The effect of computer-based multimedia instruction with Chinese character recognition.
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| Title: | The effect of computer-based multimedia instruction with Chinese character recognition. |
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| Authors: | Chuang, Hui‐Ya1 (AUTHOR), Ku, Heng‐Yu1 (AUTHOR) heng-yu.ku@unco.edu |
| Source: | Educational Media International. Mar2011, Vol. 48 Issue 1, p27-41. 15p. 1 Diagram, 3 Charts. |
| Subjects: | Second language acquisition, Chinese writing, Dual-coding hypothesis, Cognitive learning, Tutors & tutoring |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Engineering Source |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09523987 |
| DOI: | 10.1080/09523987.2011.549676 |
