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ERIC Number: EJ1093824
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1475-939X
Effects of Learning Styles on Learners' Collaborative Patterns in a Mobile-Assisted, Chinese Character-Forming Game Based on a Flexible Grouping Approach
Wong, Lung-Hsiang; Hsu, Ching-Kun
Technology, Pedagogy and Education, v25 n1 p61-77 2016
This paper reports a novel, mobile-assisted, game-based learning design for Chinese character learning. In playing the "Chinese-PP" game in a 1:1 (one-device-per-student) setting, each of the 31 target students in Primary 3 (9 years old) is assigned a Chinese character component. A student may make use of his/her own and peers' character components to form a legitimate Chinese character, and invite the peers with matching components to join his/her group. The intention is to assist the students in developing general orthographic awareness (understanding the structures of Chinese characters) through social negotiation. In this paper, the students' collaborative learning processes in three game sessions were analysed. The relationships between students with varied learning styles and their game behaviours and learning gains were unveiled as a result. Through the Chinese-PP learning activities that stimulated active peer coaching and social learning, we found that all the target students became active learning participants and achieved high learning gains in the last game session. Recommendations for the future development of such a novel learning approach will also be given.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore