1 Chinese character cognitive cards:

2 Factors affecting Chinese character memory

3 using forgetting curves
4

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6 Abstract
7 Based on various learning strategies employed in the educational sector, a significant
8 number of children often struggle to achieve a high degree of accuracy when writing Chinese
9 characters. This issue is particularly prevalent among students, prompting educators and
10 researchers to seek innovative solutions. One such solution that has gained traction is the
11 introduction of Chinese character cognitive cards. These cards have been uniquely designed with
12 the application of a forgetting curve, a principle that examines the decline of memory retention
13 over time. To evaluate the effectiveness of this approach, an extensive questionnaire survey was
14 administered to a sample size of 556 children. These participants were aged between 10 to 12
15 years and were all residents of China. This age group was specifically chosen because it
16 represents a critical period in the development of writing skills, particularly for Chinese
17 characters.In this comprehensive study, two primary models were employed to delve deeper into
18 the factors affecting the intention and subsequent behavior of using the Chinese character
19 cognitive cards. These models are the technology acceptance model (TAM) and the stimulus
20 organ-response model (SOR). Both TAM and SOR were pivotal in understanding the relationship
21 between the function of the forgetting curve and its impact on the utilization of the cognitive
22 cards. It was observed that the integration of the forgetting curve in the design of the Chinese
23 character cognitive card significantly enhanced learners' perception regarding the ease of use and
24 overall usefulness of the cards. More importantly, the study revealed that the use of the forgetting
25 curve had a markedly positive influence on the memory retention ability of Chinese characters
26 among the participants. This influence was not just nominal but was observed to be profoundly
27 strong, highlighting the potential of such an innovative approach in enhancing learning outcomes.
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30 Keywords: Forgetting curve; Chinese character memory ability; Perceived ease of use; Perceived
31 usefulness; Willingness to use
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 1 1. Introduction
2 1.1 Research background
3 A growing consensus recognizes that the globalization of forgetting curves has created a
4 need for improved validation and application of learning. Spaced memory in the forgetting curve
5 changes the rules of short-term memory(Kornell & Bjork, 2018). In the testing effect of the
6 forgetting curve, the effect of short-term memory on long-term memory of information is tested.
7 The learning principle of long-term memory is incorporated into the family and classroom and
8 becomes the tool of learning cognition so that its cognitive tool can succeed in learning
9 efficiently(de Jonge & Tabbers, 2013). Understanding the influence of the forgetting curve on the
10 cognitive effect of Chinese characters provides an opportunity to explore the research on
11 reducing the probability of Chinese character errors. In the cognitive learning of Chinese
12 characters, the traditional memorization method can break, the forgetting curve can use, and
13 public satisfaction can obtain by influencing the relationship between perceptions.
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15 1.2 Literature review (brief version)
16 Researchers have recently begun to explore the role of the Ebbinghaus technique in learning
17 efficiency( Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. L., 2014 ；Putnam, A. L., Sungkhasettee,
18 V. W., & Roediger, H. L., 2016;Soderstrom, N. C., Kerr, T. K., & Bjork, R. A., 2016 ). Many researchers
19 believe that user satisfaction is one of the key factors influencing the success of the product
20 experience （Gong, X., Xiao, H., & Wang, D. 2016;Lii, Y.-S., Chien, C. S., Pant, A., & Lee, M. 2013).
21 Studies have shown that using forgetting curves can make users experience learning effects and
22 permanent memory retention and also affect users' willingness to continue using. Various
23 analytical tools have been used to analyze the use intention of design psychology, such as user
24 experience model (ABC), human-computer interaction analysis (HCI), user research (UR),
