A Study on the Effect of Applying ‘Chinese Character Formation Matching Game’ APP to Word Recognition Teaching of Third Graders in Elementary School

• Main Authors: Hui-Chen Sung, 宋慧珍
• Other Authors: Dr.Chiou-Kuo Liang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/51918426707162046187

碩士 === 中華大學 === 資訊工程學系碩士班 === 103 === ABSTRACT Chinese language is ideogram and the key of word recognition is morphological structure. Pictographic learning through the conjunction of pictures and characters is helpful for learning of the morphological structure of Chinese character. Furthermore, it also helps comprehension of the literal meaning. By the way, for being forward in digital technology, many educational scholars keep their eyes on game-based digital learning. For improving the effort of learning, they promote game-based digital learning that cleverly transfers the fun of playing into motivation of learning and player’s autonomy into active learning. Therefore, a couple of educational scholars advocate the game-based digital learning. The purpose of this thesis is that Chinese character-formation principle should be applied to word recognition teaching of third grade through game-based digital learning in elementary school, and then the learning will be evaluated including achievements, motivation, satisfactory, self-efficacy and cognitive demands. In this research, The App digital game of ‘Chinese character formation matching game’ which was designed by researcher’s own should be not only for fun but also for word recognition by matching picture and Chinese character. For evaluating the learning outcome of the App digital game, the research adopted quasi-experimental design. There are fifty-three third-graders who were distributed into two groups at the elementary school where the researcher work for teaching. One is experimental group and another is control group. The experimental group adopted the App digital game of ‘Chinese Character Formation Matching game’ and be taught to learn the contents of the game while the control group adopted the methods of teaching nowadays. The results revealed that the learning achievements of experimental group is superior to the control group. Besides, through analysis of questionnaire surveys, using the App digital game of ‘Chinese Character Formation Matching game’ not only made positive enhancements on learning motivation, satisfactory and self-efficacy but also caused higher cognitive demands than control group, although the higher cognitive demands means more working memories on learning word recognition at experimental group. As a whole, the game-based digital learning by the game of ‘Chinese Character Formation Matching game’ is more effective than the methods of teaching nowadays in motivation, satisfactory and self-efficacy of learning word recognition.