��1 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&# - PDF document

��1 &#x/MCI; 0 ;&#x/M
��1 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ; &#x/MCI; 2 ;&#x/MCI; 2 ; &#x/MCI; 3 ;&#x/MCI; 3 ;Remote Education Softwarefor WubiTypewritingfor elective course of elementary schoolQian Li8510188546qia@kth.seWeiWu8611104582wwu@kth.seDepartment of Information and Communication TechnologyDegree project 30.0HE creditsDegree subject in Computer and Systems SciencesDegree project at the master levelAutumn term 20Supervisor:Fredrik KilanderExaminor: Fredrik Kilander �� &#x/MCI; 0 ;&#x/MCI; 0 ;Remote Education Software for WubiTypewritingfor elective course of elementary schoolQian Li (8510188546)Wei Wu (8611104582)AbstractThis master thesisdesign and implement new software which can help children learn and practice “Wubi” Chinese typewriting. The purpose of designing this software is to effectively reduce the phenomenon in China known as“forget how to write while taking pen”, socalled character amnesia.First we interviewed two experienced teachers and one class of

pupils from an elementaryschool to colle
pupils from an elementaryschool to collect data. Bason the data we collected, we built a set of prototypeby using PowerPoint on computerand evaluateit by three invited children whobelonged to our target user group. After modified our prototype, we implemented it ona computerusingthe Java programminglanguageWhen the process came to the evaluationpart, we invited four students who hadbackground knowledge onthefield of HCI and its evaluation methods, to help us finish a cognitive walkthrough evaluation.Although some part of our software, such as certain interfaces and sequences, should be improved in the future work, the opinions of the evaluators were mostly positive.KeywordsWubitypewriting, education software, Java RMI �� &#x/MCI; 0 ;&#x/MCI; 0 ;AcknowledgementWe would like to express our gratitude to many persons who helped us complete this thesis.First of all, our grateful and sincere appreciations carry to Fredrik Kilander, who is our supervisor and examiner of the thesis work. He taught us how to write a scientific thesis, how

to do research and how to do evaluation
to do research and how to do evaluation work. Besides, he read our draft patientlyand gave feed back as soon as possible although he was very busy during that time.We cannot complete our work in time without his precious advices and great encouragement.Second, we would like to thank the headmaster of the Elementarychool ffiliated toBeihang UniversityQiaohong Wang and the otherChineseteacherPeng Chen. We really appreciatetheir time to our interview and their helpful suggestions. In addition, we would like to thank the pupils from the Elementarychool ffiliated toBeihang University. Their passion help us finished our interview and the first term evaluation.Third, we would like to thank our friends Shuang Han, Yuyu Zhao, Zhengwu Zhang, Chunyu Jiang, and Haoran Zhai. Shuang gave us a lot of advices when the idea of REWT formed. Yuyu, Zhengwu, Chunyu, and Haoran helped us finished our evaluation part and provided lots of useful information and creative idea. Finally, we would like to thank our dear parents who always support our studies abroad, and encouraged us ho

w to deal with the unexpected problems w
w to deal with the unexpected problems with the great confidence. We love you forever. �� &#x/MCI; 0 ;&#x/MCI; 0 ;StatementThis project work is completed by Qian Li and Wei Wu together. In which Qian Li is mainly responsible for user investigation part, GUI design and implementation, and evaluation part. Wei Wu is mainly responsible for software implementation.Chapter 1 is the introduction part of the thesis. Completed by Qian Li and Wei Wu together.Chapter 2 is method and research part. Mainly completed by Qian Li, modified by Wei Wu.Chapter 3 is the design of REWT. Mainly completed by Wei Wu, modified by Qian Li.Chapter 4 is the implementation of REWTompleted by Qian Li and Wei WutogetherChapter 5 is the evaluation of REWT. Mainly completed by Qian Li, modified by Wei Wu.Chapter 6 is the conclusion of thesis. Completed by Qian Li and Wei Wu together. �� &#x/MCI; 1 ;&#x/MCI; 1 ;Table of Contents1.Introduction....................................................................................1.1Backgr

ound....................................
ound...............................................................................................1.2Problem Discussion....................................................................................1.3 Related Work...............................................................................................1.4 Goal............................................................................................................2. Method and Research..........................................................................2.1 Data Collection.............................................................................................2.1.1 Method..................................................................................................2.1.2 Interview withTeachers...........................................................................2.1.3 Interview of pupils..................................................................................2.2 Functions’ Specification..................................................................................2

.2.1 Functions for Pupil................
.2.1 Functions for Pupil...................................................................................2.2.2 Functions for Teacher..............................................................................2.3 Prototype Creation........................................................................................2.4 First Term Evaluation....................................................................................3. Design of REWT.................................................................................113.1 Requirement of REWT...................................................................................113.2 Tool..........................................................................................................3.2.1 LanguageJava.....................................................................................3.2.2 IDEEclipse..........................................................................................3.2.3 DatabaseMicrosoft Office Access, JDBC.................................................3.2.4 RMI............

........................................
..........................................................................................123.2.5 Libraries...............................................................................................3.3 Other Assets...............................................................................................123.3.1 Sound...................................................................................................3.3.2 Graphics...............................................................................................4. Implementation and GUI of REWT.....................................................134.1 Server........................................................................................................134.1.1 Rejected Class.......................................................................................4.1.2 Server Class..........................................................................................4.1.3 Database..............................................................................................4.1.4 File Fo

lder....................................
lder.............................................................................................4.2 Client.........................................................................................................4.2.1 Login Activity.........................................................................................144.2.2 Logout Activity.......................................................................................164.2.3 FileFolder.............................................................................................4.3 Teacher......................................................................................................17��1 &#x/MCI; 77;&#x 000;&#x/MCI; 77;&#x 000;4.3.1 Check Homework Activity........................................................................4.3.2 Assign Homework Activity.......................................................................184.4 Pupil...........................................................................................................194.4.1 Do Primary Practice...

........................................
.............................................................................4.4.2 Do Advanced Practice.............................................................................4.4.3 Play Game.............................................................................................4.4.4 Do Homework........................................................................................315. Test and Evaluation of REWT.............................................................355.1 Evaluation Method.......................................................................................5.2 Evaluation Result.........................................................................................5.2.1 Task 1..................................................................................................5.2.2 Task 2..................................................................................................5.2.3 Task 3..................................................................................................5.2.4 Task 4...........................