25 competitive product analysis (CA), behavioral analysis (BA), situational design (CD), cognitive
26 load theory (CLT), and usability testing (UT). The existing literature review shows that (the TAM)
27 technology acceptance model and (S-O-R) general patterns of human behavior have been widely
28 used to investigate a variety of topics, such as TAM-related cognitive psychology, social
29 psychology, human-computer interaction design, user experience; Social psychology, marketing,
30 product design, network research related to S-O-R. However, few studies combined TAM and S-O-
31 R model to explore users' intention and satisfaction with Ebbinghaus forgetting curve.
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33 1.3 Research Questions
34 This study aimed to establish the factors of public understanding, participation, and
35 satisfaction with the forgetting curve and to test the effect of the forgetting curve on the cognitive
36 ability of Chinese characters. Three research questions are proposed:
37 RQ1:To obtain the empirical data of related forgetting curves highlighted in previous studies
38 and investigate how the forgetting curve is used in Chinese character cognition learning and
39 participation.
40 RQ2:How can the forgetting curve be used to improve the cognitive ability of Chinese
41 characters, and how can the results be tested when the instrumental model is used to measure
42 the relevant factors and perception factors are taken into account?
43 RQ3:Based on SOR and TAM theoretical models, how to use the forgetting curve to improve
44 the cognitive ability of Chinese characters in functional design?
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 1 1.4 Research Objective
2 This research may lead to a greater understanding of the use of the forgetting curve in
3 children aged 10-12 years, which can use to enhance kanji cognitive strategies to encourage the
4 adoption of the forgetting curve learning style, especially in the area of kanji learning cognition.
5 The objectives of this study are as follows:
6 RO1:To investigate the significant influence of perceived ease of use and usefulness on
7 children's behavioral willingness to use the forgetting curve.
8 RO2:Clarify the factors influencing children's satisfaction with the forgetting curve.
9 RO3: Evaluation of the integration of TAM and SOR provides a solid theoretical basis for
10 investigating the adoption of the forgetting curve.
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12 1.5 Literature review
13 1.5.1 Forgetting curve and cognitive learning
14 German psychologist Ebbinghaus proposed the forgetting curve at the end of the 19th
15 century. Research shows learners' memory has a forgetting curve, and new information will store
16 in short-term memory; with consolidation and repetition, remembering will occur. The forgetting
17 curve flattens when information is consolidated and retrained, and memory retention prolongs.
18 The theory proposed by Ebbinghaus in 1885 has wide use in pedagogy and psychology(See
19 Figure 1 for the principle of forgetting curve). The forgetting curve is a learning strategy, an
20 effective strategy to enhance their visual working memory (VWM) ability. Learners use effective
21 ways to block vision accurately; this is an effective visual block strategy( Xu, Z., Wang, L.-C., Liu, D.,
22 Chen, Y., & Tao, L., 2020).Ebersbach & Barzagar Nazari,(2020) The experiment shows that
23 distributed learning of the forgetting curve has a more positive effect than stuffing learning. The
24 data show that learners are significantly satisfied with distributed learning, so the distributed
25 learning model is superior to the traditional learning model( Wang, M. C., Dziuban, C. D., &
26 Moskal, P. D., 2000). (See Table1. for the principle of time interval memory)The most important
27 part of the forgetting curve is space learning, which can significantly improve memory and
28 induction, and spaced learning, which can improve all forms of learning( Kornell, N., Castel, A. D.,
29 Eich, T. S., & Bjork, R. A. 2010). Therefore, the forgetting curve was measured in this study to
30 reflect learners' expected long-term memory strategies for learning Chinese characters. This
31 study integrates TAM and SOR theories to propose an extended Chinese character cognitive
32 system model. This study collected data through surveys and tested the proposed model using
33 structural equation models.

