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Wen, Yun – Educational Technology Research and Development, 2021
Augmented Reality (AR) has been applied to education in a variety of subjects, but in comparison to AR in STEM education, research on integrating pedagogical designs with AR in language learning is less mature. This study presents an AR-supported Chinese character learning game designed for young learners and investigates its effects on learners'…
Descriptors: Computer Simulation, Educational Technology, Technology Uses in Education, Grade 2
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Yang, Xiujie; Qiao, Linyan – Infant and Child Development, 2021
The present study aimed to examine how visual skills, verbal working memory, visuospatial working memory, and other general cognitive skills (inhibitory control, attention, and decision speed) were simultaneously correlated with the early acquisition of reading among kindergarten children. A total of 99 Chinese children were tested individually on…
Descriptors: Foreign Countries, Visual Perception, Short Term Memory, Spatial Ability
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Liu, Duo; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2020
The present study explored the mediating effect of word detection on the relationship between visual-spatial attention and reading comprehension in Chinese. The participants included 287 Hong Kong Chinese children (167 third graders, 84 girls, "mean age" = 8.73, SD = 0.49, and 120 fourth graders, 45 girls, "mean age" = 9.93, SD…
Descriptors: Foreign Countries, Visual Perception, Spatial Ability, Attention
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Wen, Yun – IEEE Transactions on Learning Technologies, 2020
This paper presents an augmented reality-based Chinese character composition game (ARC) that employs augmented papers to engage lower primary school students in collaborative Chinese character learning. A design research approach was used to gain a holistic view of designing, enacting, and evaluating the ARC. The participants included four…
Descriptors: Computer Simulation, Chinese, Ideography, Elementary School Students
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Wang, Li-Chih; Yang, Hsien-Ming – Learning Disability Quarterly, 2020
This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3-6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing…
Descriptors: Foreign Countries, Grade 3, Grade 4, Grade 5
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Damian, Markus F.; Qu, Qingqing – Reading and Writing: An Interdisciplinary Journal, 2019
Recent research has demonstrated that abstract orthographic representations such as morphemes, syllables, and graphemes, influence handwritten production in languages with alphabetic scripts. The orthographic representations involved in the written production of non-alphabetic languages such as Chinese are less well understood. Chinese words…
Descriptors: Orthographic Symbols, Handwriting, Chinese, Ideography
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Zittoun, Tania – European Journal of Psychology of Education, 2017
This paper presents the concept of symbolic resources for apprehending sense-making in learning and instruction. It first reminds the centrality of sense-making in learning and instruction from a sociocultural perspective, and proposes a pragmatist approach to examine what sorts of knowledge people use when they face situations that matter. The…
Descriptors: Learning Processes, Comprehension, Instruction, Informal Education
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Teng, Xiaochun; Yamada, Jun – Reading and Writing: An Interdisciplinary Journal, 2017
The pedagogical and theoretical questions addressed in this study relate to the extent to which native Japanese readers with little or no knowledge of Chinese characters recognize Chinese characters that are viewed as abbreviations of the kanji they already know. Three graphic similarity functions (i.e., an orthographically acceptable similarity,…
Descriptors: Japanese, Chinese, Second Language Instruction, Teaching Methods
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Ma, Min-Yuan; Chuang, Hsien-Chih – International Journal of Technology and Design Education, 2017
Type design is the process of re-organizing visual elements and their corresponding meanings into a new organic entity, particularly for the highly logographic Chinese characters whose intrinsic features are retained even after re-organization. Due to this advantage, designers believe that such a re-organization process will not affect Chinese…
Descriptors: Eye Movements, Chinese, Written Language, Design
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Tse, Linda F. L.; Siu, Andrew M. H.; Li-Tsang, Cecilia W. P. – Journal of Occupational Therapy, Schools & Early Intervention, 2017
Although copying and name writing skills are regarded as the indicators of handwriting development in alphabetic writing systems, there is limited information on logographs such as Chinese. Chinese characters are not only simply a combination of strokes as letters in English, but also place a great demand on visuospatial ability to maintain good…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Handwriting
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Zhang, Weiwei; Li, Manliang – English Language Teaching, 2017
Over the past decades, subjects concerned with the Chinese character "zhi [Chinese character omitted]", i.e. grammatical structure, in ancient Chinese language, have been widely explored. This paper conducts a research from a new dimension: the Cardiff Grammar, an integral part of Systemic Functional Linguistics (SFL) which is famous for…
Descriptors: Chinese, Semantics, Syntax, Grammar
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Barbot, Baptiste; Perchec, Cyrille – New Directions for Child and Adolescent Development, 2015
This article provides an introduction to the idiographic approach ("N = 1" research) in developmental psychology and an overview of methodological and statistical techniques employed to address the study of within-individual variability in development. Through a popularization of the idiographic approach and associated statistical…
Descriptors: Developmental Psychology, Individual Development, Ideography, Research Methodology
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Shen, Helen H.; Xu, Wenjing – Foreign Language Annals, 2015
Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…
Descriptors: Chinese, Vocabulary, Vocabulary Development, Active Learning
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Jincho, Nobuyuki; Feng, Gary; Mazuka, Reiko – Reading and Writing: An Interdisciplinary Journal, 2014
This study examined age-group differences in eye movements among third-grade, fifth-grade, and adult Japanese readers. In Experiment 1, Japanese children, but not adults, showed a longer fixation time on logographic kanji words than on phonologically transparent hiragana words. Further, an age-group difference was found in the first fixation…
Descriptors: Foreign Countries, Japanese, Age Differences, Adults
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Hatsidimitris, George; Kalyuga, Slava – Educational Technology Research and Development, 2013
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful…
Descriptors: Animation, Computer Assisted Instruction, Prior Learning, Learner Controlled Instruction
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