........................................
.......................................................................5.3 Evaluation Summary....................................................................................6. Conclusion and Future Work..............................................................41Reference..............................................................................................43Appendix Prototype of REWT..............................................................45��2 &#x/MCI; 1 ;&#x/MCI; 1 ;List of FiguresFigure 1.Children are doing our testFigure 2. Function tree of REWTFigure 3. Login PageFigure 4. LoginFigure 5. Home PageFigure 6. Pupil Home PageFigure 7. LogoutFigure 8. Check Homework PageFigure 9. Check HomeworkFigure 10. Assign Homework PageFigure 11. Publish HomeworkFigure 12. Etymon_Group_Choose PageFigure 13. Etymon_RhymeFigure 14. Primary PracticeFigure 15. Advanced PracticeFigure 16. Game_Choose PageFigure 17. Jigsaw GameFigure 18. Linking GameFigure 1. Shooting GameFigure 20. Check Game RecordFigure 21. Game RecordFigure 22. H

omework_Choose PageFigure 23. Get Homewo
omework_Choose PageFigure 23. Get Homework StatusFigure 24. Homework PageFigure 25. Get HomeworkFigure 2Login PageFigure 27Welcome Page for StudentFigure 28Choose Wubi Etymon groups in Practice PageFigure 29Practice Record Pagegure 30Teaching Wubi Etymons PageFigure 31Primary Practice PageFigure 32Advanced Practice PageFigure 33Game PageFigure 34Choose Homework PageFigure 35Do Homework PageFigureWelcome Page for Teacher0 ��1 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;1. IntroductionThis chapter willintroduce the background of character amnesia in China, why “Wubi” typewriting is helpful to solve this problem, and explain the goal of this thesis, which is to develop a“Wubi” education software. Related workwill also be reviewed1.1BackgroundThe character amnesia phenomenon has receivedmore and more attention in China. A poll commissioned by the China Youth Daily in April 2010 found that 83% of the 2,072 respondents admitted having problems forgetting how to write traditional Chinese characters erally,

“take pen, forget character”.
“take pen, forget character”. [1]Researchers claim that character amnesia happens because most Chinese people use computers with Latin character keyboards, andentereach word by using “Pinyin” typewriting, which translatesbetween theChinese characters andthe Roman alphabet. [2]Users of “Pinyin” typewriting can input whatever they want as long as they know how to pronounce in a national standard way. However this easyused input method brings a negligible problem here: users maignore the Chinese character itself. Instead, they will use those basic wrong words to take place of right words, which have the same pronunciation. he consequence is that the majorityof peoplemight forget which character is the right one and how to write it.In China, there are about 190 Chinese input methodsfor computer, which could also be basically separated into two classes and seven subclasses. “Pinyin” and “Wubi” are two basic typewriting methods in China. Among those 190 input method, about 67% are based on the “Pinyin” met

hod, and 26% are based on the “Wubi
hod, and 26% are based on the “Wubi” method. [3]“Wubi” is designed based on Chinese character writingseparates each Chinese character intosmall simple elements, called “Wubi Etymons”, which arematched to each key on the Latincomputer keyboard.Take as an example, it has four parts:and Theuser needs to type thecorresponding keys: and to type this character.Users of “Wubi” typewriting have to know how to write what they want to type first. What is more, “Wubi” actually has faster typing speedand higher rate of accuracy thn “Pinyin”. [4] As a result, we believe that this kind of typewriting will be helpful the writing ofChinese words and its popularity will solve character amnesia.��2 &#x/MCI; 0 ;&#x/MCI; 0 ;1.2Problem DiscussionIn fact people are reluctant to learn “Wubi”Theycomplained that “Wubi Etymons” are much more complex than “Pinyin” letters. . 5]There are 130 Wubietymonsin total,distributeacrossthe 25 keys on the keyboard, and users have to r

emember all of them. So the problemis ho
emember all of them. So the problemis how to make the learning of “Wubi” as simple as “Pinyin”.Actually, the reasons that some people consider “Pinyin” as a better way for typewriting is not only because it is easier to remember, but also because they have to learn it, even take exam about it in kindergarten and elementary school. [Many people think it is unnecessary to learn “Wubi” since they havealready learnt“Pinyin”.”.7] &#x/MCI; 3 ;&#x/MCI; 3 ; &#x/MCI; 4 ;&#x/MCI; 4 ;Physiologists and educatorsbelieve that children in elementary age, especially 69 year old children tend to have verbally accessible memories from very early childhood.od.8] Chinese educatoralso indicate that childhood, especially 39 years old, is the best time for humanto learn language. [] The rememberingprocesses of “Pinyin” and “Wubi” are similar, remembering a“Wubi” etymon will not be such a suffering experienceif it has been taught when childrenlearn how to read. Thus we believe if peo

ple can learn “Wubi” whenthey
ple can learn “Wubi” whenthey are children, they can handle it as well as “Pinyin” after they grow up.1.3 Related WorkThere are alreadytutorials, smallonline games and software to practice Wubi” typewriting. “Wubi Typewriter”, “JinshangTypewriter”, and “Best Wubi” are the top 3 ones in the popular “Wubi” software list in www.skycn.com (the main software download website in China). We downloaded them, tried them and made the comparison as follows:“Wubi Typewriter”, this software providstandard fingering animated tutorial, and gives “Wubi” coding rules on time duringpractice.“Jinshang Typewrite”, this software helps users learntheinput method from simple letter or etymon and slowly transition to phrases and articles exercise. Besides, users can check their results through speed test.“Best Wubi”, this software is to train professional “Wubi” typewriter in short time.e above three software have individual advantages, but the user groups of all them a

re adults. We need oftwarewhich target o
re adults. We need oftwarewhich target on children, so “Wubi” can be learned from childhood.However,we learned the layout of thesoftware window, the operating processand set of practicefrom the above three software3 1.4 Goal Based on what we discussed above, the goal of our project wasto design and implement education software to help children learn “Wubi” breezily, named “Remote Education Software for ‘Wubi’Typewriting” (REWT). REWT can be used in theelective courseof elementary school; the users will be both teacher and children.Children, as everyone have experienced, are hard to concentrate especially while they are learning. Only interesting challengescan get their attention. So, REWT hasthreegames about “Wubi”. Children can play the games, do practices and complete homework. Teachercan assign homework according the progress in theclass to support thatchildren learn “Pinyin” and “Wubi” at the same time.We hope REWT is helpful to solve the character amnesia encouragingpeoplelearn &#