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8 Figure 1. Schematic diagram of forgetting curve

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10 Table1. Memory diminishes over time
Time interval Memory amount
Just finished memorizing 100%
After 20 minutes 58.2%
After an hour 44.2%
In eight or nine hours 35.8%
One day later 33.7%
Two days later 27.8%
6 days later 25.4%
A month later 21.1%

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2 1.5.2 TAM model and SOR model

3 This study used the technology acceptance model (TAM) and the Stimulus organ-response
4 model (SOR). The TAM model is the first rational behavior theory proposed by David Goss (Davis,
5 1989). The TAM model has two variables. First, perceived usefulness (PU) can define as when
6 learners can use a forgetting curve to promote the cognitive learning of Chinese characters.
7 Second, perceived ease of use (PEU) can define learners' learning strategies for forgetting curves
8 to be easy to use; Two variables determine the learner's usage attitude (BI), and the usage
9 attitude (BI) determines the learner's usage intention (UI). In pedagogy, the TAM model has been
10 used to study the impact of virtual reality on education(Cheng & Tsai, 2019; Alalwan.,etc., 2020;
11 Alkhattabi, 2017; Dutot.,etc., 2019).
12 The SOR model is a psychological model used to explain human behavior and response
13 production processes. Katz and Staller proposed this model in the 1950s. In the SOR model,
14 behavior produces by a combination of three factors: the stimulus, the individual, and the
15 response, and the basic assumption of the model is that the interaction between the stimulus and
16 the individual explains the individual response. The Chinese character card is the subject of the
17 stimulus, so learners will use the Chinese character card (WTU) and use behavior (UB). In
18 psychology, the SOR model is used mainly to study social game user behavior. Network
19 externality and satisfying demand are the main reasons users participate in social games(Wei &
20 Lu, 2014; Dutot.,etc., 2019; Yang & Mai, 2010).
21 The TAM model combined with the SOR model was studied to determine how students'
22 perceived usefulness and perceived ease of use affected their e-learning acceptance(Jang.,etc.,
23 2021), The results show that perceived usefulness and ease of use positively affect attitudinal
24 technology use and behavioral intention. Teacher technology can improve learning strategies and
25 contribute to students' achievement(Park..etc, 2012). Learners need to promote the benefits and
26 advantages of mobile learning in the learning and teaching process, examinations, group
27 discussions, and assignments, ensuring that the development of mobile learning applications
28 should be designed with user-friendliness in mind(Do.,etc, 2020).(Chen & Tseng, 2012)
29 Determine the factors affecting the acceptance of e-learning: The relationship between three
30 external variables and perceived usefulness and perceived ease of use shows that e-learning can
31 help improve students' cognition. The influence mechanism of teacher support on the willingness
32 of MOOC learners should be paid attention to the ease-of-use factors perceived by learners, the
33 content and tasks suitable for learners' current development level should be designed, and the
34 activities should be provided to stimulate learners' interest and learning involvement(Ge.,etc.,
35 2020).
36 Based on the above discussion on the influence of learning tools and strategies on
37 learners' success, there have been many empirical studies on Ebbinghaus forgetting curve (Pillay
38 & James, 2014) so far; (Kang, s.h.k., McDermott, k.b., & Roediger, h.l., 2007); (Roediger & Butler,
39 2011); (Soderstrom & Bjork, 2015). However, several factors affect users' willingness to use and
40 satisfaction with the forgetting curve. SPIRE model theory is usually used as the analysis model in
41 the previous study of the forgetting curve. However, studies have yet to explore this topic through
42 TAM and SOR models. In this study, the TAM and SOR combination theoretical model is used to
43 explore the factors affecting Chinese character memory: the relationship between the three
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 1 external variables of Chinese character cognitive card functionality, perceived ease of use and
2 perceived usefulness, and the relationship between the intention to use the forgetting curve, user
3 behavior, and satisfaction, to improve the Chinese character memory ability. The assumptions
4 tested by the framework are shown in Figure 2.
5 H1: A significant relationship exists between perceived ease of use and the use of
6 forgetting curves.
7 H2: A significant relationship exists between perceived usefulness and the use of
8 forgetting curves.
9 H3: There is a significant relationship between Chinese character cognitive card and usage
10 intention.
11 H4: A significant relationship exists between perceived usefulness and willingness to use.
12 H5: There is a significant relationship between the forgetting curve and the intention to
13 use it.
14 H6: There is a significant relationship between the use of the forgetting curve and the
15 ability to remember Chinese characters.
16 H7: A significant relationship exists between using the forgetting curve and user behavior.
17 H8: There is a significant relationship between Chinese character memory ability and
18 usage behavior.
19 H9: There is a significant relationship between use intention and use behavior.
20 H10: A significant relationship exists between perceived ease of use and learner
21 satisfaction.
22 H11: A significant relationship exists between using the forgetting curve and learner
23 satisfaction.
24 H12: There is a significant relationship between Chinese character memory ability and
25 learner satisfaction.
26 H13: There is a significant relationship between user behavior and learner satisfaction.
27 H14:There is a significant relationship between Chinese character cognitive card and
28 perceived ease of use.
29 H15:There is a significant relationship between perceived ease of use and perceived
30 usefulness.
31 H16:There is a significant relationship between Chinese character cognitive cards and
32 perceived usefulness.

