本研究結合翻轉教室、混成學習與間隔重複記憶等理論，以傳播研究方法課程，探討間隔重複行動工具，對傳播科系學生理論概念精熟程度的影響。通過教學行動研究的歷程，本研究於課堂導入Anki數位閃卡工具，並蒐集與分析學生使用Anki的學習經驗與學習成效。本研究歸納出四項教學論點：（1）Anki的遊戲介面與跨平臺功能，能提升學生記憶練習的動機與參與度；（2）教師可提供學生複習用的Anki檔，並引導學生利用彈性時間進行自主學習；（3）學生於紙本閃卡轉換到Anki過程，需提供適當的學習輔導；（4）持續使用Anki學生，於理論概念的精熟程度，有明確的提升。研究反思方面，研究者認為未來應強化行動學習與傳播教學的整合，深化微行動學習於傳播教育的實踐。

This study integrates the theories of flipped classrooms, blended learning, and spaced repetition to examine how a spaced repetition mobile tool affects communication students’ mastery of theoretical concepts in a communication research methods course. After evaluating eight similar tools due to its cross-platform accessibility, free availability, and robust support for tracking and enhancing learners’ mastery, “Anki” (https://apps.ankiweb.net/) was selected as the mobile learning app for implementation. This study analyzes students’ experience with Anki and their learning outcomes, and offers teaching suggestions and reflections on the implementation of Spaced Repetition Mobile Apps: (1) Anki’s gamified interface and trans-platform accessibility significantly enhance students’ motivation and engagement in memory-based learning activities; (2) Teachers can support students by providing pre-made Anki decks and guiding them to engage in self-directed learning ; (3) As students transition from paper-based flashcards to Anki, appropriate instructional support is necessary to ensure effective adaptation; (4) Students who consistently use Anki demonstrate a clear improvement in mastering theoretical concepts. This study suggests a stronger integration of mobile learning strategies within communication education, emphasizing the potential of ‘micro-mobile learning’ as a practical approach to enhance theoretical thinking and self-directed learning ability in communication theory education.