The Effects of Digital Storytelling on Elementary School Children’s Hakka Learning

• Main Authors: LIAU, CHIOU- TAU, 廖秋桃
• Other Authors: Judy C.R. Tseng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/21597806794677184140

碩士 === 中華大學 === 資訊工程學系碩士班 === 103 === Language is an intangible culture asset. Speaking mother language is a kind of culture preserving. In order to preserve the precious native culture of Hakka, in 2000 the Ministry of Education formally included Hakka language into the curriculum of the language learning field. However, some difficulties have to be faced while teaching Hakka language in school. One lies on the fact that Hakka language is not the main language used in Taiwan society. Students are strangers to Hakka language even though they born from Hakka families. Another is the lack of fruitful textbooks, which can boost children's enthusiasm for Hakka learning. To promote the learning efficacy of Hakka learning, in this study, digital storytelling based on pads is applied in Hakka teaching. Students are formed in groups, each of which performs a guessing game about a kind of food in Hakka, and then record the performance by pads. To study the effects of digital storytelling on Hakka learning, field experiments are incorporated. The analytical results of the experiments show that the learning achievement, motivation and attitude are promoted, as well as the satisfaction of learning mode and the personal self-efficacy, while the cognitive load is not increased. The children also has a high technology acceptance on pad-based leaning.