The Effects on Chinese Language Learning: A Comparison Study of Animation and Flashcards
Presentation
Juan YangUniversity of Warwick
Animationhttp://www.youtube.com/watch?v=7VhOCX5WLpw
helpful for reading and memorization (Narayanan and Hegarty, 2000; Mayer and Anderson, 1992; Li, 1996)
distract learners’ attention (Lowe, 2003; Schnotz et al, 1999)
no consensus, under-researched, adult learners
Research Questions
1. Is the use of computer animated characters more effective than use of flashcards for secondary children learning visual recognition of Chinese characters?
2. Is the use of computer animated characters more effective than use of flashcards for secondary children learning the meaning of Chinese characters?
3. Which presentation method did the secondary students believe was more useful to them in learning to recognise and remember the meaning of Chinese characters? views
Methods Quantitative: A within-subject repeated measure design
Qualitative: Questionnaire –seek opinions
Character List 1
• Watching Animations• Shape & Meaning Test • Survey 1
Character List 2
• Learning by Flashcards• Shape & Meaning Tests • Survey 2
12 pupils
Methods Participants
12 pupils
Beginning learners of Mandarin as FL
Year 9 in West MidlandsAverage age 13
English native speakersVolunteers
Selecting materials
Experiment
Survey
Procedure
Matching Character Lists
Character List 1
Character List 2
Match 2 lists
Specific and concrete meaning
Relatively low frequency
(A familiarity scale) Number of strokes < 7 Similar structure Matched by the same
part
Visual Presentations
5 Characters in List 1
• Watching Animations• Shape & Meaning Test • Survey 1
5 Characters in List 2
• Learning by Flashcards• Shape & Meaning Tests • Survey 2
12 pupils
Results
• Animation VS. Flashcard
Animation Flashcards0
0.51
1.52
2.53
3.54
4.55 Animation;
Recall test; 4.5Flashcards; Recall test;
3.42
Animation; Matching test;
5Flashcards;
Matching test; 4.6
Figure1 Posttest scores by treatments
Recall test
Matching test
A Paired-Sample t testAlpha level was set at .05
Recall test p=.02< .05
Matching test p= 1.0
A ceiling effect!
help recognition
help remember meaning
help understand meaning
feel bored
0%10%
20%30%
40%50%
60%70%
80%90%
100%
Pupils’ Views about Animation
yes neutral no
Link the image, meaning and characters together; Memorable
Not clear
help recognition
help remember meaning
help understand meaning
feel bored
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Pupils’ Views about Flashcard
yes neutral no
Lack of comparison with images and characters
Interesting parts of two methodsStoryline
Repetition Stroke order
Similarity between images and characters
Animation
Link between pictures and characters
colorFlashcar
d
Discussion
In line with the cognitive load theory (Chandler,2004; Chandler & Sweller, 1991)
Limited short term memory Determined by how the info. is presented Animation : character formation process Flashcard: imagination is need
Discussion
L1 translations
The picture-matching test same pictures used in learning and test session,
test memory or concept? (reason for ceiling)
Character learning is a long-term programme 2 hours, 10 characters
Future studies
Large sample and more characters
The role of L1
Retention effects
The impact of narrations of animation
Thank you [email protected]