147;Wubi” in their childhood.4
147;Wubi” in their childhood.4 ��5 &#x/MCI; 0 ;&#x/MCI; 0 ;2. Method and ResearchThis chapter will present workwe did before we startedimplement the real software. Thwork includedata collection, function specification, prototypecreation and its evaluation.2.1 Data CollectionAs David Benyon mentioned in his book Designing Interactive Systems“Before creative design can start it is essential that the designer develops a clear and thorough understanding of the people who will be involved with the system, the activities that are the focus of the design, the contexts in which those activities takeplace.”.”10] &#x/MCI; 7 ;&#x/MCI; 7 ; &#x/MCI; 8 ;&#x/MCI; 8 ; User study is such necessary design section which related to the success of our software. As a result, the very first step of our work s to find out the requirements of the users, which werechildren and teacherin our case. The method we choose to collect data and its results will be given respectively.2.1.1 MethodBasically there are two main method

s for data collection: questionnaire and
s for data collection: questionnaire and interview. Advantages of the former are: firstit can gather information at a distance, secondit provides large number of people as quantity data, and thirdresults ofclosed questions are easilysummarized. Howeverresults from openquestions are generally less specifand lack details or even more, can be ignored by respondentsDifferent from questionnaire,theinterview is more focusedon qualitative data collection. Whenombined with observations, the interviewer does not only take down what the interviewee says, but also what he/she does if there are any problems..11] Based on interviewee’s answer, the questions from the interviewer can be flexibleandso cfollow up and get more details. Although when comparequestionnaire,interview seems more consuming, the feedback during itopportune and resultsare thorough. That is why “one of the most effective ways of finding out what people want and what problems they have at the moment is to talk to them.” 10] &#x/MCI; 14;&#x 000;&#x/MCI; 14;&#x 000; &#x/MCI; 15

;&#x 000;&#x/MCI; 15;&#x 000;Through
;&#x 000;&#x/MCI; 15;&#x 000;Through the comparison above, we choose interview as our main method to gather information. In addition, while we communicatewith one of our teacher interviewee, he suggested that children mighttake questionnaires more seriouslike an exam. For this reasonthe group interview more suitable for children. As a result, the following two sections are the summarization of our interviewwithteachers and pupils. ��6 &#x/MCI; 0 ;&#x/MCI; 0 ;2.1.2 Interview withTeachersFirstof all, we interviewed two experienceteachers. One s a 45yearold headmaster oelementary school;the other wasa class teacher with 15 years experience who wasalso teaching Chinese on grade 5. (There are 6 grades in elementary school;student of grade 1 is beginner.)First, from this interview we gt a general conception about the teaching process of children. Generally, children begin to use acomputer from grade 3, which is about 9 or 10 years old. At that time, they have basically knownaround 1,000 common Chinese haracters. The sequence of learning

how to use a computer isget familiar wit
how to use a computer isget familiar with the operatisystem first and then learn how to input on the computer. Until grade 5, half ofthechildren know how to input the Chinese on computer well. Second, these two interviews confirmed our background that character amnesia is a generalphenomenaandthat even these two teachers sometimes forgot how to write a character. As for children, most of them just use input while chatting online, and no one will notice whether or not they picked a correct character.After we explained the goal of our project,one of the interviewee showbig interest. When we asked if he thinks “Wubi” can somehow improve the phenomena of character amnesia, he said “Yes of course. At least they have to think about how to write before automatically type.” hen he suggested us connect this software withChinese textbook. e believeit can help children remember Chinese character during play. Consequently we asked about children’s knowledge of Chinese character, how he teachhis class and assignhomework. Information about psycholo

gand raxiologwere also crucial for us. B
gand raxiologwere also crucial for us. Both of these two teachers confirmed that appropriate competitions between children can cause more interestandso could havepositive consequences. Of course, a child who always loses in competitionwill definitely feel dispirited. But compareyounger group, their experiences indicate that children in 9 to 10 years age have better ability to deal with challenges and adjust their attitude after failure. In addition, appropriate frustration education will be more benefit for children's psychology health.[12]2.1.3 Interview of pupilIn order to get direct information from children, we contacted oneclass of pupils in China. We fnd the results weregreat and children were enjoying and lively taking part in our conversation. Two main uses of computer by children werechatting online and play computer game in their leisure time. The most popular mini games werecture atchingand pelling hooting from girls and boys respectively. The most popular animation amongchildrePleasant Sheep, which originated in China from 2009, and thencraze swep

t the country��7 &#x/MCI
t the country��7 &#x/MCI; 0 ;&#x/MCI; 0 ;This animation tells stories which happened between a group of clever sheep and a couple of hapless wolves.The majority of children choose “Pinyin” as their input method. When about if they noticed wrong Chinese characters they typed while chatting online, all pupils chose yes but only some of them consider it to bea problem. When asked about why they choose “Pinyin” as their input method, allpupils answered because they startto learn it from 5 or 6 years of age, and it is easy for them now. After we explain what “Wubi” is and the rules of it, the children showed big curiosity that and wantto try.2.2 Functions’ SpecificationRequirements wereclearafter our interviewBased on the results, we mainly separated our software into two parts: the student part and the teacher part. Then we specified functions for 2.2.1 Functions for PupilFrom the children’point of view, they need functionsthatrules about “Wubi” and offers practicafter that. Yettedious teac

hingpractice model cannot attract the pu
hingpractice model cannot attract the pupiland keep them sittingdown learn. As a result, the very first time, we decided to settwoactivities for the pupilTherewere “Wubi” practiceandgameChildren can decide which activity they want to do after logintheir pupilpage.The practice part created for pupilto learnrules about “Wubi”.Since there are too many rules and etymons need to be remembered by pupil, we then changed practice into two different levelsprimaryand advanced,so pupils can learn step by step.In the game partthreemini gameeredesigned to connect “Wubi” to assistantthe pupilremembering processThe purposeof these games arehelp the pupilremember thrules and how to matchChinese etymons keys on the keyboard. Thisthe most important part of our software. We hoped thatchildren would be skilled as well as inspirfrom the games. omework function washighly recommendedby one of our teacher interviewee. He believed that this function could be helpful in both typewriting practice and Chinese learning.So we decided to set this functionsimil

ar to the“Wubi” practice part.
ar to the“Wubi” practice part. The only differenis that what the pupilpracticeall cme from their textbook.What s more, user interfaces should be designed childrenfriendly, so lots ofanimations and colorful picturesshould be used as decorations make the interfaces more eyeattractive��8 &#x/MCI; 0 ;&#x/MCI; 0 ;2.2.2 Functions for TeacherAs we mentioned before, teachers hopethat we linkthis software with textbook, so pupils can review what they learnwhile playing. So we addtwofunctions, assign homework and check homeworkwhich let the teacher assign optional homework to their pupiland check if their pupils finish themIn the assign homework part, teachers are allowed choose different lessons and questions for different class. In the check homework part, teachers are enablview all pupils’ state their homework.Different from pupil, teachers preferred tidy and clear interface, in which information can be found immediately.2.3 Prototype CreationWhen the design process from operative image to specification, the accuracy of the req

