1 Chinese character cognitive cards:

2 Factors affecting Chinese character memory

3 using forgetting curves
4

5
6 Abstract
7 Based on various learning strategies employed in the educational sector, a significant number
8 of children often struggle to achieve a high degree of accuracy when writing Chinese characters.
9 This issue is particularly prevalent among students, prompting educators and researchers to seek
10 innovative solutions. One such solution that has gained traction is the introduction of Chinese
11 character cognitive cards. These cards have been uniquely designed with the application of a
12 forgetting curve, a principle that examines the decline of memory retention over time. The primary
13 aim of integrating the forgetting curve into these cognitive cards is to construct and understand its
14 influencing factors on the memory retention of Chinese characters.To evaluate the effectiveness of
15 this approach, an extensive questionnaire survey was administered to a sample size of 556 children.
16 These participants were aged between 10 to 12 years and were all residents of China. This age
17 group was specifically chosen because it represents a critical period in the development of writing
18 skills, particularly for Chinese characters.In this comprehensive study, two primary models were
19 employed to delve deeper into the factors affecting the intention and subsequent behavior of using
20 the Chinese character cognitive cards. These models are the technology acceptance model (TAM)
21 and the stimulus organ-response model (SOR). Both TAM and SOR were pivotal in understanding the
22 relationship between the function of the forgetting curve and its impact on the utilization of the
23 cognitive cards.The conclusive results from the study were indeed illuminating. It was observed that
24 the integration of the forgetting curve in the design of the Chinese character cognitive card
25 significantly enhanced learners' perception regarding the ease of use and overall usefulness of the
26 cards. More importantly, the study revealed that the use of the forgetting curve had a markedly
27 positive influence on the memory retention ability of Chinese characters among the participants.
28 This influence was not just nominal but was observed to be profoundly strong, highlighting the
29 potential of such an innovative approach in enhancing learning outcomes.
30
31
32 Keywords: Forgetting curve; Chinese character memory ability; Perceived ease of use; Perceived
33 usefulness; Willingness to use
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1 1
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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 need
4 for improved validation and application of learning. Spaced memory in the forgetting curve changes
5 the rules of short-term memory(Kornell & Bjork, 2018). In the testing effect of the forgetting curve,
6 the effect of short-term memory on long-term memory of information is tested. The learning
7 principle of long-term memory is incorporated into the family and classroom and becomes the tool
8 of learning cognition so that its cognitive tool can succeed in learning efficiently(de Jonge & Tabbers,
9 2013). Understanding the influence of the forgetting curve on the cognitive effect of Chinese
10 characters provides an opportunity to explore the research on reducing the probability of Chinese
11 character errors. In the cognitive learning of Chinese characters, the traditional memorization
12 method can break, the forgetting curve can use, and public satisfaction can obtain by influencing the
13 relationship between perceptions.
14
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, V.
18 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 analytical
23 tools have been used to analyze the use intention of design psychology, such as user experience
24 model (ABC), human-computer interaction analysis (HCI), user research (UR), competitive product
25 analysis (CA), behavioral analysis (BA), situational design (CD), cognitive load theory (CLT), and
26 usability testing (UT). The existing literature review shows that (the TAM) technology acceptance
27 model and (S-O-R) general patterns of human behavior have been widely used to investigate a
28 variety of topics, such as TAM-related cognitive psychology, social psychology, human-computer
29 interaction design, user experience; Social psychology, marketing, product design, network research
30 related to S-O-R. However, few studies combined TAM and S-O-R model to explore users' intention
31 and satisfaction with Ebbinghaus forgetting curve.
32
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 the
42 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 the
44 cognitive ability of Chinese characters in functional design?
1 2
2
 1 1.4 Research Objective
2 This research may lead to a greater understanding of the use of the forgetting curve in children
3 aged 10-12 years, which can use to enhance kanji cognitive strategies to encourage the adoption of
4 the forgetting curve learning style, especially in the area of kanji learning cognition. The objectives
5 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.
11
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 in
16 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. The
18 theory proposed by Ebbinghaus in 1885 has wide use in pedagogy and psychology(See Figure 1 for
19 the principle of forgetting curve). The forgetting curve is a learning strategy, an effective strategy to
20 enhance their visual working memory (VWM) ability. Learners use effective ways to block vision
21 accurately; this is an effective visual block strategy( Xu, Z., Wang, L.-C., Liu, D., Chen, Y., & Tao, L.,
22 2020).Ebersbach & Barzagar Nazari,(2020) The experiment shows that distributed learning of the
23 forgetting curve has a more positive effect than stuffing learning. The data show that learners are
24 significantly satisfied with distributed learning, so the distributed learning model is superior to the
25 traditional learning model( Wang, M. C., Dziuban, C. D., & Moskal, P. D., 2000). (See Table1. for the
26 principle of time interval memory)The most important part of the forgetting curve is space learning,
27 which can significantly improve memory and induction, and spaced learning, which can improve all
28 forms of learning( Kornell, N., Castel, A. D., Eich, T. S., & Bjork, R. A. 2010). Therefore, the forgetting
29 curve was measured in this study to reflect learners' expected long-term memory strategies for
30 learning Chinese characters. This study integrates TAM and SOR theories to propose an extended
31 Chinese character cognitive system model. This study collected data through surveys and tested the
32 proposed model using structural equation models.