33 Figure 2. Research model

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2 2. Research methods
3 In this study, we evaluated the effects of the forgetting curve method on Chinese character
4 memory, especially in children aged 10-12 years. Two experts (parents of children aged 10-12)
5 were consulted to evaluate the contents of the questionnaire. The survey measured combinations
6 of SOR and TAM variables in theoretical models using a 5-point Likert scale. In this survey,
7 accurate positioning was conducted through an online questionnaire platform, and respondents
8 were required to fill in a questionnaire to obtain feedback on the effect of the forgetting curve
9 method on Chinese character memory and their satisfaction with the forgetting curve and user
10 behavior. The data collected were analyzed using SPSS software and Structural equation
11 Modeling (Amos), the primary statistical technique used in this study. The first step is to
12 construct the measure of aggregate validity, aggregate validity, and discriminant validity. The
13 second step is to analyze the structural model. This method was recommended by Hair et al.
14 (2012).

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16 2.1 Sample Characteristics
17 The researcher selects schools and interviewees to participate in this survey by sampling.
18 In order to improve accuracy, the data are selected from public primary schools in Nanchang
19 High-tech Zone, and the survey objects are all primary school students aged 10-12 years old in
20 Nanchang High-tech Public primary schools. A total of 18 questions were included in the
21 questionnaire. Two invalid questions were removed through expert review, and 16 were finally
22 included. Six hundred thirty-two questionnaires were sent out, and 556 were recovered, with a
23 recovery rate of 87.9%. Among the 556 questionnaires, 312 (56.1%) were boys, and 244 (43.9%)
24 were girls. Most respondents (64.1%) had used Ebbinghaus forgetting curve, while the rest
25 (35.9%) had not. Finally, 556 questionnaires were collected and input into SPSS.

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27 2.2 Data collection and measurement
28 As mentioned, in February 2023, 632 questionnaires were distributed to the public, of
29 which 556 were available for distribution. According to Ajjan & Hartshorne (2008), incorporating
30 forgetting curves into children's learning strategies can improve the perceived quality of children.
31 Through the role of children's participation and learning cognition, it is shown that perceptual
32 diathesis promotes children's active memory, is a crucial aspect of resisting forgetting, and can
33 improve learning cognition(So & Brush, 2008; Oliver, R.L., 2014.; Rese, A., Schreiber, S., Baier, D.,
34 2014.). The above description applies to perceived ease of use, usefulness, and forgetting curves
35 (Kim, 2008). The perceived quality of the public leads to the public's willingness to use and use
36 behavior and ultimately produces satisfaction (Schunk & Hanson, 1985). Therefore, through the
37 above factors, the forgetting curve can improve the effect optimization of primary and middle
38 school students learning of Chinese characters. Chinese character card effect optimization affects
39 children's behavior by taking three measurement models(Schunk & Hanson, 1985), using
40 behavior to generate public satisfaction by taking four measurement models, followed by
41 perceived ease of use and perceived usefulness by using Kim's (2008) four measurement models.
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 1 Using the forgetting curve produced children's satisfaction by taking measurements from five
2 models. The forgetting curve was also used through four measurement models, which Kim(2008)
3 adopted. Finally, the cognitive effects of Chinese characters were formed through four
4 measurement models.
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6 3. Research results and discussion
7 3.1Analysis of measurement model
8 In this study, AMOS software was used for analysis. The measurement model was evaluated
9 with maximum likelihood to check whether the path was correct and the variable coefficients
10 were significant and to verify the hypothesis. Hair et al.(2010) and Kline(2011) proposed that
11 goodness of fit criteria should be used to evaluate the degree of fit of the model to judge whether
12 the model is suitable for use. There are ten fitting indexes in this study, which are the Chi-square
13 value to freedom ratio (CMIN/DF), generalized fitting index (GFI), adjusted generalized fitting
14 index (AGFI), root mean square residual (RMR), mean square error approximation index
15 (RMSEA), normalized fitting index (NFI), and improved fitting index (TLI). Compared fitting index
16 (CFI), relative fitting index (RFI), and cumulative fitting index (IFI), and concluded by analyzing
17 the above fitting index, CMIN/DF < 5; RMR, RMSEA < 0.08; GFI, AGFI, NFI, TLI, CFI, RFI, IFI > 0.90,
18 it can be seen that the econometric model fits well. The data are shown in Table 2.
19 Table 2.Confirmatory factor analysis model fitting
Fitting index Fitting standard Fitting result Fit evaluation
CMIN/DF 1~5 1.196 Perfect fit
GFI >0.90 0.966 Perfect fit
AGFI >0.90 0.953 Perfect fit
RMR <0.08 0.025 Perfect fit
RMSEA <0.08 0.019 Perfect fit
NFI >0.90 0.966 Perfect fit
TLI >0.90 0.993 Perfect fit
CFI >0.90 0.994 Perfect fit
RFI >0.90 0.957 Perfect fit
IFI >0.90 0.994 Perfect fit
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21 The standard evaluation measurement model (Fornell & Larcker, 1998) was adopted in this
22 study, and the data were shown in Table 3 and Table 4: (1) KMO was 0.927, more significant than
23 0.6, which met the prerequisite requirements of factor analysis, indicating that the data could be
24 used for factor analysis research. Moreover, the data passed the Bartlett sphericity test (p < 0.05),
25 indicating that the study data is suitable for factor analysis. (2) A load of each factor is above 0.6,
26 indicating that the data has a good measurement relationship. (3) Mean-variance extraction
27 (AVE) values were all greater than 0.5, and combination reliability coefficient (CR) values were all
28 greater than 0.7, indicating that the analyzed data had good convergent validity. Cronbach's
29 coefficient of all dimensions was more significant than 0.7, indicating that the measured variables
30 were consistent among the items in this study. The square root of AVE between the dimensions is
31 greater than the correlation coefficient, indicating that this study conforms to the measurement

