Getting Interrupted? Design Support Strategies for Learning Success in M-Learning Applications

摘要

This study explores how interruption support from a design standpoint can impact learning and resumption success with mobile applications. Building upon memory for goals theory, we propose that metacognitive support and interactive immediacy are two interruption support features that can increase user's learning and resumption success. We also propose that these effects are moderated by the task complexity that user is achieving with the app. We aim to find a fit between task and feature that will guide developers and designers to support users during interruptions. The proposed hypothesis will be tested with laboratory experiments.