Please use this identifier to cite or link to this item:
Title: Chinese Character Composition Game for Collaborative Language Learning
Authors: Wen, Yun
Chen, Wenli
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Wen, Y. & Chen, W. (2018). Chinese Character Composition Game for Collaborative Language Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This paper presents an innovation implementation of whether and how the use of a tabletop game combined with tangible cards help novice Chinese language learners to develop Chinese orthographic knowledge and collaborative learning skill. A positive relation between children’s orthographic awareness and character recognition has been widely acknowledged. Collaboration is a commonly used game design element and a frequently targeted game design element regarding 21st century skill development. Nevertheless, little is known regarding how games should be designed for collaborative Chinese character or vocabulary learning, and how game design may influence student collaborative learning skill development. The results of a quasi-experiment in a primary school indicate that the designed ARC (augmented reality-based Chinese character composition game) is an effective system for improving students’ Chinese character learning performance and collaborative learning quality. The findings provide insights into game-based learning design for young learners and language learners.
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
25.pdf393.17 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.