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1 of discriminative validity.
2 Table 3. KMO and Bartlett tests
KOM- value 0.927
Approximate chi-square 6265.669
Bartlett sphericity test df 231
p-value 0.000
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4 Table 4. Reliability, convergence validity and discrimination validity
CTF PEU PU UFC US UI UB CM AVE CR α Codi LF
A ng
CT 0.80 0.62 0.78 0.78 CTF1 0.79
F 1 4 2 1
CTF2 0.81
2
PEU1 0.81
6
PE 0.42 0.80 0.65 0.84 0.84 PEU2 0.78
U 8 7 1 8 8 1
PEU3 0.82
3
PU1 0.81
1
PU 0.41 0.46 0.78 0.61 0.82 0.82 PU2 0.77
2 6 4 5 7 7 1
PU3 0.77
UFC1 0.82
UF 0.41 0.45 0.48 0.79 0.63 0.83 0.83 UFC2 0.76
C 6 9 8 6 4 8 7 4
UFC3 0.80
3
US 0.45 0.44 0.46 0.50 0.78 0.61 0.76 0.76 US1 0.79
7 4 3 2 6 8 4 3 3
US2 0.77
9
UI1 0.80
3
UI 0.50 0.46 0.46 0.51 0.47 0.78 0.61 0.82 0.82 UI2 0.76
6 7 9 6 8 6 8 9 8 2
UI3 0.79
2
UB1 0.75