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7 Figure 1. Schematic diagram of forgetting curve

8
9 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%

10

11 1.5.2 TAM model and SOR model

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

28 Figure 2. Research model

29
30 2. Research methods
31 In this study, we evaluated the effects of the forgetting curve method on Chinese character
32 memory, especially in children aged 10-12 years. Two experts (parents of children aged 10-12) were
1 6
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 1 consulted to evaluate the contents of the questionnaire. The survey measured combinations of SOR
2 and TAM variables in theoretical models using a 5-point Likert scale. In this survey, accurate
3 positioning was conducted through an online questionnaire platform, and respondents were
4 required to fill in a questionnaire to obtain feedback on the effect of the forgetting curve method on
5 Chinese character memory and their satisfaction with the forgetting curve and user behavior. The
6 data collected were analyzed using SPSS software and Structural equation Modeling (Amos), the
7 primary statistical technique used in this study. The first step is to construct the measure of
8 aggregate validity, aggregate validity, and discriminant validity. The second step is to analyze the
9 structural model. This method was recommended by Hair et al.(2012).

10
11 2.1 Sample Characteristics
12 The researcher selects schools and interviewees to participate in this survey by sampling. In
13 order to improve accuracy, the data are selected from public primary schools in Nanchang High-tech
14 Zone, and the survey objects are all primary school students aged 10-12 years old in Nanchang
15 High-tech Public primary schools. A total of 18 questions were included in the questionnaire. Two
16 invalid questions were removed through expert review, and 16 were finally included. Six hundred
17 thirty-two questionnaires were sent out, and 556 were recovered, with a recovery rate of 87.9%.
18 Among the 556 questionnaires, 312 (56.1%) were boys, and 244 (43.9%) were girls. Most
19 respondents (64.1%) had used Ebbinghaus forgetting curve, while the rest (35.9%) had not. Finally,
20 556 questionnaires were collected and input into SPSS.