uirementcan only be judged when users re
uirementcan only be judged when users review the requirementss10] There aremany good methodsthatcan contribute in this very first step of design, such as prototype, persona, scenario or storyboard. In which prototypes are widely recognized to be a core means of exploring and expressing designs for interactive computer artifacc13] Prototypes can easily reveal designer’s ideas and products’ features. It stimulatereflections, so could be used to frame, refine, and discover possibilitiesin a design space..4] &#x/MCI; 7 ;&#x/MCI; 7 ; &#x/MCI; 8 ;&#x/MCI; 8 ;There are two main kinds of prototypes: hifi prototype and lofi prototype. Hifi prototypes have highsimilarity with real products. However, this kind of prototype takes too long to build and changeand people believe itas a real productduring evaluation process. Different from hifi prototype, lofi prototypes are easy builand change in a short time. Testers, on the other side, will concentratemorethe big issues, such as the flow of the conversation or the general layout of the controls,

rather than the choosing colors or the
rather than the choosing colors or the prettiness. Thus it will “effectively educate developers to have a concern for usability and formative evaluation”. [Followingthe analysis in the previous paragraph, we choose fi prototype to initializeour idea. While observing pupilintervieweescomputer class, we found that it is a little bit hard for those children to imaging paper user interface into a real computer interface. As a result, based on our data collection and function specification, we decide to use a series of PowerPoint slideswhich contains basic interface outline and functions, instead of paper prototype as our UI and to do the evaluation.This prototype be found in the appendix.2.4 First Term EvaluationWhether or not softwareuser friendly is associated with its usability. The most effective technique to find the usability problems is a usability test. One of the most favored, lowcost, higheffective technique usability test is “Thinkaloud test”.��9 &#x/MCI; 0 ;&#x/MCI; 0 ;In our test, we invited three children

who are10 years old to be our potential
who are10 years old to be our potential usersne female and two male(Figure 1). During the test process, they wereasked to explain what he/she is doing and why. We as test team observeand recordhis/her action, behaviors and speech. Some usability problems werefound during this test, such as unclearand ambiguous words.Figure .Children are doing our testAlso this test still has some short comings. First, the threeparticipants were selected by their teacher, so their daily behaviors and score must be considered. Second, we intendedto use video to record this test process and helpanalysis. Unfortunately, the childrenparents did not allowus to so. This picture is owned by Qian Li10 ��11 &#x/MCI; 0 ;&#x/MCI; 0 ;3. Design of REWTThis chapter will present the tools we used to develop REWT, and the main function of REWT. 3.1 Requirement of REWTBased on our goal and the results of research, REWT must have the following functions(Figure 2)1) Users log in2) Beginners do primary practice Pupils do adva

nce practicePupils play gameand competew
nce practicePupils play gameand competewith theirscores againstothersPupils do homeworkTeachers assign homeworkTeachers check homeworkFigure Function tree of REWT3.2 Tools3.2.1 LanguageJavaWe decide to choose ava because of 3 properties ava has: easy to use, reliability and platform independent. [1loginstudentprimary practiceadvanced practicegameJigsaw GameLinking GameShooting Gamehomeworkteacherassign homeworkcheck homework��12 &#x/MCI; 0 ;&#x/MCI; 0 ;3.2.2 IDEEclipsehe Eclipse platform is an opensource (free) IDE that is fully extensible. [1] The main reason we choose it is its SWT (Standard Widget Toolkit) which can make GUI more beautiful.3.2.3 DatabaseMicrosoft Office Access, JDBChe Microsoft Office is installed in the computer room of most Chinese elementary school, swe choose Access to store user information, and we use JDBC to operate database.3.2.4 RMIhe Java RMI is a useful mechanism for invoking methods of remote objects. he Java RMI allows one Java Virtual Machine to invoke methods of another, and to shareany Ja

va object type, even if client or server
va object type, even if client or server has never come across that object type before. [13.2.5 LibrariesFor GUI, we use java.awt,javax.swing,org.eclipse.jfaceand org.eclipse.swt.For RMI, we use java.rmi.For sound, we use sun.audio.For database, we use java.sql.For other data processing, we use java.io and java.util3.3 Other Assets3.3.1 Soundpicksomesprightlysoundwhich style aresuitable for REWTdittheir timeto suit our softwareusing theGoldWasound editor software. The formats of soundwe usewere.au, .wav, and .mid.3.3.2 GraphicsWe chosesome pictures from our photo galleria and then editthem to what we needwithhotoshop. The formats of the pictures we usewere.jpg, .gif, and .png.��13 &#x/MCI; 0 ;&#x/MCI; 0 ;4. Implementation and GUI of REWTREWT has two main parts: client and server. The server side is used to manage the database and homework file, and communicate with client side. It has a database: WubiSoftware.mdba file folder: txt_server, interface: ServerInterface and two classes: Server class and Rejected class. The client side offer

s eight activitiesto the user: login, lo
s eight activitiesto the user: login, logout, check homework, assign homework, do primary practice, play game, do advanced practice and do homework. It has 34 classes which will be describedin 4.2, 4.3 and 4.4, and three folders: txt_client folder to storequestion thesaurus, sound folder and picture folder.4.1 ServerThere are two classes to implement server side, ejectedclass, and Serverclass4.1.1 RejectedClassThe Rejectedclassextends java.rmi.RemoteException, and its main purpose is to help us program. It throws specific error information designedby ourselves.4.1.2 ServerClassThe Serverclassextends UnicastRemoteObject, and it implements ServerInterface. ServerInterface includes eighteen methods which can be invoked by client. These methods will be described together with client side in 4.2, 4.3 and 4.44.1.3 DatabaseThere are 10 tables in WubiSoftware.mdb now. “( information)table stores basic information (ID, name, profession, status, class and password) of users. “射击正确率(shooting accuracystores the best record of Shooting game. “(jig

saw score)stores the best record of the
saw score)stores the best record of the Jigsaw game. “连连看效率(linking rate)stores the best record of the Linking game. The othersixtables store the home work condition of pupils in sixclasses.4.1.4 File FolderOn the server side, homework question thesaurus and all the saved homeworkput in the “txt_server” file folder.4.2 ClientThe classes of the client side will be described in the order of user activity.The Clientclassimplements the login activityextends UnicastRemoteObject, and implements ClientInterface, which includes the “receiveMsg”method to receive message from the ver.��14 &#x/MCI; 0 ;&#x/MCI; 0 ;4.2.1 Login ActivityThe GUIfor thelogin activity is shown in igure In this activity, the user first choosehis/her profession, and then input username and passport accordingly. Finallythe userpress the loginbuttonto finish this activity.The right of igure is the GUI when the user can not login successfully.It may have two reasons that user can not login. One is wrong ID or passport, the other is that the

