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The Effect of Computer-Based Multimedia Instruction with Chinese Character Recognition
ARTICLE

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Educational Media International Volume 48, Number 1, ISSN 0952-3987

Abstract

The purpose of this study was to examine second language learners' learning achievement and attitudes toward two different types of dual coding designs (text group: image plus on-screen text versus narration group: image plus narration) in Chinese character acquisition. A total of 66 college students who did not have prior knowledge of the Chinese language were randomly assigned to either the text group or narration group. The findings showed that there was no interaction between the treatments (text group versus narration group) and test occasions (immediate and delayed post-tests), and there was no significant difference between two groups in the immediate post-test and in the delayed post-test. However, there was a significant difference between the test occasions. Furthermore, the results revealed that there was no significant difference between two groups in both the tutorial design factor and the cognitive load factor. Overall, participants in both groups achieved high scores in the post-tests and showed positive attitudes toward the dual coding tutorials. (Contains 1 figure and 3 tables.)

Citation

Chuang, H.Y. & Ku, H.Y. (2011). The Effect of Computer-Based Multimedia Instruction with Chinese Character Recognition. Educational Media International, 48(1), 27-41. Retrieved October 17, 2019 from .

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