21
22 2.2 Data collection and measurement
23 As mentioned, in February 2023, 632 questionnaires were distributed to the public, of which
24 556 were available for distribution. According to Ajjan & Hartshorne (2008), incorporating
25 forgetting curves into children's learning strategies can improve the perceived quality of children.
26 Through the role of children's participation and learning cognition, it is shown that perceptual
27 diathesis promotes children's active memory, is a crucial aspect of resisting forgetting, and can
28 improve learning cognition(So & Brush, 2008; Oliver, R.L., 2014.; Rese, A., Schreiber, S., Baier, D.,
29 2014.). The above description applies to perceived ease of use, usefulness, and forgetting curves
30 (Kim, 2008). The perceived quality of the public leads to the public's willingness to use and use
31 behavior and ultimately produces satisfaction (Schunk & Hanson, 1985). Therefore, through the
32 above factors, the forgetting curve can improve the effect optimization of primary and middle school
33 students learning of Chinese characters. Chinese character card effect optimization affects children's
34 behavior by taking three measurement models(Schunk & Hanson, 1985), using behavior to generate
35 public satisfaction by taking four measurement models, followed by perceived ease of use and
36 perceived usefulness by using Kim's (2008) four measurement models. Using the forgetting curve
37 produced children's satisfaction by taking measurements from five models. The forgetting curve was
38 also used through four measurement models, which Kim(2008) adopted. Finally, the cognitive effects
39 of Chinese characters were formed through four measurement models.
40
41 3. Research results and discussion
42 3.1Analysis of measurement model
1 7
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 1 In this study, AMOS software was used for analysis. The measurement model was evaluated with
2 maximum likelihood to check whether the path was correct and the variable coefficients were
3 significant and to verify the hypothesis. Hair et al.(2010) and Kline(2011) proposed that goodness of
4 fit criteria should be used to evaluate the degree of fit of the model to judge whether the model is
5 suitable for use. There are ten fitting indexes in this study, which are the Chi-square value to freedom
6 ratio (CMIN/DF), generalized fitting index (GFI), adjusted generalized fitting index (AGFI), root
7 mean square residual (RMR), mean square error approximation index (RMSEA), normalized fitting
8 index (NFI), and improved fitting index (TLI). Compared fitting index (CFI), relative fitting index
9 (RFI), and cumulative fitting index (IFI), and concluded by analyzing the above fitting index,
10 CMIN/DF < 5; RMR, RMSEA < 0.08; GFI, AGFI, NFI, TLI, CFI, RFI, IFI > 0.90, it can be seen that the
11 econometric model fits well. The data are shown in Table 2.
12 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
13
14 The standard evaluation measurement model (Fornell & Larcker, 1998) was adopted in this
15 study, and the data were shown in Table 3 and Table 4: (1) KMO was 0.927, more significant than
16 0.6, which met the prerequisite requirements of factor analysis, indicating that the data could be
17 used for factor analysis research. Moreover, the data passed the Bartlett sphericity test (p < 0.05),
18 indicating that the study data is suitable for factor analysis. (2) A load of each factor is above 0.6,
19 indicating that the data has a good measurement relationship. (3) Mean-variance extraction (AVE)
20 values were all greater than 0.5, and combination reliability coefficient (CR) values were all greater
21 than 0.7, indicating that the analyzed data had good convergent validity. Cronbach's coefficient of
22 all dimensions was more significant than 0.7, indicating that the measured variables were consistent
23 among the items in this study. The square root of AVE between the dimensions is greater than the
24 correlation coefficient, indicating that this study conforms to the measurement of discriminative
25 validity.
26 Table 3. KMO and Bartlett tests
KOM- value 0.927
Approximate chi-square 6265.669
Bartlett sphericity test df 231
p-value 0.000
27

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1 Table 4. Reliability, convergence validity and discrimination validity
CTF PEU PU UFC US UI UB CM AVE CR α Codin LF
A g
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
6
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

