کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6835343 | 618184 | 2014 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Effects of type of multimedia strategy on learning of Chinese characters for non-native novices
ترجمه فارسی عنوان
اثرات نوع استراتژی چند رسانه ای برای یادگیری از شخصیت های چینی برای تازه کاران غیر مادری
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کلمات کلیدی
برنامه های کاربردی در زمینه های موضوعی، بهبود آموزش در کلاس درس، سیستم های چندرسانه ای / هک رسانه ای، مسائل آموزشی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
The purpose of this study was to examine the effects of multimedia strategies for instructional techniques and practice on non-native novices' Chinese character learning performance and cognitive load. Two types of multimedia instructional presentations - radical-highlighted and stroke-pronunciation - and two types of practice - visual cue and voice cue - were implemented. Participants were 81 non-native novices randomly assigned to one of the four experimental groups, namely radical-highlighted visual-cue, radical-highlighted voice-cue, stroke-pronunciation visual-cue and stroke-pronunciation voice-cue. An Internet-based e-learning course on the basis of Chinese characters was implemented and delivered as experimental instruction using a Moodle platform. The results show that, for non-native novices, the stroke-pronunciation (SP) strategy of showing strokes with pronunciations is better than the radical-highlighted (RH) strategy, enabling the novices to achieve better performance in identifying Chinese radicals. The significant two-way interactions suggest that (1) the SP presentation should be delivered with the voice-cue (VoC) practice to elicit better performance in writing and in identifying characters and strokes, and (2) the RH presentation should be delivered with visual-cue (ViC) practice to elicit better performance in character writing. Furthermore, participants showed similar levels of perceived cognitive load toward the stroke-based task and the radical-based task. However, when the SP presentation was delivered with the VoC practice, participants revealed lower perceived cognitive load toward the writing task.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 70, January 2014, Pages 41-52
Journal: Computers & Education - Volume 70, January 2014, Pages 41-52
نویسندگان
Ming-Puu Chen, Li-Chun Wang, Hsiu-Ju Chen, Yu-Chu Chen,