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Learning Chinese Characters by Practicing in a Computer-Assisted Setting: Does it Work?
PROCEEDINGS

, Spelman College, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

How to effectively integrate computer technology into Chinese character learning has become a practical question for language instructors and instructional designers. Guided by the Cognitive Load Theory and Cognitive Theory of Multimedia Learning, this study aimed to investigate the effects of practice in learning Chinese characters in a digital setting. It employed a 2 x 2 x 3 mixed model factorial design. Two levels of writing practice strategy crossed by two levels of recognition practice strategy and three levels of Chinese character illustration modality. The ANOVA results showed a significant main effect of illustration modality and a significant main effect of the writing practice on students’ achievements on the Chinese character recognition tests. Discussions and recommendations for future research have been included.

Citation

Lu, Z. (2010). Learning Chinese Characters by Practicing in a Computer-Assisted Setting: Does it Work?. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1990-1995). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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