useris already logged in.Figure . Login
useris already logged in.Figure . Login PageFigure . LoginAs shown inigureclient requests to login and transmits ID, password and profession pupilor teacher) to server through “login” method of ClientclassTheServer checks the information in the database, determines whether the client can login and updates theuser status (online or offline) in the database throughthe“login”method of Serverclass, and givefeedback totheclient through the “callbackMsg” method of SeverclassThe client receives this feedback through “receiveMsg” of Clientclass, and changes to the window according to the users role (teacher or pupil��15 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ; &#x/MCI; 2 ;&#x/MCI; 2 ;Figure . Home PageAfter login, there aretwo different kinds of home page as shown in Figure 5. The TeacherStartclassimplements the Home page (Figure top) after a teacher login successfully. The teacher can select three activities: assign homework, check pupils’ homework and logout.Details will

be given in section 4.3.The welcomeclass
be given in section 4.3.The welcomeclassimplements the Home page (Figure 5bottom) after a pupillogin successfully. The pupilcan select fouractivities: do primary practice, do advance practice, play gameand do homework (Figure 6matched with four different buttons at the bottom of All this two background pictures are owned by Qian Li��16 &#x/MCI; 0 ;&#x/MCI; 0 ;the screenWhile the user use the mouse to enter each button area, introductions will showto tell the user what will happen after they push that button.Details will be given in section 4.4.Figure PupilHome Page4.2.2 Logout ActivityFigure . LogoutThe “logout” method of the Clientclasswill be called if the user clicks the “logout” link (to the Loginpage) or closes the window (exit system). As shown in igure , the “logout” method of the Clientclasstransmits the logout request tothever, and then the “logout” method of the Serverclassupdates theusers onlinestatus in the database.4.2.3 File Folderthe clie

nt side, the question thesaurus used in
nt side, the question thesaurus used in advanced practice is put in the “txt_client” file folder.��17 &#x/MCI; 0 ;&#x/MCI; 0 ;4.3 TeacherThis section will introduce two functions: Check homework and Assign homeworkdesigned for teacher.4.3.1 Check Homework ActivityFigure . Check Homework PageThe GUI of checking homework is shown in igure he teacher selects a class he/she wantto check, then he/she will see the homework status (completed, uncompleted or unpublished) of pupils in that class. Besides, the teacher can return to the homepage or logout in this page.Figure . Check Homeworkhe Hwcheckclassimplements this activity on theclient side. As shown in Figure , the “creatModel” method of the Hwcheckclasssends the check request and class name totheserverhe “checkHw” method of the Serverclassgetthe pupils’ homework information from database, and returntable model to the client.��18 &#x/MCI; 0 ;&#x/MCI; 0 ;4.3.2 Assign Homework ActivityFigure . Assign Homework PageThe GUI of assignin

g homework is shown in igure . After the
g homework is shown in igure . After the teacher selects a class, he/she can edit homework and publish it to pupilTeachers add questions in two ways: from thesaurus, or write by themselves in the specific format. Teachers can delete or save as many questions as they want, but once the homework is published, it cannot be changed. Besides, teacher can return tothehomepage or logout in this page.he wrong homework format, wrong number of homeworks or an attemptto publisha homework which has ��19 &#x/MCI; 0 ;&#x/MCI; 0 ;already been publish will all cause errors. he bottom oneof igure is the notice of errors when the operation is wrong. he Hwassignclassimplements the GUI of the assignmentactivity, and the Homeworkclassimplements the function part of this activity. The “addFromDataword” method oftheHwassignclasscalls the “addFromD” method of the Homeworkclassto complete the “add” activity. The “delete” method oftheHwassignclasscalls the “delete” method of the Homeworkclassto complete the 

7;delete” activity.Figure . Publish
7;delete” activity.Figure . Publish HomeworkFigure shows the process if the user wants to publish homeworkhe “saveHw” method of Hwassignclasscalls the “saveHomework” of Homeworkclass, which sends the homework array to the verhe “savehw” method of Serverclasscreatenew txt file in txt_server file folder to store homework. This part is the activity of “save” homework. If user wants to publish homework, despite the “save” homework part, the “assignHw” method of Serverclasswill also becalled to update the database.4.4 PupilThis section will introduce four functions: Primary Practice, Advanced Practice, Play Game and Homeworkwhich are designed for pupil4..1 Do Primary PracticeAfter choosing to do primary practice in the home page, the pupilcomes to the pagewhich is shown in Figure 12 (Etymon_Group_Choose Page)he TypeExeChclassimplements this page. The pupilcan select five activities: Return to home pageby press homepagelink, the user will go back to the home page (Figure 5bottom).��20

&#x/MCI; 0 ;&#x/MCI; 0 ; Logoutb
&#x/MCI; 0 ;&#x/MCI; 0 ; Logoutby pressing thelogoutlink, the user will go back to the login page (Figure 3).hoose etymon groupthe user canchoose from one to five etymon group(s) they want tlearn in Primary Practice. Theetymon groups are definedby Wubi RulesThis Wubi Rulesis like the alphabet in English or numbers in MathematicsFigure . Etymon_Group_Choose PageFigure . Etymon_Rhyme��21 &#x/MCI; 0 ;&#x/MCI; 0 ;Read etymon rhymeas shown in Figure 13, after successfullyhavingselectetymon group(s),the user can learn rhyme which could help them remember etymons distributionthe keyboard.he TypeExePreclassimplements this page. The pupilcan select four activities: return to home page, logout, choose etymon group again, and do primary practice.Figure . Primary PracticeDo primary practiceas shown in Figure 14, eight etymons from selected group(s) will be showin this practice to test if the user matching different etymons with their keys.The pupilcan select seven activities: return to home page, logout, reviewetymon rhyme, do primary prac

tice, choose etymon again, try again and
tice, choose etymon again, try again and do advanced practice. The pupilis expected to type the corresponding right “Wubi” keys. The accuracy will be given once this exercise is completed. The last three activities can be selected only when one exercise is completed. If the pupilwant to read an etymon rhyme, a window filled with the etymon rhyme which is implemented by the ExePrePop class will pop uphe TypeExeclassimplements this page.��22 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;All of these activities have nothing to do with the server side.4.Do Advanced PracticeAfter choosing to do advanced practice in the home page or in the primary practice page, the pupilcomes to the advanced practice page (Figure ). he TypeExeAdclassimplements this page. The pupilcan select five activities: return to home page, logout, do advanced practice, try again, and return to primary practice. The last two activities can be selected only when one ercise is completed. There are fourChinese words in one exercise, andthepupilis expec

ted to type the corresponding right 
ted to type the corresponding right “Wubi” keys. The accuracy will be given once this exercise is completed. If pupilwantto read “Wubi” rules, a window filledwiththe “Wubi” rules will pop up, which is implemented by the ExeAdPopclass. Questions in the advanced practice are taken from the txt_client file folder.All the activities of advanced practice have nothing to do withtheserver side.��23 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;Figure . Advanced Practice��24 &#x/MCI; 0 ;&#x/MCI; 0 ;4.Play GameFigure . Game_Choose PageThere are three games: gsaw game, inking game, and hooting game. After choosing to play game in the home page, the pupilcomes to the pagewhich is shown in Figure 16 (game_choosepagehe GameChclassimplements this page. he pupilcan return to home page, logout, play one of three games, and check best record of three games. All background pictures are owned by Qian Li��25 &#x/MCI; 0 ;&#x/MCI;&

