ERIC Number: EJ1087827
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: N/A
The Effects of GBL and Learning Styles on Chinese Idiom by Using TUI Device
Ku, D. T.; Huang, Y.-H.; Hus, S. C.
Journal of Computer Assisted Learning, v31 n6 p505-515 Dec 2015
This study investigated how the integration of a game-based learning strategy and a tangible user interface (TUI) device improves the learning achievement of fifth-grade students in studying Chinese idioms. By using the sifting, and sorting, features of Sifteo Cubes, learners, via a gaming situation, manually composed the cubes to the correct idioms, and the system also provided the origins of the idioms, facilitating meaningful learning. A quasi-experimental non-equivalent control-group design was conducted. Both the experimental and control groups were administered a pre-test and post-test, the Idiom Learning Performance Test (ILPT), to investigate the variations between the treatment and groups. Furthermore, the Index of Learning Style for Youth (ILSY) survey was administered to determine how different learning styles and learning strategies affect learning achievement. The results showed that, after the CILS was used, the post-test scores were significantly higher than the pre-test scores in the experimental group. In addition, the post-test scores of "active" and "visual" learners were higher than the pre-test scores, and were significantly higher than "reflective" and "verbal" learners. The results suggested that the CILS is suitable for active and visual learners. Recommendations for using the CILS and Sifteo Cubes in instruction and further direction research are provided.
Descriptors: Teaching Methods, Academic Achievement, Chinese, Educational Games, Computer Interfaces, Quasiexperimental Design, Comparative Analysis, Control Groups, Experimental Groups, Cognitive Style, Learning Strategies, Pretests Posttests, Scores, Language Patterns, Educational Technology
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A