Motivating Students with Different Needs to Learn Chinese in a Mixed-Background Classroom by Robot-Assisted Learning
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| Title: | Motivating Students with Different Needs to Learn Chinese in a Mixed-Background Classroom by Robot-Assisted Learning |
|---|---|
| Language: | English |
| Authors: | Ka-Yan Fung (ORCID |
| Source: | IEEE Transactions on Learning Technologies. 2025 18:369-386. |
| Availability: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076 |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Learning Motivation, Native Language Instruction, Mandarin Chinese, Technology Uses in Education, Teaching Methods, Robotics, Dyslexia |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1109/TLT.2025.3551256 |
| ISSN: | 1939-1382 |
| Abstract: | Mastering the visually complex characters of the Chinese language poses significant challenges for students. The situation is even worse in Hong Kong, where students with different backgrounds, including students with/without dyslexia and non-Chinese speaking (NCS) students, are placed in the same class. Interactive design has been proven effective in enhancing students' learning performance and engagement. However, developing a learning tool for students with diverse backgrounds is challenging. This study proposes a robot-assisted Chinese learning system (RACLS) for those with diverse backgrounds and investigates its impact on learning motivation by a comparison study. In particular, 39 students participate in a five-day robot-led training program, while another 39 students received traditional teacher-led training. The comparison results show that RACLS can enhance the emotional engagement of students with dyslexia and strengthen the behavioral engagement of students without dyslexia. Interestingly, the learning motivation of NCS students in the experimental and control groups is enhanced similarly. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468358 |
| Database: | ERIC |
| Abstract: | Mastering the visually complex characters of the Chinese language poses significant challenges for students. The situation is even worse in Hong Kong, where students with different backgrounds, including students with/without dyslexia and non-Chinese speaking (NCS) students, are placed in the same class. Interactive design has been proven effective in enhancing students' learning performance and engagement. However, developing a learning tool for students with diverse backgrounds is challenging. This study proposes a robot-assisted Chinese learning system (RACLS) for those with diverse backgrounds and investigates its impact on learning motivation by a comparison study. In particular, 39 students participate in a five-day robot-led training program, while another 39 students received traditional teacher-led training. The comparison results show that RACLS can enhance the emotional engagement of students with dyslexia and strengthen the behavioral engagement of students without dyslexia. Interestingly, the learning motivation of NCS students in the experimental and control groups is enhanced similarly. |
|---|---|
| ISSN: | 1939-1382 |
| DOI: | 10.1109/TLT.2025.3551256 |
