Vocabulary learning support tools have widely exploited existing materials, e.g., stories or video clips, as contexts to help users memorize each target word. However, these tools could not provide a coherent context for any target words of learners’ interests, and they seldom help practice word usage. In this paper, we work with teachers and students to iteratively develop Storyfier, which lever- ages text generation models to enable learners to read a generated story that covers any target words, conduct a story cloze test, and use these words to write a new story with adaptive AI assistance. Our within-subjects study (N=28) shows that learners generally favor the generated stories for connecting target words and writ- ing assistance for easing their learning workload. However, in the read-cloze-write learning sessions, participants using Storyfier per- form worse in recalling and using target words than learning with a baseline tool without our AI features. We discuss insights into supporting learning tasks with generative models.
https://doi.org/10.1145/3586183.3606786
ACM Symposium on User Interface Software and Technology