因智慧型手機的普及，資訊化語言學習已經是常見的學習管道之一。目前日語學習者逐漸上升，學習語言需要背誦大量單字及文法訓練，人們可不受空間及時間限制，例如通勤時使用APP來背單字或複習。先前學者也提出利用網路學外語其優點有：提升外語能力及學習動機、可實際利用外語溝通、補充教科書的不足、實踐跨文化學習等。在面對眾多學習語言APP，本研究主要探討在介面上要如何設置適當的功能，在排版上如何配置，才會更符合使用者的需求等。
本研究目的為：（一）提出學習日語APP之介面設計建議、（二）比較三大日語APP可改善之處以及差異、（三）了解真實使用者實際操作APP功能之問題；而後供設計師做為未來設計之參考。
研究程序分三階段，第一階段以樣本分析法分析在Google Play熱門排行榜上的三大主要日語學習APP（Memrise、Duolingo、Mondly），比較其功能與介面設計差異性，第二階段使用專家啟發式評估法，來對三種APP之樣本進行初步解析，藉此來發現問題，第三階段經由放聲思考法，在測試時透過口語描述，來探討初學者對學習日語APP的實際操作狀況，且操作後對測試者做使用性訪談，詢問測試後的建議及心得。
研究結果發現：
（一）視覺設計：多跳色設計會讓使用者感到視覺疲勞、過多自創圖示則是會耗用心智資源、編排上不合邏輯會降低學習效果。（二）資訊設計：測驗時題目應附上數值來了解進度、跨文化產品需考慮用詞與文化差異。（三）導覽設計：初始設置逐步功能導覽。測驗時設置提交和繼續鍵、回報錯誤功能以及觀看提示、選答後的正確和錯誤答案，用不同顏色分別、發音題提供自我檢視對話的功能、語音速度放慢，可設置分段控件。此外，如果在測驗期間無法即時回報錯誤，使用者可能會拒絕使用。測驗完畢後，設置自訂單字本與錯誤單字複習之功能、通勤移動環境下題型不宜複雜。（四）可改善日語題目：測驗前應顯示章節學習目標和內容。測驗途中，題目的動詞變化應統一為丁寧形、每項題目應顯示羅馬拼音、學習專業日語時，使用圖解來學單字。測驗結束後，以列表式複習並提供不同程度的學習內容，有助已有基礎的人得到更近一步的學習效果。

Due to the popularity of smart phones, learning language with informatization has been already one of the common learning channels. Currently, Japanese learners are gradually increasing, and learning a language requires to memorize a lot of vocabularies, and grammar exercise. Without being limited by space and time, for example, users can use App to recite words or review while commuting. Previously, some of scholars had also proposed to use the Internet to learn foreign languages, and the advantages are improving foreign language ability, providing opportunities to learn languages, communicating practicality with using foreign language, supporting textbook deficiencies, adding learning motivation, and practicing cross-cultural learning. For the sake of various Apps of learning language, this research mainly discusses how to set appropriate functions and how to configure the layout to meet the needs of users.
The purposes of this study: 1. Propose the interface design suggestions for learning Japanese Apps; 2. Compare the improvements and differences of the three major Japanese Apps; 3. Understand the problems of real users when they are operating the functions of App, and then, offering the suggestions to the designers as a reference for future design.
The study procedure is divided into three stages, the first stage analyzes the three major Japanese language Apps (Memrise, Duolingo, Mondly) on the leaderboard of Google Play with interface sample analysis, and compares the differences in function and interface design. In the second stage, heuristic evaluation is used to perform preliminary analysis on the samples of three Apps to find out problems. In the third stage, through the sound thinking method to explore the actual operation of beginners to use Japanese App, and doing interview with testers and asking for suggestions and experiences after the operation.
Results showed that: (1) Visual design: uncoordinated color-designing will make users feel tired and unwilling to use App. To build up designer’s own icons will consume a lot of metal capacity, and if the layout is not logical, it will reduce the learning effect; (2) Information design: the questions should be accompanied by numerical values to understand the progress of the quiz, and intercultural products need to consider wording and cultural differences so that users will not be confused; (3) Guide design: at the first step of using App, the guiding walkthrough should be appeared, and then the submit continue buttons and the viewing prompt should be set during the quiz. After choosing the correct and wrong answers, using different colors to distinguish. Developers can set the segmented control to slow down the voice speed. During pronunciation practice, it is necessary to provide a self-examination dialogue function. After the quiz, setting the function of order on self-made words book and reviewing unfamiliar words. In addition, if the error can not be reported in real time during the quiz, the user may refuse to use it. If users use App in the commuting, setting the question type should not be complicated; (4) Improving questions of Japanese: Before the quiz, the chapter’s learning objective and content should be displayed, and the verb changes of the topic should be unified into ” Teineigo”. Each topic can be displayed Romanization of Japanese, which helps beginners to understand the semantics. When learning professional Japanese, it is more efficient to use illustrations to learn words. After the quiz, using a list to review and providing different levels of learning content can help people who already have had the basic Japanese ability to get greater in learning effect.