keywords:

Mobile Learning, Blended Learning, Second Language Learning, Self-regulated Learning.