Computer-Based Chinese Character Learning: An Experimental Study
Zhengbin Lu, Spelman College, United States ; Steven Crooks, Nancy Maushak, William Lan, David White, Texas Tech University, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This experimental study investigated the effects of computer-based Chinese character illustration modalities and practice strategies on the learning of Chinese characters.A 3 x 2 x 2 mixed model factorial design was created by crossing three levels of Chinese character illustration modality with two levels of writing practice strategy and two levels of recognition practice strategy. The dependent variables included students’ scores on the immediate and the delayed Chinese character recognition tests. Participants were 150 undergraduate students from a major southwestern university. The ANOVA results showed significant main effects for the illustration modality and the writing practice strategy on students’ achievements in the Chinese character recognition tests. This study provides significant implications for instructional designers and Chinese language practitioners.
Lu, Z., Crooks, S., Maushak, N., Lan, W. & White, D. (2009). Computer-Based Chinese Character Learning: An Experimental Study. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3962-3968). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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Ming-Tsan Lu & Michael LaVaglio, Teachers College Columbia University, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2025–2034
Ming-Tsan Lu, Gregory Hallman & John Black, Teachers College, Columbia University, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3763–3768
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