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 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
1
1
2 3.2 Results of hypothesis testing
3 The structure of the model is tested and fitted through the previous section, and the results are
4 consistent with the measured model. The analysis results show that the model structure fits well
5 with the measured data. The statistical significance of the path coefficients between variables was
6 tested to test the hypothesis. According to the path analysis results in Table 5 and Figure 3, the
7 standardized path coefficient of Chinese character cognitive card for perceived ease of use and
8 perceived usefulness is 0.56 (P< 0.000) and 0.53 (P< 0.000), indicating that the hypothesis (H14 and
9 H16) is confirmed, and the Chinese character cognitive card has a significant positive effect on the
10 perceived ease of use and perceived usefulness. Hypothesis (H1 and H2) confirmed that perceived
11 ease of use and perceived usefulness have a significant positive effect on the intention to use the
12 forgetting curve, with a normalized path coefficient of 0.36 (P< 0.000) and 0.45 (P< 0.000), when the
13 forgetting function of Chinese character cognitive card has higher perceived ease of use and
14 perceived usefulness, children have a higher willingness to use the forgetting curve. The forgetting
15 curve has a significant positive effect on the intention to use, the user behavior, the satisfaction, and
16 the memorization ability of Chinese characters. The hypothesis (H5, H7, H11 and H6) was confirmed
17 with a standardized path coefficient of 0.37 (P< 0.000), 0.39 (P<0.000), 0.29 (P< 0.000), and 0.62
18 (P<0.000), which indicates that the use of forgetting curve has a higher effect on Chinese character
19 memory ability, but a weaker effect on children's satisfaction.
20 The normalized path coefficient of cognitive card and perceived usefulness to intention to use
21 was 0.37 (P<0.000) and 0.16 (P< 0.011), indicating that the hypothesis (H3 and H4) was confirmed,
22 and the cognitive cards and perceived usefulness of Chinese characters had a significant positive
23 effect on the intention to use. However, the cognitive cards of Chinese characters had a more
24 substantial effect, and the perceived usefulness had a weaker effect. The standardized path
25 coefficient of perceived ease of use and Chinese character memorization on satisfaction was 0.17 (P<
26 0.003) and 0.18 (P<0.002), indicating that the hypothesis (H10 and H12) is confirmed, perceived
27 ease of use and Chinese character memory ability has significant positive effects on satisfaction. The
28 standardized path coefficient of Chinese character memory ability and willingness to use on usage
29 behavior was 0.16 (P< 0.003) and 0.62 (P< 0.000), indicating that the hypothesis (H8 and H9) is
30 confirmed, Chinese character memory ability and use intention have significant positive effects on
31 use behavior, and use intention has a more substantial effect. The standardized path coefficient of
32 user behavior on satisfaction was 0.25 (P<0.000), indicating that the hypothesis (H13) is confirmed
33 and that user behavior significantly positively affects satisfaction. The standardized path coefficient
34 of perceived ease of use to perceived usefulness was 0.57 (P< 0.000), indicating that hypothesis
35 (H15) is confirmed and has a significant positive effect, and the effect is strong.
36 Table 5. Hypothesis testing results
H Independent Relationshi Dependent Estimate S.E. C.R. P Result
p
H1 PEU → UFC .357 .053 6.634 .000 Supported

1 10
2
 H2 PU → UFC .499 .057 8.03 .000 Supported
H3 CTF → UI .365 .051 6.615 .000 Supported
H4 PU → UI .163 .062 2.546 .011 Supported
H5 UFC → UI .372 .056 6.192 .000 Supported
H6 UFC → CMA .617 .051 12.191 .000 Supported
H7 UFC → UB .391 .064 5.35 .000 Supported
H8 CMA → UB .165 .049 2.981 .003 Supported
H9 UI → UB .303 .056 5.126 .000 Supported
H1 PEU → US .173 .055 2.988 .003 Supported
0
H1 UFC → US .286 .082 3.328 .000 Supported
1
H1 CMA → US .181 .056 3.062 .002 Supported
2
H1 UB → US .25 .074 3.68 .000 Supported
3
H1 CTF → PEU .532 .043 10.172 .000 Supported
4
H1 PEU → PU .525 .045 10.093 .000 Supported
5
H1 CTF → PU .513 .039 9.082 .000 Supported
6

2 Figure 3.Path coefficients of the research model

3
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. The

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 1 words to remember are divided into seven days, from the first day to the fifth day to learn the new
2 content; every day after learning the new content, review the previous day's content; The reviews on
3 the sixth and seventh days were orderly. These are shown in Figures 4 and 5.

Study content every day

8

Review the previous day

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

11

12

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

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