發(fā)布時(shí)間：2018-06-28 19:29

  本文選題：認(rèn)知過程 + 認(rèn)知特點(diǎn)　； 參考：《湖南大學(xué)》2012年碩士論文

【摘要】：從移動(dòng)智能設(shè)備的普及和移動(dòng)互聯(lián)網(wǎng)的迅速發(fā)展，到火爆全球的應(yīng)用商店，，無不昭示著移動(dòng)應(yīng)用混戰(zhàn)時(shí)代的到來。隨著越來越多的同質(zhì)化應(yīng)用出現(xiàn)在應(yīng)用商店，移動(dòng)互聯(lián)網(wǎng)用戶的應(yīng)用焦慮也越來越嚴(yán)重。移動(dòng)智能設(shè)備以其便攜性等特點(diǎn)成為移動(dòng)語言教育的新載體，同時(shí)，語言教育移動(dòng)應(yīng)用也面臨著應(yīng)用同質(zhì)化和與用戶認(rèn)知規(guī)律不符的問題。 本文正是關(guān)注到用戶認(rèn)知特性研究對(duì)于語言教育移動(dòng)應(yīng)用設(shè)計(jì)的重要性，針對(duì)認(rèn)知特性相關(guān)理論在語言教育移動(dòng)應(yīng)用設(shè)計(jì)領(lǐng)域上的研究空白，總結(jié)在相關(guān)研究和項(xiàng)目設(shè)計(jì)中得出的一些關(guān)于認(rèn)知特性和設(shè)計(jì)方法的結(jié)論，探索性的提出語言教育移動(dòng)應(yīng)用的設(shè)計(jì)模式，以求用本文的研究成果來指導(dǎo)后續(xù)語言教育移動(dòng)應(yīng)用的設(shè)計(jì)實(shí)踐。 本文以語言教育移動(dòng)應(yīng)用設(shè)計(jì)中的認(rèn)知特性為主線，通過對(duì)人的認(rèn)知特性的深入研究，將認(rèn)知特性探索性的引入語言教育和移動(dòng)應(yīng)用設(shè)計(jì)兩個(gè)層面中進(jìn)行分析，以此引出語言教育移動(dòng)應(yīng)用認(rèn)知性設(shè)計(jì)的理念。在此基礎(chǔ)上結(jié)合對(duì)語言教育移動(dòng)應(yīng)用設(shè)計(jì)流程的經(jīng)驗(yàn)總結(jié)，創(chuàng)造性的提出了本文研究的主要成果，即語言教育移動(dòng)應(yīng)用的認(rèn)知性設(shè)計(jì)模式。在后續(xù)AITalk項(xiàng)目的設(shè)計(jì)實(shí)踐中，通過在用戶定位、用戶研究、應(yīng)用定位、核心功能定義及原型、交互、視覺設(shè)計(jì)等的設(shè)計(jì)過程中對(duì)用戶認(rèn)知特性的考量，敏捷地完成了項(xiàng)目設(shè)計(jì)工作，進(jìn)而在實(shí)踐中了驗(yàn)證了語言教育移動(dòng)應(yīng)用認(rèn)知性設(shè)計(jì)模式的可行性。
[Abstract]:From the popularity of mobile intelligent devices and the rapid development of mobile Internet, to the hot application stores around the world, all show the arrival of mobile application melee era. As more and more homogenous applications appear in application stores, the application anxiety of mobile Internet users is becoming more and more serious. Mobile intelligent devices have become a new carrier of mobile language education because of their portability. At the same time, mobile applications of language education are faced with the problems of homogeneity of application and inconsistent with users' cognitive laws. This paper focuses on the importance of user cognitive characteristics in language education mobile application design, and focuses on the blank research of cognitive characteristics related theory in the field of language education mobile application design. This paper summarizes some conclusions about cognitive characteristics and design methods in related research and project design, and puts forward the design model of mobile application of language education. In order to guide the following language education mobile application design practice with the research results of this paper. This paper takes the cognitive characteristics of language education mobile application design as the main line, through the in-depth study of human cognitive characteristics, the cognitive characteristics of the exploratory introduction of language education and mobile application design two levels of analysis. This leads to the concept of cognitive design of mobile application in language education. Based on the experience of mobile application design in language education, this paper creatively puts forward the main achievements of this paper, that is, the cognitive design model of mobile application in language education. In the design practice of the subsequent AITalk project, through the design process of user orientation, user research, application positioning, core function definition and prototype, interaction, visual design and so on, the user's cognitive characteristics are considered. The project design work is accomplished agile, and the feasibility of cognitive design model of mobile application in language education is verified in practice.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：TN929.5;H09

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本文編號(hào)：2079097