You are here:

Effects of Learning Styles on Learners' Collaborative Patterns in a Mobile-Assisted, Chinese Character-Forming Game Based on a Flexible Grouping Approach
ARTICLE

,

Technology, Pedagogy and Education Volume 25, Number 1, ISSN 1475-939X

Abstract

This paper reports a novel, mobile-assisted, game-based learning design for Chinese character learning. In playing the "Chinese-PP" game in a 1:1 (one-device-per-student) setting, each of the 31 target students in Primary 3 (9 years old) is assigned a Chinese character component. A student may make use of his/her own and peers' character components to form a legitimate Chinese character, and invite the peers with matching components to join his/her group. The intention is to assist the students in developing general orthographic awareness (understanding the structures of Chinese characters) through social negotiation. In this paper, the students' collaborative learning processes in three game sessions were analysed. The relationships between students with varied learning styles and their game behaviours and learning gains were unveiled as a result. Through the Chinese-PP learning activities that stimulated active peer coaching and social learning, we found that all the target students became active learning participants and achieved high learning gains in the last game session. Recommendations for the future development of such a novel learning approach will also be given.

Citation

Wong, L.H. & Hsu, C.K. (2016). Effects of Learning Styles on Learners' Collaborative Patterns in a Mobile-Assisted, Chinese Character-Forming Game Based on a Flexible Grouping Approach. Technology, Pedagogy and Education, 25(1), 61-77. Retrieved October 23, 2019 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords