Mindless Memorization Booster: A Method to Influence Memorization Power Using Attention Induction Phenomena Caused by Visual Interface Modulation and Its Application to Memorization Support for English Vocabulary Learning
Mindless Memorization Booster: A Method to Influence Memorization Power Using Attention Induction Phenomena Caused by Visual Interface Modulation and Its Application to Memorization Support for English Vocabulary Learning
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DOI：
10.3390/electronics11142276
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发表时间：
2022-07-01
期刊：
影响因子：
2.9
通讯作者：
Murao, Kazuya
中科院分区：
文献类型：
--
作者：
Futami, Kyosuke;Kawahigashi, Daisuke;Murao, Kazuya
记忆对于各个领域都是必要的，比如教育领域的语言学习。由于需要有意识的努力，记忆学习往往是乏味和令人沮丧的，很少有支持方法可以在无意识的情况下提高记忆。在这项研究中，我们提出了一种方法，即无意识记忆助推器，通过调节视觉界面的视觉刺激来提高用户的无意识记忆。这种方法是基于先前的发现，即知觉刺激的调节引起注意/集中。本方法在用户注视记忆目标时，呈现视觉界面的变化（如记忆目标大小、背景颜色、视觉图标移动等变化），造成影响用户注意力和注意力的心理现象，目的是在不知不觉中增强记忆。以英语词汇记忆学习应用为例，实现了该方法的原型系统。评价结果表明，所提出的方法对用户的记忆结果有影响，每增加一个记忆单词的记忆速度（即记忆单词从大脑输出的速度）提高约1秒，但对记忆正确答案的数量没有负面影响。这一结果表明了所提出的记忆学习支持方法的可行性。我们的研究结果有助于设计考虑影响用户记忆现象的视觉信息界面，促进无意识的记忆学习。
Memorization is necessary for various fields, such as language learning in the field of education. While memorization learning is often tedious and demotivating due to requiring conscious effort, few support approaches improve memorization unconsciously with low conscious effort. In this study, we propose a method, Mindless Memorization Booster, which improves users' memorization unconsciously by visual stimuli of modulating the visual interface. This method is based on previous findings that the modulation of perceptual stimuli arouses attention/concentration. When the user looks at the memorization target, the proposed method presents a change in visual interface (e.g., changes in memorization target size, background color, and visual icon movement) to cause a psychological phenomenon of affecting the user's attention and concentration, aiming at enhancing the memorization unconsciously. A prototype system of the proposed method was implemented for an English vocabulary memorization learning application. The evaluation results showed that the user's memorization result was affected by the proposed method, and the speed of recall (i.e., outputs of the memorization word from the brain) increased by about 1 s per one memorization word without causing a negative affection on the number of correct answers for memorization. This result indicated the feasibility of the proposed method for memorization learning support. Our findings are helpful for designing visual information interfaces that consider the phenomena affecting the user's memorization and promote memorization learning unconsciously.