Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses.
Background: This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addr...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3360 - 3369 |
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| Autores principales: | , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899696&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899696 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899696 180060103 180899696 180899696 10.1111/jcal.13066 180899696 ppf: 3360 ppct: 9 formats: tig: atl: Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses. aug: au: Hong, Jon‐Chao Tai, Kai‐Hsin Tai, Tzu‐Yu affil: Chinese Language and Technology Center, National Taiwan Normal University, Taipei, Taiwan sug: subj: Learning Methods Language Mobile Applications Educational Technology Learning Environment Cognition Affect Touch User-Computer Interface Test Anxiety Evaluation Outcomes of Education Evaluation Taiwan Funding Source Human Male Female Adolescence Clinical Trials Comparative Studies Convenience Sample Pretest-Posttest Design Students, High School Questionnaires Emotions Teaching Methods Summated Rating Scaling T-Tests Descriptive Statistics Adolescent: 13-18 years Male Female ab: Background: This study was motivated by the need to enhance Mandarin learning through embodied interactions and physical engagement methods. While most studies confirm the positive effects of touchscreen devices on learning, mixed findings suggest a need for more engaging methods. This research addresses these gaps by exploring the benefits of embodied interaction through the Shaking‐On game app, an embodied question‐response platform, in comparison to Kahoot. Objectives: To compare the learning effectiveness of the Shaking‐On app, which incorporates physical shaking interactions, with the conventional quiz platform Kahoot in promoting Mandarin learning and positive emotional experiences. Methods: A total of 158 junior high school students participated in the study, engaging in 15‐minute sessions once a week for 3 weeks in a formal classroom setting. Participants were divided into two groups: one using the Shaking‐On app and the other using Kahoot. The study employed a comparative analysis framework based on achievement emotion theory to evaluate learning outcomes and emotional responses. Furthermore, the classroom response system (CRS) analysis was used to assess the cognitive and affective parameters of the learning tasks in the Shaking‐On app and Kahoot, providing detailed insight into how different interactive tasks contributed to learning. Results and Conclusions: The results indicated that the Shaking‐On app significantly enhanced Mandarin learning and engagement compared with Kahoot. Participants using Shaking‐On experienced higher levels of interactive situational interest and flow, while test anxiety remained consistent across both groups. These findings suggest that incorporating embodied interactions into digital learning tools can substantially benefit student engagement and learning outcomes. The study indicated that such apps could be effectively integrated into classroom settings to enhance student learning. Educators and game developers are encouraged to integrate such interactive elements to improve the efficacy and appeal of educational applications. Lay Description: What Is currently known about this topic?: Digital game‐based learning enhances motivation, critical thinking and retention.Embodied cognition links bodily experiences to improved learning outcomes.Physical activities in learning can boost motivation, interest and performance.Engagement through physical interaction may help reduce test anxiety. What does this paper add?: Shaking‐On is more effective in Mandarin learning than Kahoot as classroom response system.Bodily engagement in Shaking‐On enhances situational interest and flow.No significant difference in test anxiety between Shaking‐On and Kahoot users.Embodied interactions provide substantial benefits in digital learning tools. Implications for practice: Educators should integrate embodied interactions to enhance student engagement.Game developers can design more effective learning apps with embodied elements.Future research should explore Shaking‐On's impact on other subjects.Policies should support the development of interactive digital learning tools. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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