#xD 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;
#xD 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ; &#x/MCI; 2 ;&#x/MCI; 2 ; &#x/MCI; 3 ;&#x/MCI; 3 ;Figure . Jigsaw GameThe saw game makethepupilremember which etymon is on which ky unconsciously. In this game, there are twenty five pictures with all the “Wubi” etymons corresponding totheY keys on thekeyboard. Music and sound can be turned on or turned off in the music set panel. Score=500the number of stepsthe used time/5. When the game completes, the “jigsawRecord” method of Severclassis called to check the record in the database. If new score breaks the recordof this pupil, it will be written to “(jigsaw score)table in the database. The GUI oftheigsaw game is shown in igure 1he Canvasclassand the Frame_jigsawclassimplement this game. Background picture is owned by Qian Li26 ��27 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;Figure . Linking GameThe Linking game is to make the pupilmore familiar with the distribution of etymons and distinguish th

em at the same time. In this game, the t
em at the same time. In this game, the threemost used etymons are chosen from each one oftheY keysach etymon is madeintoa picture. The pupilcan erase two pictures if these two etymons belong to the same key. Music and sound can be turned on or turned off in the music set panel. The pupilcan select the amount of the pictures in the beginning (level 1, level 2, level 3 and random level). The coreof the inking game is the numberof erased pictures per second. When the game completes, the “llkRecord” method of verclassis called to checkfor a record inthe database. If new scorebreaks the record, it will be written tothe连连看效率(linking rate)table in database. The GUI of the inking game is shown in igure 1he Controlclass, GamePanelclass, ImageLoaderclassMainFrameclassand Modelclassimplement this game.��28 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;Figure . Shooting GameIn the hooting game, each etymon is made to a picture; the pupilis to clear up the picturedropping from the upper side of the screen by typingthe

corresponding key before the picturedis
corresponding key before the picturedisappearfrom the bottom of the window. The pupilcan select thespeedof the pictures dropping (1, 2, 3 or random) before the game starts. Music and sound can be turned on or turned off in the music set panel. The time of one game is 60 seconds. When the game completes, the “keyTestRecord” method of Serverclassis called to checkfor arecord in the database. If the scorebreaks the record, it will be written to “hooting accuracy)table in the database. The GUI of the ing game is shown in figure 1he GamePanel_keyTestclass, ImageCharclass, and KeyTestclasimplement this game. Background picture is owned by Qian Li.��29 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;Figure . Check Game RecordWhen the pupilwant to check game’s record, as shown in igure , the “checkLLK”, “checkKeyTest” or “checkJigsaw” methodof the Serverclassis called to check the record in the database, then returnthecorresponding record tab

le to the GameRecordPopclass, which impl
le to the GameRecordPopclass, which implementthe popup window showing the table( Figure 2The top pictureis game record of the Jigsaw, the middle istheLinkingGame, and the bottom one is the Shooting Game.��30 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ; &#x/MCI; 2 ;&#x/MCI; 2 ;Figure . Game Record��31 &#x/MCI; 0 ;&#x/MCI; 0 ;4..4 Do HomeworkFigure . Homework_Choose PageAfter choosing to do homework in the home page, the pupilcomes to the page which is shown in Figure 22(homework_ choose page)he AssChoiceclassimplements this page. The pupilcan select three activities: return to home page, logout, and choose the lesson of homework. Homework has three statuses: finished, unfinished and unpublished. The unpublished homework cannot be chosen in this page. Figure 2shows the process of checkinghomework status. The “iniAss” method of AssChoiceclassfirst sends the request of checking which class this pupilbelongs to andthepupil’s name to the server. The “checkClasss” method of

the Serverclasschecks in the database,
the Serverclasschecks in the database, and returnthe class name to the AssChoiceclass. Then the “iniAss” method of the AssChoiceclasssends the check homework request to the server. The “checkAss” method of the Serverclasschecks this pupil’s homework status in the database, and returnresults to the AssChoiceclassFigure . Get Homework Status��32 &#x/MCI; 0 ;&#x/MCI; 0 ;Figure 2showsthe homework page, which is implemented by the AssignmentclassThe pupilcan select three activities: return to home page, logout, and try again. There are 8 questions in one exercise, and the pupilis expected to type both the corresponding right “Wubi” keys and “Pinyi” keys. The accuracy will be given once this exercise is completed. If the accuracy is 100%, a congratulation window will pop up, which is implemented by AssPopupclass. At the same time, the “completeHw” method of the Serverclasswill change the homework status to “finished” in the database.Figure . Homework Page��33 &

#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI;
#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ; &#x/MCI; 2 ;&#x/MCI; 2 ; &#x/MCI; 3 ;&#x/MCI; 3 ;Figure . Get HomeworkFigure 2shows how the Assignmentclassgets the homework question from the server. The “iniAssignment” method of the Assignmentclasssends the homework request to server. The “getExistHw” method of the Serverclassgetsthehomeworkquestion array from the folder of txt_server, and then returns ittheAssignmentclass34 ��35 &#x/MCI; 0 ;&#x/MCI; 0 ;5. Test and Evaluation of REWTEvaluation means reviewing, trying out or testing REWTto discover whether it meets criteria, such as learnable, effective and accommodating..10] In this chapter, we will introduce the second evaluation after we implement REWTOur evaluation method and results will be given.5.1 Evaluation MethodEvaluation can be involved in nearly every different design process guide and correct its direction. There are two main types of evaluation: participantbased methods and expertbased methods.An expertbased method

is a simple, relatively quick and effec
is a simple, relatively quick and effective method which just needsto get experts to look at the system and try using it. Experts will pick up common problems based on experience and will identify factors that might otherwise interfere with an evaluation by nonexpertss10] &#x/MCI; 5 ;&#x/MCI; 5 ; &#x/MCI; 6 ;&#x/MCI; 6 ;Cognitive walkthrough is one oftheexpertbased methods whenexperts examine the design rigorous walk through a list of cognitive tasks to check the detailed design and logic of steps. Processof Cognitive alkthrough are listed below:Defining the Input to the WalkthroughWho will be the users of the system? What task(s) will be analyzed?What is the correct action sequence for each task?How is the interface defined?Walking Through the ActionsWill the users try to achieve the right effect?Will the user notice that the correct action is available?Will the user associate the correct action with the effect to be achieved?If the correct action is performed, will the user see that progress is beingmade toward solution of the task?----Cogn

