Effects of learning styles on learners’ collaborative patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping approach

Lung Hsiang Wong, Ching Kun Hsu

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)61-77
Number of pages17
JournalTechnology, Pedagogy and Education
Volume25
Issue number1
DOIs
Publication statusPublished - 2016 Jan 1

Fingerprint

grouping
Students
learning
student
coaching
social learning
learning process
Group

Keywords

  • Chinese character recognition
  • collaborative learning
  • game-based learning
  • learning style
  • mobile learning

ASJC Scopus subject areas

  • Information Systems
  • Education
  • Communication
  • Computer Science Applications

Cite this

@article{897b6ca9a8a94389a548adac12968008,
title = "Effects of learning styles on learners’ collaborative patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping approach",
abstract = "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.",
keywords = "Chinese character recognition, collaborative learning, game-based learning, learning style, mobile learning",
author = "Wong, {Lung Hsiang} and Hsu, {Ching Kun}",
year = "2016",
month = "1",
day = "1",
doi = "10.1080/1475939X.2014.963661",
language = "English",
volume = "25",
pages = "61--77",
journal = "Technology, Pedagogy and Education",
issn = "1475-939X",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Effects of learning styles on learners’ collaborative patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping approach

AU - Wong, Lung Hsiang

AU - Hsu, Ching Kun

PY - 2016/1/1

Y1 - 2016/1/1

N2 - 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.

AB - 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.

KW - Chinese character recognition

KW - collaborative learning

KW - game-based learning

KW - learning style

KW - mobile learning

UR - http://www.scopus.com/inward/record.url?scp=84961211902&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84961211902&partnerID=8YFLogxK

U2 - 10.1080/1475939X.2014.963661

DO - 10.1080/1475939X.2014.963661

M3 - Article

AN - SCOPUS:84961211902

VL - 25

SP - 61

EP - 77

JO - Technology, Pedagogy and Education

JF - Technology, Pedagogy and Education

SN - 1475-939X

IS - 1

ER -