Please use this identifier to cite or link to this item:
The impacts of flexible grouping in a mobile-assisted game-based Chinese character learning approach
Issue Date: 
Paper presented at the 10th International Conference of the Learning Sciences (ICLS) 2012, Sydney, Australia, 2-6 July, 2012
This paper reports on how two different flexible student grouping strategies in a
mobile-assisted Chinese character learning game affect the players’ collaborative patterns.
The game application assigns each student a Chinese character component on their
smartphones. The students are required to form groups to assemble eligible Chinese characters
using the components that the group members possess. Fifteen Primary 3 (3rd grade) students
were involved in the study. 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. The study aims to explore the patterns of
social interactions during the activities, especially the varied impacts of the two different
grouping rules (allowing versus not allowing each student to join more than one group at one
time) on the students’ game behaviors and their learning gains.
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ICLS-2012-235-WangL_a.pdf715.65 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

checked on Dec 10, 2018

Download(s) 50

checked on Dec 10, 2018