itive Walkthrough [1We choose this metho
itive Walkthrough [1We choose this method for twomain reasons. Firstexpertbased evaluation can be carried out by designers whereas participantbased evaluation need users involved. Second, comparewith other expertbased evaluation, such as Heuristic valuationwhich is more suitable to evaluate a set of interfaces rather thana whole systemem20], principles of this method are easy to follow. Thus it is easy to find usability problems of REWTwhile finishing tasks.��36 &#x/MCI; 0 ;&#x/MCI; 0 ;5.2 Evaluation ResultLimited by time and lack of experts, we invited fourstudents fromtheProgram of Interactive Systems Engineering KTH to help us finish this evaluation. These four participants wereall Chinese so they understd our software purpose better than other nationalities. All of themwere asked to analyzefour tasksbelbased on the principle of Cognitive alkthrough:1. Try to finish primarypractice and advanced practice as pupil2. Try to play games as pupil3. Try to finish homework aspupil4. Try to assign and check homework asteacher.The results are

presented with their respective tasksin
presented with their respective tasksin the following sections.5.2.1 Task 1In this task, the pupilwill be the intendeduser. Participantswereasked totry to finish primarypractice and advanced practice.Theorrect action sequence wlogin in → click primarypractice button → choose group(s) of Wubi Etymons → click to rhyme button→ learn rhyme → click to primarypractice button → finisprimarypractice → click to advanced practice button / back to homepage and click advanced practice button → finish advanced practiceThe function of this part is to help the user remember tymons severaltimes with different levels of practice. In this part, all of the four participants agreed that the user can achieve the mainly right effect efficiently. Howeversome usability problems were pointed out by our participantsThree of four participantsoughtthat lackintroduction before primarypractice. Thus for the beginners of learning "Wubi" input method,the complicated rules might confuse themAll four were participants confused by the button go to advanced practiceat primary p

ractice.However, if the child hasnot lea
ractice.However, if the child hasnot learned all tymons in primarypractice, they should not be allowgoingto advanced practice. This is becausewhat itestin advanced practice is designed forusers finished withall primarypractice3. In advanced practice, typing rules can only be opened while practicingbutnot appearautomatically for the one who first entersthis part. All of four participants considerit as a big problembecausewithout the lackingof rules or introductionfirstuser may notknow what to doafterthey came to this pageAllfour participants considerthat the interface visible and clearandthe user knowhow to run the process correctly. The user can associatethe correct action with the effect to be ��37 &#x/MCI; 0 ;&#x/MCI; 0 ;achieved. After the correct action is performed, feedback like accuracygiven, so the user sees that progress is being made towards thesolution of the task.Some other usability problems found during this evaluation:Two of our participants thoughtthat the “Try again” button in both primarypractice and advance

d practice does not exactly tell the use
d practice does not exactly tell the user if the system will let the user try the same questions again or a new group of questions.Four of our participants thoughtthat the “Homepage” link in every page should be changed into “Back to Homepage”.5.2.2 Task 2In this task, the pupilwasthe intendeduser. Participants wereasked totryto play three games. he correct action sequence wloginin → click game button → choose one game → play itTheour participants are all thoughtt is clearfor the userto achieve the right game they want. he proposeof thethree gamewaselldefined. The user could seethat the correct action is available and associate it with the effect. However some usability problems were noticed1. Jigsaw: one participant thought that it is better to have a notice between “choose a picture” and “start” the game. The meaning of the replay button was clear.2. Linking Game: All four participants found that “Start” button and “Refresh” buttnot have big differenceThe“Refresh” button dnot tell i

f it wentback to the beginningof thturn
f it wentback to the beginningof thturn or providea new start.3. Shooting:All of our participants pointed out that it lacks a feedback after the user type buttons and shooting icons on the screen. Theuser didnot know which one he shoThe interface s clear but not unified, such as the appearances of button and menu.ne participant considered it as a problem. Some other function design problems werefound during this evaluation:One of our participants indicated that thesystem cannotremember the settings of user. For examplethe user has to turn the background off every time he startnew game.One of our participants tried to found a quick solution function for Jigsawwhich is not availablein our system. This participant believed thatchildren might losetheir patient if they cannot successfully finish this game.��38 &#x/MCI; 0 ;&#x/MCI; 0 ;3. Two of our participants pointed out that etymons cannot be chosenin Linking Game and Shooting Game. They believed that forthechildren who have not learnedall the five groups of Etymons, they cannotplay these

two game5.2.3 Task 3In this task, the pu
two game5.2.3 Task 3In this task, the pupilthe intendeduser. Participants wereasked to tryto finish homework. he correct action sequence wloginin → click homework button → choose an unfinished homework → finish homework→ get result of homework.All participants thought is mainly clear for the user to finish their homework in this part. The user couldnotice that the correct action is available and associate it with the effect. Howeversome usability problems were foundOne participant thought that the escription in the homework page s not clear. “Phrase” should change into “word”.The “Back” buttonwentback to the homepage directly andnot to the page where the user could choose anotherlesson.All four participants considered ita big problem.5.2.4 Task 4In this task,theteacher wthe intendeduser. Participants wereasked totryto finish task about assigninghomework and check pupilstate of homework. he correct action sequence login in → click assign homework button → choose one class → add questions to homework → publish homew

ork → back to homepage → click check
ork → back to homepage → click check state button → choose one class →check stateAll of four participants thought it is mainly clear for the user to assign homework and check the pupilstate in this part. The user can basically notice that the correct action is available and associate it with the effect. Howeversome usability problems erenoticedAll four participants pointed out that there wasnot a clear notice to tell the user about the question number limit.All four participants indicatedthatthe xample of the homework format dnot tell the user word limit.All four participants thoughtthathere wasfeedback after publish or save.All four participants foundthatuestions in the thesaurus can be added repeatedlywhich not conformto custom.��39 &#x/MCI; 0 ;&#x/MCI; 0 ;5. Three of four participants pointed out thatthe rong action notice didnot disappear.All four participants believed that the interface wasclear. Yet some other function design problemswerefound during this evaluation:All four participants doubtedabout thelimitation of 8 qu

estions for each lessonThey thought that
estions for each lessonThey thought thatis not necessary. Users should have more freedom on this part.One of our participants thought that the pupilstate check page lacks some more details from the pupil5.3 Evaluation SummaryThrough these four evaluation tasks, all of our participants looked through the mainfunctions of REWT. They got a general understanding and considerchildrenfriendly softwareBasically the interfaces wereclear and simple enough for children to operate. Colorful and attractivepicturesracticeunctions, especially gameswerespecial designed, and that probablyprovide more fun for children in the learning process. Still as describedin the last section, this software needto be polished and modifiedin severalplacesFirst of all, there are some ambiguousand unclear descriptions neededto be renamed.Such as try againand homepagefound in task 1, Phraseand Backin task 3. Theseunclear descriptions confused userwhich may makethem lost in the system. Second, some serious usability problems need to be remade carefully. introduction page found to be necessary

