Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18895
Title: 
Effects of learning styles on learners collaborative patterns in a mobile-assisted Chinese character forming game based on flexible grouping approach
Authors: 
Keywords: 
Collaborative learning
Mobile learning
Learning style
Chinese characters recognition
Game-based learning
Issue Date: 
2016
Citation: 
Wong, L. H., & Hsu, T. C. (2016). Effects of learning styles on learners collaborative patterns in a mobile-assisted Chinese character forming game based on flexible grouping approach. Technology Pedagogy And Education, 25(1), 61-77. http://dx.doi.org/10.1080/1475939X.2014.963661
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-smartphone-per-student) setting, each of the 31 target students in Primary 3 (9-year-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 in 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 towards the last game session. Recommendations to the future development of such a novel learning approach will also be given.
Description: 
This is the final draft, after peer-review, of a manuscript published in Technology Pedagogy And Education. The published version is available online at http://dx.doi.org/10.1080/1475939X.2014.963661
URI: 
ISSN: 
1475-939X (print)
1747-5139 (online)
Appears in Collections:Journal Articles

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