Using memory cycle in video-based interactive learning

Nowadays, learning English is necessary in most non-English speaking countries. One of the interesting ways to learn languages is learning by watching videos. By doing so, people can learn not only learn foreign languages but also understand foreign cultures and idioms. However, such a practice would lead language learners to rely on subtitles because most videos are embedded with subtitles. Even if they are familiar with the target language, they try understanding videos through subtitles. In addition, memorizing words in visual is not an effective way to learn the languages of the alphabet system, because one of the features of the system is that the text represents the pronunciation, not the meaning. To help learners learn and memorize vocabulary efficiently in video watching activities as well as improving their listening ability, this study proposes a video-based interactive learning system. Appropriate videos with adapted subtitles are recommended to learners according to their ability and their memory cycles of vocabulary. When videos are playing, subtitles will be shown when a passage of subtitles contains unfamiliar words and new words; otherwise, they will be hidden. During the watching activity, learners can look up the words or read the translation if they have trouble in understanding videos. Based on the actions that learners do during watching videos, the system would accordingly update their memory cycles of vocabulary, which are used to choose appropriate videos subsequently.