before advanced practicetask 1Pupilshoul
before advanced practicetask 1Pupilshould not able to do advanced practice unless they learned all groups of primary practice (task 2). What is more, functions of the Startbutton and Refreshbutton in Linking Game need to be combined(task 2)Third, some system settings needto be modified.For example, Linking game and Shooting Game could be designed to have different levelsmatched with different etymons groupsAfter children learn new groups of Etymons, new levels in these two games are appeared. This could inspirchildren’s interest(task 2)When ateacher assignhomework, thereshould be nolimitationthe number of questions (task 4).Last but not least, some userfriendly settings will make the interaction process smootherSuch as let the system remember userssetting(task 2), add a feedback after the user typein Shooting Game (task 2), add a quick solution for the Jigsaw game so the pil would not lose ��40 &#x/MCI; 0 ;&#x/MCI; 0 ;their patienceand add more notices and feedbacks while the teacher assignshomework(task 4). ��41 &

#x/MCI; 0 ;&#x/MCI; 0 ;6. Conclu
#x/MCI; 0 ;&#x/MCI; 0 ;6. Conclusionand Future WorkTo helpthe phenomenon of character amnesia in China, we startthis thesis work. The goal of this thesis work s to design and implement an education software to helpchildren learn “Wubi” breezilyhe software wasnamed “Remote Education Software for ‘Wubi’Typewriting” (REWT).In the beginning, we did a lot of research work, such as data collection, function specification, prototype creation andevaluation. Based on the goal and the suggestion we got from our research, we decided to let REWT software have seven main functions: Users log in, Teachers assign homework, Teachers check homework, Beginners do primary practice, Pupils do advance practice, and Pupildo homework and Pupils play games (jigsaw, linking ashooting game) and compete with theirscores. During the implementationprocess, we learned some new Javalibraries we never used before, such as AWT, SWING, and SWT. We also reviewed different investigation and evaluation methodAfter REWT completed,we made test and evaluation.

The resultcan be regarded as good, all t
The resultcan be regarded as good, all the above seven functions run well, so we can say the goal of this thesis work is achieved. But we also found some places which needto be improvein future work. Limited by time and fund, we did not do the comparison between REWT and other “Wubi” teaching software after we implement. his work is still necessary. As to the effect of REWT, it can be seen only when it is used widely for a long time, so we will also observe its use in uture.There are fourworkswhich will be done in the future. First of all, modify REWT depending on the evaluation. Second, REWT will have more functions, and one of the ideas is to create online game competition area. In this area, children can complete their game and view other classmates’ game panel at the same time. We believe this function will be more eyecatching.Third, monitor will be used in the implementation of REWT to make every thread run more effectively. Last but not least, we will invite more participants to do evaluation about system performance like faulttolerance.

42 ��43 &#x/MCI;&#x
42 ��43 &#x/MCI; 0 ;&#x/MCI; 0 ;Referencee1] Handwritingtimesfurther away:Ming Hu, Congcong Wang, China Youth Daily 16, 4 (2010), CN110061,http://zqb.cyol.com/content/201004/16/content_3185826.htm 2] WiredChinese and Japanese kids forget how to writeNick Farrell, last viewed at December2011, http://www.techeye.net/science/wiredchineseandjapanesekidsforgethowwritee1300 kinds of typewriting method, how many have you seen?: googlelab, last viewed at December 2011, http://googlelab.net.cn/?p=1496The Speed of Professional “Wubi” Typewriter:Silk Route,last viewed at December , http://www.5bpd.com/faq/cd.html5] Pinyi and Wubi, which is easier to learn?ast viewed 6February2012,http://www.wbfans.com/thread475921.htmllExplore for Elementary Pinyin Education:Yaoheng Fang,Chinese Education Resource Net,last viewed December2011, http://www.ruiwen.com/news/3641.htm7] Should I learn Wubi?ast viewed 6Februaryhttp://ie.sogou.com/bbs/viewthread.php?tid=2347558]Autobiographical memory in middle childhood: Recollections of the recent

and distant pastMemory(8)Van Abbema, D;
and distant pastMemory(8)Van Abbema, D; Bauer P (November 2005)..9] Function of Bilingual Education:Weidong Guo, Newspaper of Xinjiang Normal University, 2004, (3)3)10] Designing Interactive Systems: a comprehensive guide to HCI and interaction design: David Benyon, 2ed..11] Thoughtful Interaction Design: A Design Perspective on Information Technology:Jonas Löwgren and Erik Stolterman, MIT press, 2004[12] Study on Contemporary Youngsters Frustration Education: L. Wang, Jiangnan University, CN, 2010..13] What do Protptypes PrototypeS. Houdeand C. Hill, Apple Computer, Inc..4] The anatomy of prototypes:Prototypes as filters, prototypes as manifestations of design ideas. Lim, YK., Stolterman, E. and Tenenberg, J. ACM Transactions on ComputerHuman Interaction (TOCHI), 15(2), 7, (2008)��44 &#x/MCI; 0 ;&#x/MCI; 0 ;[15] Prototyping for tiny fingersMarc Rettig, Communications of the ACM, Volume 37, Issue 4 (April 1994) Pages 21 6] What Is Java: Paul Leahy,About.com Guide, last viewed at December, http://java.about.com/od/gettingstarted/a/

whatisjava.htm 7] ECE355 Tutorial E
whatisjava.htm 7] ECE355 Tutorial Eclipse SetupIgor Ivkovićlast viewed at December2011, http://bogobooks.com/ece355tutorialeclipsesetup.htmll8] Java Network ProgrammingMerlin Hughes, et al., Manning Publications, 1997..9] Cognitive Walkthroughlast viewedDecember2011http://www.pages.drexel.edu/~zwz22/CognWalk.htmhtm20] How to Conduct a Heuristic EvaluationJakob Nielsen, last viewed at Decemberhttp://www.useit.com/papers/heuristic/heuristic_evaluation.html ��45 &#x/MCI; 0 ;&#x/MCI; 0 ;Appendix Prototype of REWTFigure Login PageFigure Welcome Page for StudentFigure Choose WubiEtymon groups in Practice Page��46 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;Figure Practice Record PageFigure Teaching Wubi Etymons PageFigure Primary Practice Page��47 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;Figure Advanced Practice PageFigure Game PageFigure Choose Homework Page��48 &#x/MCI; 0 ;&#x/MCI; 0 ; &#x/MCI; 1 ;&#x/MCI; 1 ;Figure Do Hom