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UB 0.44 0.47 0.50 0.53 0.50 0.51 0.78 0.60 0.82 0.82 UB2 0.76
5 4 4 5 5 4 9 4 2 6
UB3 0.81
8
CMA1 0.79
7
CM 0.42 0.46 0.46 0.45 0.47 0.48 0.47 0.80 0.64 0.84 0.84 CMA2 0.82
A 3 6 9 2 8 3 2 4 5 5
CMA3 0.79
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1 3.2 Results of hypothesis testing
2 The structure of the model is tested and fitted through the previous section, and the results
3 are consistent with the measured model. The analysis results show that the model structure fits
4 well with the measured data. The statistical significance of the path coefficients between
5 variables was tested to test the hypothesis. According to the path analysis results in Table 5 and
6 Figure 3, the standardized path coefficient of Chinese character cognitive card for perceived ease
7 of use and perceived usefulness is 0.56 (P< 0.000) and 0.53 (P< 0.000), indicating that the
8 hypothesis (H14 and H16) is confirmed, and the Chinese character cognitive card has a significant
9 positive effect on the perceived ease of use and perceived usefulness. Hypothesis (H1 and H2)
10 confirmed that perceived ease of use and perceived usefulness have a significant positive effect on
11 the intention to use the forgetting curve, with a normalized path coefficient of 0.36 (P< 0.000)
12 and 0.45 (P< 0.000), when the forgetting function of Chinese character cognitive card has higher
13 perceived ease of use and perceived usefulness, children have a higher willingness to use the
14 forgetting curve. The forgetting curve has a significant positive effect on the intention to use, the
15 user behavior, the satisfaction, and the memorization ability of Chinese characters. The
16 hypothesis (H5, H7, H11 and H6) was confirmed with a standardized path coefficient of 0.37 (P<
17 0.000), 0.39 (P<0.000), 0.29 (P< 0.000), and 0.62 (P<0.000), which indicates that the use of
18 forgetting curve has a higher effect on Chinese character memory ability, but a weaker effect on
19 children's satisfaction.
20 The normalized path coefficient of cognitive card and perceived usefulness to intention to
21 use was 0.37 (P<0.000) and 0.16 (P< 0.011), indicating that the hypothesis (H3 and H4) was
22 confirmed, and the cognitive cards and perceived usefulness of Chinese characters had a
23 significant positive effect on the intention to use. However, the cognitive cards of Chinese
24 characters had a more substantial effect, and the perceived usefulness had a weaker effect. The
25 standardized path coefficient of perceived ease of use and Chinese character memorization on
26 satisfaction was 0.17 (P< 0.003) and 0.18 (P<0.002), indicating that the hypothesis (H10 and
27 H12) is confirmed, perceived ease of use and Chinese character memory ability has significant
28 positive effects on satisfaction. The standardized path coefficient of Chinese character memory
29 ability and willingness to use on usage behavior was 0.16 (P< 0.003) and 0.62 (P< 0.000),
30 indicating that the hypothesis (H8 and H9) is confirmed, Chinese character memory ability and
31 use intention have significant positive effects on use behavior, and use intention has a more
32 substantial effect. The standardized path coefficient of user behavior on satisfaction was 0.25

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1 (P<0.000), indicating that the hypothesis (H13) is confirmed and that user behavior significantly
2 positively affects satisfaction. The standardized path coefficient of perceived ease of use to
3 perceived usefulness was 0.57 (P< 0.000), indicating that hypothesis (H15) is confirmed and has
4 a significant positive effect, and the effect is strong.
5 Table 5. Hypothesis testing results
H Independen Relationshi Dependen Estimat S.E. C.R. P Result
t p t e
H1 PEU → UFC .357 .05 6.634 .00 Supporte
3 0 d
H2 PU → UFC .499 .05 8.03 .00 Supporte
7 0 d
H3 CTF → UI .365 .05 6.615 .00 Supporte
1 0 d
H4 PU → UI .163 .06 2.546 .01 Supporte
2 1 d
H5 UFC → UI .372 .05 6.192 .00 Supporte
6 0 d
H6 UFC → CMA .617 .05 12.19 .00 Supporte
1 1 0 d
H7 UFC → UB .391 .06 5.35 .00 Supporte
4 0 d
H8 CMA → UB .165 .04 2.981 .00 Supporte
9 3 d
H9 UI → UB .303 .05 5.126 .00 Supporte
6 0 d
H1 PEU → US .173 .05 2.988 .00 Supporte
0 5 3 d
H1 UFC → US .286 .08 3.328 .00 Supporte
1 2 0 d
H1 CMA → US .181 .05 3.062 .00 Supporte
2 6 2 d
H1 UB → US .25 .07 3.68 .00 Supporte
3 4 0 d
H1 CTF → PEU .532 .04 10.17 .00 Supporte
4 3 2 0 d
H1 PEU → PU .525 .04 10.09 .00 Supporte
5 5 3 0 d
H1 CTF → PU .513 .03 9.082 .00 Supporte
6 9 0 d

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2 Figure 3.Path coefficients of the research model

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4 3.3 Chinese character card design using forgetting curve
5 According to the influence of the forgetting curve on Chinese character memory, the Chinese
6 character card is optimized. According to the principle of the forgetting curve, people's memories
7 lengthen over time, while the information they retain decreases over time. Therefore, the
8 researchers used time intervals and content repetition in card design to improve kanji editing.
9 The words to remember are divided into seven days, from the first day to the fifth day to learn the
10 new content; every day after learning the new content, review the previous day's content; The
11 reviews on the sixth and seventh days were orderly. These are shown in Figures 4 and 5.

