How flexible grouping affects the collaborative patterns in a mobile-assisted chinese character learning game?

Lung Hsiang Wong, Ching Kun Hsu, Jizhen Sun, Ivica Boticki

Research output: Contribution to journalArticle

33 Citations (Scopus)


This paper reports the impacts of spontaneous student grouping to develop young students' orthographic awareness in the process of learning Chinese characters. A mobile-assisted Chinese character forming game is used to assign each student a Chinese character component on their smartphones through a wireless network. Fifteen Singaporean students, all 3rd graders (10-year-old) studying Chinese as a second language (L2), were required to negotiate with their peers to form groups that could assemble eligible Chinese characters by using their respective components. The game process data and the transcriptions of focus group interviews were qualitatively analyzed in order to investigate the dynamics of student collaboration and competition during the games. In turn, the patterns of social interactions during the activities were identified, with a special focus on the varied impacts of the two grouping modes (allowing versus not allowing each student to join more than one group at one time) on the students' game habits.

Original languageEnglish
Pages (from-to)174-187
Number of pages14
JournalEducational Technology and Society
Issue number2
Publication statusPublished - 2013 Apr 30



  • Chinese character learning
  • Flexible student grouping
  • Mobile Assisted Language Learning (MALL)
  • Mobile Computer Supported Collaborative Learning (mCSCL)
  • Orthographic awareness

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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