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Using a gesture-based Chinese learning game for language learning
PROCEEDINGS

, , National Taiwan Normal University, Taiwan ; , Department of Industrial Education, National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The present study focused on those who born in Taiwan but raised in their mothers’ homelands during their early years, and involved in the Southeast Asian Heritage Learners of Chinese (SAHLCs) programs that assist with Chinese language learning. The present study was to empirically establish a gesture-based language learning game (GBLLG) to use in the SAHLC’s programs, and to understand the interaction between four affective and cognitive factors (Chinese language learning anxiety (CLLA), extrinsic cognitive load (ECL) and language experience (LE) and Gestured-based learning interest (GBLI)) in a GBLLG setting. To this end, 208 SAHLC’s profiles were validated for confirmatory factor analysis and structural equation modelling (SEM). The results revealed that GBLI had a negative association with LE, but CLLA was positively associated with the GBLI. The above findings suggest that the GBLI of students with low LE were particularly susceptible to the GBLLG intervention and CLLA, which was

Citation

Hong, J.C., Hwang, M.Y. & Tai, K.H. (2015). Using a gesture-based Chinese learning game for language learning. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1217-1222). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from .

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