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Study content every day

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 1 Figure 4. Figure 5. Optimized design of
2 Chinese character card using forgetting curve

5 3.4 Discussion
6 Using a forgetting curve in Chinese
7 character cognitive cards positively impacts
8 children's learning of Chinese characters. The
9 perceived ease of use and usefulness of Chinese
10 character cognitive cards are related to
11 children's willingness to use and use behavior,
12 which prompts children to be willing to use Chinese character cognitive cards. Therefore,
13 children have an intense satisfaction with Chinese character cognitive cards. The perceived ease
14 of use and usefulness of Chinese character cognitive cards positively impact children's use of the
15 forgetting curve. When the information is consolidated and repeatedly trained, the forgetting
16 curve will become flat, and memory retention time will be extended (Ebbinghaus, 1885). The
17 lengthening of memory will improve the memory ability. Using a forgetting curve can improve the
18 memorizing ability of Chinese characters. As a learning strategy, the forgetting curve positively
19 affects children's learning of Chinese characters. The improvement of Chinese character
20 memorizing ability strengthens children's satisfaction with using the forgetting curve.
21 In previous studies using forgetting curves, the SPIRE model is often used to guide learning
22 and memory processes. It emphasizes the activation of preknowledge, the introduction of new
23 information, the reinforcement of information, and the assessment of retention. These principles
24 can be applied to improve the effectiveness of learning and memory and reduce forgetting. TAM
25 and SOR combination theory model discuss the factors affecting Chinese character memory: the
26 relationship between the three external variables of Chinese character cognitive card
27 functionality, perceived ease of use and perceived usefulness, and the relationship between the
28 intention to use the forgetting curve, user behavior, and satisfaction, to improve the ability of
29 Chinese character memory. The most crucial point in the study of the forgetting curve is to be
30 applied by learners. If learners are only guided to apply, it does not mean that this learning
31 strategy is easy to be applied, and learners may give up the application over time. Therefore,
32 factors affecting Chinese character memory can be found in the TAM and SOR combination model,
33 which can help learners to apply the forgetting curve for a long time. The ultimate achievement is
34 to improve the ability to remember Chinese characters.
35 Factors such as functionality, perceived ease of use, perceived usefulness, willingness to use,
36 and use behavior of Chinese character cognitive cards all influence the improvement of Chinese
37 character memory ability by the forgetting curve. Learners, combined with continued use of the
38 forgetting curve, can improve their ability to memorize Chinese characters and other aspects of
39 memory, such as reciting ancient poems, articles, and historical times. In general, memorizing
40 math and physics formulas and correctly using the forgetting curve function can improve
41 memory.
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 1 4. Conclusion
2 In this paper, the forgetting curve function of the Chinese character cognitive card is taken as
3 the research object, and the TAM and SOR theoretical models are used to build the influencing
4 factor model of the forgetting curve on Chinese character memory ability and the model is used
5 to analyze the influencing factors. The results show that the function of the forgetting curve in the
6 Chinese character cognitive card can make learners perceive the ease of use and usefulness of the
7 Chinese character cognitive card. The use of the forgetting curve positively affects Chinese
8 character memory ability, and the influence is strong. The combination model of TAM and SOR
9 established in this paper can be generalized and applied to the influence factors of forgetting
10 curves to improve the memory ability of mathematics and physics. Applying the forgetting curve
11 in learning is a wide range of learning strategies. In the subsequent research, we can further
12 analyze the influencing factors of distributed learning and spaced learning and the influence of
13 these influencing factors on learners' memory ability in various disciplines.
14
15 5. Acknowledgements
16 I want to express my heartfelt thanks to my supervisor, Asst. Dr. Supachai Areerungruang, for
17 his valuable guidance and support throughout the process of writing this paper. His expertise,
18 patience, and constructive feedback have been instrumental in shaping the quality and direction
19 of this research. I am genuinely grateful for his dedication, encouragement, and continued belief
20 in my abilities. His mentorship has been a source of inspiration and has significantly contributed
21 to my academic growth.

22
23 6.Reference
24 Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0
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